Ecologies of Practices

Kemmis, Stephen; Wilkinson, Jane; Edwards‐Groves, Christine; Hardy, Ian; Grootenboer, Peter; Bristol, Laurette

doi:10.1007/978-981-4560-47-4_3

Cited by 15 publications

(32 citation statements)

References 11 publications

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“…We 'flow' in it in ways guided by our experience, correcting an imbalance here and recovering from a hesitation or mistake there, as the action unfolds and as we ourselves unfold as living, conscious beings present in and with our practices. (Kemmis 2009) The sense of the 'here-and-now-ness,' the 'happening-ness' and the 'lived-ness' of practice in real life are what enable the practices of discussion groups as having inherent value to education. Group practices develop through participating.…”

Section: Discussion Groups As 'Living Practice'mentioning

confidence: 99%

“…Educational practices are in some sense arranged as entities that exist in relationships with other entities, and that practices may be regarded as living entities that exist in ecological relationships with one another (Kemmis et al 2009(Kemmis et al , 2012; and after analysing this set of transcripts I contend that they only can exist because they are in these relationships. Members show their orientation to the nature of this group as a living entity (from Meeting 13).…”

Section: Groups As Living Entitiesmentioning

confidence: 99%

“…Terri: I thought that that in one sense [that] really positions what this group is doing for the group. How the group creates itself as interdependent living entity is important for understanding the group as a part of an ecology of practices (Kemmis et al 2009(Kemmis et al , 2012; that is the practices the group create -for example sharing food and laughter -are connected to the broader practice of the group -for example engaging in dialogues -and these are connected to the broader practices of education. The segment suggests that although the interdependent relationships between practices in which different practices are essential to one another's survival of continuation in the practice.…”

Section: Groups As Living Entitiesmentioning

confidence: 99%

“…Trisha: Yes, which helps us to stay alive, despite our work we continue on. It seems that as members orient to the place of the group in their own lives, they orient to the dynamic balance in which practices inside the group regulate and maintain continuity and survival in relation to inside and outside pressures (Kemmis et al 2009(Kemmis et al , 2012. Specifically for these teacher educators 'to stay alive in academia' (as Trisha says) means to 'carve out space in their incredibly busy lives' to 'feed their souls'.…”

Section: Groups As Living Entitiesmentioning

confidence: 99%

See 3 more Smart Citations

Creating spaces for critical transformative dialogues: Legitimising discussion groups as professional practice

Edwards‐Groves

2013

AJTE

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Section: Discussion Groups As 'Living Practice'mentioning

confidence: 99%

Section: Groups As Living Entitiesmentioning

confidence: 99%

Section: Groups As Living Entitiesmentioning

confidence: 99%

Section: Groups As Living Entitiesmentioning

confidence: 99%

See 2 more Smart Citations

Creating spaces for critical transformative dialogues: Legitimising discussion groups as professional practice

Edwards‐Groves

2013

AJTE

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“…What make complex practices like education and health care distinctive is how the content of the cultural-discursive, material-economic and social-political dimensions mentioned above are bundled together in certain ways. That specific arrangement creates what Kemmis (2009) and Kemmis et al (2012) have described as a practice architecture that constructs, enables and constrains work and knowledge sharing.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Interprofessional Collaboration in Health Care : Education and Practice

Falk¹

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Background: Interprofessional collaboration is of global interest for addressing to the complex health care needs and improving patient safety in health care. Professionals have to develop collaborative skills and the ability to share knowledge. Interprofessional education describes learning activities where students learn with, from and about each other to improve collaboration. The dimension of interprofessional collaboration is complex and includes different collaborative competencies to bring about the best for the patients. To become a professional, often understood as someone exerting expertise within a specific field of practice, involves a learning process that challenges the boundaries of the professions. Boundaries are not only barriers, but also places that increase learning. There is a complexity to studying the phenomenon of interprofessional collaboration and learning regarding how it occurs in education and health care practice. By using a sociomaterial perspective on practice, it is possible to more robustly explore the collaborative context. Aim: The overarching aim of the thesis has been to explore interprofessional collaboration and learning in health care education and in interprofessional health care practice. More specifically, the research questions in the thesis were answered in two studies regarding how professional knowledge is developed and shared in interprofessional undergraduate health care education and in interprofessional health care practice. Methods: A questionnaire was distributed to students from a medicine, nursing, physiotherapy and occupational therapy programme who participated in a two-week period of practice at an Interprofessional Training Ward in Linköping. The data was analysed quantitatively to explore how female and male students experienced their professional identity formation. The open-ended responses were analysed using a sociomaterial perspective on practice. An ethnographic study was conducted in a hospital setting during a period of one year, during which two interprofessional teams were observed. A theory-driven analysis was made using a sociomaterial perspective on practice, and this provided a lens through which the nature of interprofessional collaboration and knowledge sharing could be observed. Findings: The main findings from the questionnaire showed that the practice architectures of the Interprofessional Training Ward, prefigured practices where different professional responsibilities were enacted in ways that were reproducing expected and unexpected roles in a traditional health care practice. That disrupted the students´ practical and general understandings of professional responsibilities and the nature of professional work including their professional identity formation. The findings from the ethnographic study showed different patterns of how knowledge was shared among professionals in their daily work practice as it unfolded, like chains of actions. The patterns arose through activities where collaboration between professionals was planned be...

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Understanding inclusion support systems: three inspiring experiences / Comprendiendo los sistemas de apoyo para la inclusión: tres experiencias inspiradoras

Rappoport

Mena

Rueda

et al. 2019

Cultura y Educación

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This article presents the findings of an empirical study that aimed to gain an in-depth understanding of how inclusive support systems are configured. A qualitative case study approach was used to explore the trajectories, shared beliefs and daily practices that shape the dynamics of three educational centres recognized by external assessors for their inclusive policies and attention to diversity. The analysis carried out enabled the identification of patterns of worldviews and practices that underpin the development of sustainable inclusive school proposals, as well as an understanding of the complex interrelationship between context, resources, opportunities, threats and teaching approaches that define particular dynamics. The findings obtained help to illustrate and provide inspiration for other schools committed to defending the basic rights of all children and young people, as well as designers of educational policies and programmes.

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Ecologies of Practices

Cited by 15 publications

References 11 publications

Creating spaces for critical transformative dialogues: Legitimising discussion groups as professional practice

Creating spaces for critical transformative dialogues: Legitimising discussion groups as professional practice

Interprofessional Collaboration in Health Care : Education and Practice

Understanding inclusion support systems: three inspiring experiences / Comprendiendo los sistemas de apoyo para la inclusión: tres experiencias inspiradoras

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