Wee6_Inhabiting Practice#Pre-reading, Resources list and Further reading
After reading Chapter 1 of Grootenboer, Peter, Christine Edwards-Groves, and Sarojni Choy. Practice Theory Perspectives on Pedagogy and Education: Praxis, Diversity and Contestation, I got following ideas about society and practice.
01/ Pre-reading reflective thinking:
In this book, the related dual perspectives of pedagogy as a teaching practice and pedagogy as a practice of up-bringing are both included and discussed. Here, we include education in a range of contexts and sectors including VET, tertiary and non-formal settings. The chapters in this book represent some innovative, and at this time provocative, perspectives on educational and pedagogical practice. The writer also pointed out that Schatzki has given impetus to and sustained this renewed emphasis on the primacy of practice as an integral dimension of understanding the everyday workings of social life.
According to the book, practise theories take into account things like knowledge, meaning, human activity, science power, language, social institutions, and human change. The universal tendency to view the world in terms of theory and action, as well as individual and societal, is another characteristic of practise theories. In general, these theories appear to work around this tendency. It inspired me that the book deals with education, the turning point of practice, and more so asks organizational practitioners to focus on the act, place, and content of practice itself, weakening the influence of people.
02/ The idea about workshop:
From the passage reflections on the project “art as education”, I learn that The workshop guided study was one part of a methodology to intertwine art and education. One focus of this methodology called “Inhabiting practices” was the choice of place.
The process of centering around a site can be thought of in some respects as a community-based art study of collaboration. The aforementioned series of workshops brought the students together in one location to experience studying as a group while also learning new methodology and aesthetic approaches.
It also made me realize that we are using a “flat” educational philosophy in art education and art practice, which allows more room for personal growth for both the educator and the educated.
03/ Reflect after reading resources list and further reading:
An emphasis on and interest in the places of practises is one of the elements of a “practise turn” in theorising pedagogy and education. Education practise can only be understood in the context of the setups and circumstances that permit and restrict it at a given location. Practice theories thus acknowledge and account for the diversity and contestation brought to bear in the actual realities and “happeningness” of the enactment of practices as tools for critical examination of practices. Therefore, “practice in education” does not exist in its best form, and we need to reflect on and recreate it in the process.
Yes, good reading of the set-text – it’s good to see that you’re inspired by the way this sets out education as the turning point of practice. So many of the practices that we habitualise are ‘taught’ via formal processes of education. Many are also taught in informal ways, ways we might not normally consider to be ‘educational’. It’s worth thinking about what those might be when focusing on “the act, place, and content of practice itself”… Good stuff Jia Ding! The site in ‘inhabit-ing’ practice is vital. We learn differently in different places/contexts. The context has a powerful influence over our education. Yes, we are approaching this as a “flat” educational philosophy wherein personal growth is foregrounded – as such there’s no such thing as “best practice”: practice is more akin to an organism that grows and adapts to its habitat. It might be worth following up on the phrase ‘“practise turn” – where else can you find it? Is it common? Is it being used in the same way as in this text?