Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/19799
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dc.contributor.authorFenwick, Tara-
dc.contributor.editorHager, P-
dc.contributor.editorLee, A-
dc.contributor.editorReich, A-
dc.date.accessioned2016-11-02T06:42:38Z-
dc.date.issued2012-
dc.identifier.urihttp://hdl.handle.net/1893/19799-
dc.description.abstractDiscussions of practice, particularly those focused on learning, tend to focus more upon the socio-cultural and socio-political aspects of practice activity than on the actual materiality of practice. This chapter suggests theoretical resources that offer constructs and approaches to help trace material dimensions of practice and in particular, the materiality of learning in practice. Three theoretical perspectives have been selected that have become prevalent in learning research: cultural-historical activity theory (CHAT), actor-network theory (ANT), and complexity theory. In their own ways, they help to illuminate issues of practice that are sometimes silent in practice-based assertions: different kinds of practice, the actual processes of participation in practices, and the diverse ways in which practices become reconfigured. A comparative approach is used to examine these three conceptual framings to explore their diverse contributions to analysing materiality in practice. The three perspectives bear some similarities in their conceptualization of knowledge and capabilities as emerging in interconnections between heterogeneous things, human and nonhuman. Yet each illuminates very different facets of the material that can afford important understandings: about how subjectivities are produced in practices, how knowledge circulates and sediments into formations of power, and how practices are configured and re-configured. Each also signals, in different ways, what generative possibilities may exist for helping people to engage in desirable practices or to reconfigure problematic practices.en_UK
dc.language.isoen-
dc.publisherSpringer-
dc.relationFenwick T (2012) Matterings of knowing and doing: sociomaterial approaches to understanding practice. In: Hager P, Lee A, Reich A (ed.). Practice, Learning and Change: Practice-Theory Perspectives on Professional Learning. Professional and Practice-Based Learning, 8, Dordrecht: Springer, pp. 67-83.-
dc.relation.ispartofseriesProfessional and Practice-Based Learning, 8-
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.-
dc.subjectactivity theoryen_UK
dc.subjectactor-network theoryen_UK
dc.subjectcomplexity theoryen_UK
dc.subjectsociomaterialen_UK
dc.subjectwork-learningen_UK
dc.titleMatterings of knowing and doing: sociomaterial approaches to understanding practiceen_UK
dc.typePart of book or chapter of booken_UK
dc.rights.embargodate2999-12-31T00:00:00Z-
dc.rights.embargoreasonThe publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.-
dc.citation.issn2210-5549-
dc.citation.spage67-
dc.citation.epage83-
dc.citation.publicationstatusPublished-
dc.type.statusBook Chapter: author post-print (pre-copy editing)-
dc.identifier.urlhttp://www.springer.com/education+%26+language/professional+%26+vocational+education/book/978-94-007-4773-9-
dc.author.emailtara.fenwick@stir.ac.uk-
dc.citation.btitlePractice, Learning and Change: Practice-Theory Perspectives on Professional Learning-
dc.citation.isbn978-94-007-4773-9-
dc.publisher.addressDordrecht-
dc.contributor.affiliationEducation-
dc.rights.embargoterms2999-12-31-
dc.rights.embargoliftdate2999-12-31-
Appears in Collections:Faculty of Social Sciences Book Chapters and Sections

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