scholarly journals From response and adaptation to learning, agency and contribution: making the theory of practice architectures dangerous

2021 ◽  
Vol 3 (1) ◽  
pp. 78-94
Author(s):  
Nick Hopwood
Keyword(s):  
Higher Education ◽  
Alternative Futures ◽  
Theory Of Practice ◽  
Changing Practice ◽  
Practice Architectures ◽  
Transformative Activist Stance

What is higher education praxis in a world beset by crises? Sjølie et al. (2020) explore this in relation to academics’ learning during the, using the theory of practice architectures, to highlight key responses and adaptations to the Coronavirus pandemic. I offer a re-reading of their cases of changing practice, challenging a sense of being accepting of, resigned to, and unfolding ‘under’ given circumstances. Instead, I highlight agentic, transformative praxis, where people act individually and collectively towards alternative futures. Drawing on Stetsenko’s transformative activist stance, I point to ways the theory of practice architectures might be put to work ‘dangerously’, as part of a struggle for a better world. Envisioning a reinvigoration of a politically charged theory of practice architectures, I argue the it offers particular value through the concept of learning as coming to practise differently, sharpened through a notion of contribution rather than participation.

scholarly journals Reaching into the basket of doom: Learning outcomes, discourse and information literacy

2022 ◽  
pp. 096100062110672
Author(s):  
Alison Hicks ◽  
Annemaree Lloyd
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Information Literacy ◽  
English Language ◽  
Ways Of Knowing ◽  
Research Programme ◽  
Language Models ◽  
Learning Goals ◽  
Theory Of Practice ◽  
Practice Architectures

Learning outcomes form a type of arrangement that holds the practice of information literacy within higher education in place. This paper employs the theory of practice architectures and a discourse analytical approach to examine the learning goals of five recent English-language models of information literacy. Analysis suggests that the practice of information literacy within higher education is composed of 12 common dimensions, which can be grouped into two categories, Mapping and Applying. The Mapping category encompasses learning outcomes that introduce the learner to accepted ways of knowing or what is valued by and how things work within higher education. The Applying category encompasses learning outcomes that encourage the learner to implement or integrate ideas into their own practice, including to their own questions, to themselves or to their experience. Revealing what is prioritised as well as what is less valued within the field at the present time, these findings also raise questions about supposed epistemological differences between models, the influence of research, and the language employed within these documents. This paper represents the third and final piece of work in a research programme that is interrogating the epistemological premises and discourses of information literacy within higher education.

Instructional Design for Millennials

2016 ◽  
pp. 1980-2004
Author(s):  
William Loose ◽  
Teri Marcos
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
State Standards ◽  
Institutions Of Higher Education ◽  
Course Content ◽  
Face To Face ◽  
Changing Practice ◽  
New Knowledge ◽  
K 12 ◽  
Delivery Models

The authors have worked since 2000 to prepare school leaders at two California Institutions of Higher Education (IHE) in partnership with K-12 public, private, and charter schools. While transforming their programs into virtual delivery models, as an option for students, both online and face-to-face hybrid formats require conditions that help students effectively succeed as learners. Over fifteen years the authors have narrowed discussions for efficient facilitation and mapping to course content while personalizing lessons to deeply engage their learners' creation of new knowledge. They make twenty-three recommendations for streamlining course content, assignments, and assessments to meet individual needs of students while meeting the expectations and challenges of changing national and state standards. The authors conclude that ‘thinking anew' through faculty ideation is a must for IHEs as the changing learner demands changing practice.

Instructional Design for Millennials

2016 ◽  
pp. 1-25
Author(s):  
William Loose ◽  
Teri Marcos
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
State Standards ◽  
Institutions Of Higher Education ◽  
Course Content ◽  
Face To Face ◽  
Changing Practice ◽  
New Knowledge ◽  
K 12 ◽  
Delivery Models

The authors have worked since 2000 to prepare school leaders at two California Institutions of Higher Education (IHE) in partnership with K-12 public, private, and charter schools. While transforming their programs into virtual delivery models, as an option for students, both online and face-to-face hybrid formats require conditions that help students effectively succeed as learners. Over fifteen years the authors have narrowed discussions for efficient facilitation and mapping to course content while personalizing lessons to deeply engage their learners' creation of new knowledge. They make twenty-three recommendations for streamlining course content, assignments, and assessments to meet individual needs of students while meeting the expectations and challenges of changing national and state standards. The authors conclude that ‘thinking anew' through faculty ideation is a must for IHEs as the changing learner demands changing practice.

The relational work of international teachers: A case study of a Sino-foreign school

2019 ◽  
Vol 3 (2) ◽  
pp. 127-144 ◽  
Author(s):  
Alex Kostogriz ◽  
Gary Bonar
Keyword(s):  
Rapid Expansion ◽  
Teacher Mobility ◽  
International Teachers ◽  
Theory Of Practice ◽  
Relational Work ◽  
Practice Architectures ◽  
English Speaking ◽  
Linguistic Challenges ◽  
International Teacher

Abstract In the context of a rapid expansion of 'internationalized' schools around the world, and the subsequent demands for a teaching workforce, teachers are increasingly on the move. It is, however, no longer sufficient to represent international teacher mobility merely as a movement of predominantly English-speaking teachers who can deliver American, British, Canadian or Australian curricula. The increase in schools that offer bilingual and dual curricula has resulted in the mobility of local teachers who work alongside English-speaking ones. Although these schools are attractive to many international and local teachers, they also present certain professional, cultural and linguistic challenges. Drawing on the theory of practice architectures, this article identifies and discusses the relational tensions between foreign and local teachers as they grapple to build a new professional culture of collaboration ‐ one that demands the transformation of dispositions, professional knowledge, actions and judgements to 'fit in' to the internationalized school.

scholarly journals Geographical differentiation in access to higher education in Sweden

2020 ◽  
Vol 13 (3) ◽  
pp. 61-81
Author(s):  
Aimee Haley
Keyword(s):  
Higher Education ◽  
Rural Areas ◽  
Urban Areas ◽  
Geographical Origin ◽  
Sustainable Communities ◽  
Access To Higher Education ◽  
Theory Of Practice ◽  
Upper Secondary ◽  
Secondary Grades ◽  
Type Of Institution

Using Bourdieu’s Theory of Practice, this study examines the practices of Swedish students when entering higher education. Logistic regression is used to examine relationships between the educational resources and geographical origins of students born 1973–1982 (N = 382,198) and 1) their probability of migration when entering higher education and 2) the type of institution they entered. The results indicate that students’ practices differ by geographical origin, suggesting that students use migration in different ways to access higher education. For example, the students with the highest probability of migration are students originating from rural areas with high upper-secondary grades and students from large urban areas with low grades. Implications for expanding access to higher education while also creating sustainable communities are discussed.

Organisational change and development towards inclusive higher education

2016 ◽  
Vol 8 (1) ◽  
pp. 101-118 ◽  
Author(s):  
Victoria Louise O'Donnell
Keyword(s):  
Higher Education ◽  
Cultural Theory ◽  
Good Practice ◽  
Organisational Change ◽  
Content Type ◽  
Learning And Teaching ◽  
Changing Practice ◽  
Higher Education Culture ◽  
Education Culture ◽  
The Impact

Purpose – The purpose of this paper is to develop an understanding of the impact of organisational policies around inclusion on individual academic practices, and to develop an understanding of the factors which enable or prevent shifts towards inclusion in higher education learning and teaching. Design/methodology/approach – The paper presents data from the document analysis phase of a larger research project. To achieve an understanding of the complex process of development towards an inclusive higher education culture within one focal university, the research took a qualitative approach, underpinned by a critical realist perspective which acknowledges and demands the investigation of multiple levels of reality. The documentary analysis presented here used a constant comparative technique. Documents were analysed inductively by the project team, leading to the identification of key emergent themes. Findings – Three themes related to the development of an inclusive higher education culture emerged from the analysis of the data. These were: learner empowerment; changing practice through challenging practice; inclusive practice as good practice. The focal university’s vision for an inclusive culture was expressed inconsistently across data sources, and did not provide clear indications of concrete shifts in practice which would be required in order to enact that vision. Originality/value – The data are analysed and discussed through the lens of socio-cultural theory, allowing for a complex understanding to emerge of the ways in which participation in the valued practices of a university community is affected by the influence of policy and strategy.

Citizenship and the Shifting Values of Vietnam's Higher Education

2021 ◽  
pp. 90-110
Author(s):  
Liên Phạm
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Social Relations ◽  
Teaching Practices ◽  
Transitional Economy ◽  
Cultural Citizenship ◽  
Transitional Economies ◽  
Higher Education Reform ◽  
Cultural Norms ◽  
Theory Of Practice

This chapter explores perceptions and experiences of Vietnamese overseas-educated academics regarding Vietnam's higher education reform. Drawing on Delanty's concepts of citizenship and Bourdieu's theory of practice, the chapter makes two propositions. First, these academics hold contested values about citizenship and their role in Vietnam's higher education reform. They align with the policy mission of education for economic participation, which emphasise contributions of graduates to vocational needs of a transitional economy. At the same time, they follow the Vietnamese universities culture that value hierarchy of knowledge within existing social relations. Second, contested values lead to competing forms of technological and cultural citizenship, which may counter the momentum of reform. These academics nevertheless mediate modes of knowledge in accordance with cultural norms to enable changes in individual teaching practices. The chapter offers some implications about linking citizenship with higher education in the context of transitional economies like Vietnam.

Using the Theory of Practice Architectures to Explore VET in Schools Teachers’ Pedagogy

2016 ◽  
pp. 121-138 ◽  
Author(s):  
Annette Green ◽  
Roslin Brennan Kemmis ◽  
Sarojni Choy ◽  
Ingrid Henning Loeb
Keyword(s):  
Theory Of Practice ◽  
Practice Architectures
Sign in / Sign up

Export Citation Format

Share Document