Toward Nonbinary Theories of Practice in Teacher Education Research

This essay argues that contemporary debates about the role of practice in teacher education run the risk of reproducing mind/body, thought/action dualisms. Absent these binaries, practice is understood as always theoretical, principled, and contextualized and knowledge and identity are understood as always embodied and enacted. The author discusses nonbinary theories of practice and their application in teacher education scholarship within both historical and political contexts. The essay argues that the practice turn in teacher education might be leveraged to enhance the field’s intersectional imagination and to eschew the polarities and linearities the field has inherited from Western enlightenment philosophy.

Making Grand Strategy in Practice

Theories of practice are widely seen as the most innovative recent research program in international relations. They also provide important avenues to understand how grand strategy is made and why and how it has effects. Strategy is understood as the outcome of practical activities and struggles between actors. This chapter presents an overview of how practice theories have productively revisited concepts such as “strategic culture” or “security communities.” It also demonstrates how frameworks derived from field theories, actor-network theory, and narrative theories illuminate grand strategies and the processes that produce them. Theories of practice provide a major innovative point of departure for understanding strategy differently.

Understanding whole school physical activity transition from a practice theory perspective

PurposeIn this study, the authors offer a practice theory framing of school physical activity transition with conceptual and managerial contributions to whole school approaches (WSAs).Design/methodology/approachBased on a literature overview of the limitations of WSA, ecological and systems theorisation and a practice theory framing of physical activity, the authors introduce a model that identifies signs of practice transition and conceptualises the relationship between signs and practice reconfigurations. To exemplify insights from the model, the authors provide illustrations from three cases from the national Estonian “Schools in Motion” programme.FindingsThe signs of practitioner effort, resistance and habituation indicate how practice ecosystem transition is unfolding across a spectrum from practice differentiation to routinisation. Several signs of transition, like resistance, indicate that reconfigured practices are becoming established. Also, there are signs of habituation that seemingly undermine the value of the programme but should instead be celebrated as valuable evidence for the normalisation of new practices.Practical implicationsThe article provides a model for WSA programme managers to recognise signs of transition and plan appropriate managerial activities.Originality/valueThe practice theory framing of school physical activity transition advances from extant theorizations of WSAs that have failed to account for the dynamic ways that socio-cultural change in complex school settings can unfold. A model, based on a practice ontology and concepts from theories of practice, is proposed. This recognises signs of transition and can help with the dynamic and reflexive management of transition that retains the purpose of systemic whole school change.

Conceptualising ethical consumption within theories of practice

Since the turn of the century, sociological consumer research has had a strong focus on ordinary, routinised consumption, especially within the sustainability context. This approach has been a welcome alternative when understanding sustainable consumption compared with relying on individualistic psychological or identity-communicative approaches. However, with the shift towards a practice theoretical approach, there has been a tendency to ignore variation in consumer practices. Specifically, questions regarding the extent to which ethical concern can explain variance have not yet been included. Important questions, such as whether and how ethics takes part in changing practices in more sustainable directions, have similarly been neglected. This theoretically based article intends to contribute to further developing theories of practice by bringing together three discussions: how variation in carrying and performing practices can be conceptualised, how different approaches to consumption have conceptualised ethics and how ethics of care and the concept of general understandings can be used to conceptualise ethical aspects of consumption within theories of practice. The article concludes by summarising the findings from these discussions and raising questions of further empirical and theoretical concern.

Seeing, imagined, and lived

Scholarship on Hindu traditions and practices proposes the practice of darshan as fundamental to Hindu traditions, particularly in temple worship, observing that devotees seek out images of deities primarily to see them and “receive” their darshan. These works typically gloss the definition of darshan with a sentence or two about seeing, exchanging glances, and/or receiving blessings. In this paper, I focus on the ways in which darshan is ideally imagined in conjunction with other bodily sensory practices through sources of authority, such as texts and senior devotees, to create a specific sensory experience and expectation in the transnational Gaudiya Vaishnava community. I then look to the lived realitiesof darshan in this tradition, specifically how devotees negotiate the structures created through sources of authority in their daily lives. Through this juxtaposition of idealized and lived darshan, I argue that we need a new approach towards theories of practice to take into account the complexities of darshanic moments in this and other religious practices.

Introduction to the Special Issue: Renewing Theories of Practice and Reappraising the Cultural

This short article introduces the Special Issue ‘Renewing Theories of Practice and Reappraising the Cultural’. We first discuss the ‘practice turn’ in the sociology of consumption. We introduce three lacunae that advocates have identified in contemporary theories of practice that animate the contributions of the Special Issue: around the theorisation of culture, economy and the reflexive individual. We go on to discuss the place of culture in the ‘practice turn’, and its relations to cultural sociology. We then appraise some recent attempts at resolution. Lastly, we summarise the individual contributions to the Special Issue.

After Practice? Material Semiotic Approaches to Consumption and Economy

The ‘turn’ to practice in social theory is proving influential in the sociological study of consumption (following Warde, 2005). This article joins current debates that appraise the contributions of this growing body of work, specifically its relationship with – and possible mode of succession to – cultural studies of consumption. It considers two claims about the impact and status of practice theoretic repertoires in consumption scholarship (Warde, 2014). First, that they invite greater attention than the cultural turn to objects and technologies as material forces. Second, that they have not yet found ways to locate consumption in the context of wider economic processes. My central argument is that theories of practice offer a partial reading of materiality, and that engagement with a greater range of material semiotic approaches can help in making better links between consumption and economy. This argument is illustrated through reference to market agencements, the social life of things, and ontological politics. I suggest these perspectives are compatible with practice theoretic approaches and that taken together, they represent some promising responses to a suite of fundamental challenges confronting consumption studies. I conclude that theories of practice – plural – have not yet run their course as an approach to consumption and economy. The parameters of consumption scholarship are also considered alongside the relationships between political economy and cultural analysis.

Entrepreneurial learning as practice: a video-ethnographic analysis

PurposeDespite the gains that have been made by adopting contemporary theories of practice in entrepreneurship studies, the field still lacks a comprehensive practice theory of entrepreneurial learning. In this article, we develop a practice theory of entrepreneurial learning by elaborating on the relations between practicing, knowing and learning.Design/methodology/approachUsing a video ethnography of a two-day “Startup Weekend for Refugees” event in Amsterdam, our aim is to further theorise the relational, material and embodied nature of entrepreneurial learning through analysing video fragments of naturally occurring practices.FindingsOur findings demonstrate that entrepreneurial learning transpires through, and is emergent from, practices and their relations. On the one hand, practitioners learn to competently participate in various practices by sensing, observing and experimenting with the meaning of others' gestures and utterances. On the other, the learning of new opportunities for value creation emerges as practitioners connect various practices to one another through translation.Originality/valueThis article contributes by illustrating and explaining real-time instances of learning to develop a practice theory of entrepreneurial learning. This contributes to the literature by detailing the relations between learning, knowing and practising entrepreneurship, which leads to a novel alternative to existing individual- and organisational-level learning theories.