Includes bibliographical references and index.

Chapter 1 Practice Theory and Education: Diversity and Contestation -- Chapter 2 Practices and Learning -- Chapter 3 Learning a Being 'Stirred in' to Practices -- Chapter 4 Theorising the Co-occurence of Remaking Occupational Practices and their Learning -- Chapter 5 Practice, the Body and Pedagogy: Attuning as a Basis for Pedagogies of the Unknown -- Chapter 6 Practice Architectures of University Education -- Chapter 7 Educational Practice as Praxis: Understanding and Challenging Neoliberal Conditions in University Settings -- Chapter 8 Teaching Practice in Australian Vocational Education and Training: A Practice Theory Analysis -- Chapter 9 Learning Practices: Financial Literacy in an Aboriginal Community -- Chapter 10 Teaching and Learning as Social Interaction: Salience and Relevance in Classroom Lesson Practices? Chapter 11 Teacher Research: A Knowledge-Producing Profession? -- Chapter 12 Reclaiming Education in Educational Leadership -- Chapter 13 Leading from the Milddle: A Praxis-Oriented Practice -- Chapter 14 Provoking a (re)newed: Frontier in Theorising Educational Practice.

There has emerged, since the turn of the century or so, a cohesive body of work centred on theorising educationEducation as practice. These practice theoriesPractice theory come from a range of theoretical and philosophical traditions, but collectively they draw attention to the sociality of practices, and the ontologicalOntology (ontological, ontologically) nature of practice. A ‘practiceLearning in practices turn’ also emphasises the ‘happingness’ of education and the need to consider teaching and learningLearning as they unfold in particular sites within local conditions. In this chapter we provide an overview of practice theoryTheory-practice relations in relation to education, and outline how these theories can provide a critical perspective of education across a range of settings and systems. We also provide an argument and illustration of how developing a communicative space is foundational to developing educational practicesEducational practice under diverse and contested practice arrangementsArrangements .

This book examines the way in which the "practice turn" in education and pedagogy offers unique perspectives on the nature of educational work. Through a plurality of "practice theories" deeper understandings emerge about a range of education and concepts, providing useful tools for advancing and developing practice theory in education and pedagogy. The book discusses the related and dual perspectives of pedagogy as both a teaching and an upbringing practice. It also explores education in a range of contexts and sectors beyond school, including VET, tertiary and non-formal settings. Education is seen as serving a dual purpose - the development of individuals and the betterment of societies and community, and this conceptualisation of education underpins the book. It acknowledges that there are diverse understandings and perspectives of practice theory, pedagogy and education, each of which is contestable and ripe for further development, and this is examined throughout the book. This book was developed alongside an invited symposium held in June 2015 in Brisbane, Australia where the authors and interested others gathered to discuss practice theory perspectives on pedagogy and education. The title - Practice Theory Perspectives on Pedagogy and Education - captures the central overarching focus that underpins the book.

College of Education Graduate Studies Master of Arts in Education major in Administration and Supervision

Text in English