Titlebook: Changing Practices, Changing Education; Stephen Kemmis,Jane Wilkinson,Laurette Bristol Book 2014 Springer Science+Business Media Singapore

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Student Learning: Learning Practices, we challenge some taken-for-granted views of learning as a process by which people come to possess concepts or skills or values as things that exist in their own right. Instead, we portray learning as a process (and as a practice) of initiation into practices. In the second section, drawing on anal

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Teaching: Initiation Into Practices,e of teaching is thus enmeshed with the local and particular practice architectures of that site, and the ecology of practices to be found at the site. This ontological perspective understands a practice like teaching not just in terms of the behaviour or the actions of teachers, but as a living pra

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先鋒派

Practising Leading,wer embedded in the practices and practice architectures we observed have enabled a richer sense of shared responsibility for leading and learning to be facilitated amongst executive teams, teachers, students and communities. We conclude that stimulating educational development requires not only the

斜

Researching as a Practice-Changing Practice, practices in a cycle of critical reflection, planning, action and critique. As we observed it in the schools we studied, this critical and self-critical research enabled teacher-researchers and leader-researchers to understand the lived-ness of their practice. In our study, we observed different ki

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支架

Power and the Analysis of Political Parties,onstrain practices. Finally, the chapter shows how the theory of practice architectures offers a way of theorising education. By doing so, it reconnects practice with individual and collective praxis as a way of expressing the double purpose of education: to help people live well in a world worth li

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Left-Atrium

Introduction: Politics and Religion we challenge some taken-for-granted views of learning as a process by which people come to possess concepts or skills or values as things that exist in their own right. Instead, we portray learning as a process (and as a practice) of initiation into practices. In the second section, drawing on anal