Practice Theory Perspectives on Pedagogy and Education

1. Front Matter

   Pages i-xiv

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2. Practice Theory and Education: Diversity and Contestation

   • Peter Grootenboer, Christine Edwards-Groves, Sarojni Choy

   Pages 1-21

3. Practices and Learning

   • Theodore Schatzki

   Pages 23-43

4. Learning as Being ‘Stirred In’ to Practices

   • Stephen Kemmis, Christine Edwards-Groves, Annemaree Lloyd, Peter Grootenboer, Ian Hardy, Jane Wilkinson

   Pages 45-65

5. Theorising the Co-occurrence of Remaking Occupational Practices and Their Learning

   • Stephen Billett

   Pages 67-86

6. Practice, the Body and Pedagogy: Attuning as a Basis for Pedagogies of the Unknown

   • Nick Hopwood

   Pages 87-106

7. Practice Architectures of University Education

   • Stephen Kemmis, Kathleen Mahon

   Pages 107-141

8. Educational Practice as Praxis: Understanding and Challenging Neoliberal Conditions in University Settings

   • Ian Hardy, Barbara Garrick

   Pages 143-156

9. Teaching Practice in Australian Vocational Education and Training: A Practice Theory Analysis

   • Sarojni Choy, Steven Hodge

   Pages 157-173

10. Learning Practices: Financial Literacy in an Aboriginal Community

    • Levon Ellen Blue, Peter Grootenboer

    Pages 175-189

11. Teaching and Learning as Social Interaction: Salience and Relevance in Classroom Lesson Practices

    • Christine Edwards-Groves

    Pages 191-213

12. Teacher Research: A Knowledge-Producing Profession?

    • Nicole Mockler, Susan Groundwater-Smith

    Pages 215-230

13. Reclaiming Education in Educational Leadership

    • Jane Wilkinson

    Pages 231-241

14. Leading from the Middle: A Praxis-Oriented Practice

    • Peter Grootenboer, Karin Rönnerman, Christine Edwards-Groves

    Pages 243-263

15. Provoking a (Re)newed Frontier in Theorising Educational Practice

    • Sarojni Choy, Christine Edwards-Groves, Peter Grootenboer

    Pages 265-280

16. Back Matter

    Pages 281-284

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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.

• Diversity and contestation
• Diversity in education
• Diversity in practice theory
• Education policy
• Indigenous education
• Mentoring in education
• Pedagogy and practice
• Practice architectures in education
• Practice theory in education
• Professional learning
• Teacher education
• Teaching Research
• Teaching and knowledge production
• Vocational Education and Training
• practice turn
• learning and instruction

• School of Education and Professional, Griffith University School of Education and Professional, Gold Coast, Australia

  Peter Grootenboer

• Charles Sturt University, Wagga Wagga, Australia

  Christine Edwards-Groves

• Griffith University, Mt Gravatt, Australia

  Sarojni Choy

DR PETER GROOTENBOER was a school teacher and leader for 12 years before moving into the tertiary sector. He received a national Jim Campbell Award for teaching excellence. He is now an Associate Professor of Education at Griffith University and the Deputy Director of the Griffith Institute for Educational Research. His recent co-authored books include Changing Practices, Changing Education and Mathematics, Affect and Learning. His research interests include practice/praxis theory, mathematics education, educational leadership, action research and issues of educational social justice.


DR CHRISTINE EDWARDS-GROVES is Senior Lecturer (Literacy) and co-leader of the Speech, Language and Literacy research strand in the Research Institute for Professional Practice, Learning and Education (RIPPLE) at Charles Sturt University. Her research focuses on classroom interaction and literacy pedagogies, teacher professional development, action research and practice theory. Christine is Australian coordinator and co-leader of the International Pedagogy, Education and Praxis research network (PEP) and co-chair of the Global Assembly of Action Research Networks. She is currently a lead investigator on a national literacy project investigating dialogic pedagogies and practices in primary schools. 


DR SAROJNI CHOY is an Associate Professor of Professional, Continuing and Vocational Education at Griffith University. Her research and writing focus on workplace learning, curriculum, continuing education and training, work-integrated learning, workforce capacity building, action research and practice theory. She serves on the editorial boards of international journals and is a regular reviewer for international journals and international conferences in vocational education.

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