A Return to Practice: Practice-Based Studies of Education

摘要: This chapter is intended to provoke reflection on the theoretical significance of a return practice within field education. Here, implies reconsideration complexity education in order stand at distance from reductionism prevailing version lifelong learning dominated by culture performativity and technical-rational interpretation educational ‘practices’ (Magalhaes Stoer, Glob Soc Educ 1:41–66, 2003; Edwards et al, Int J Lifelong 21(1):525–536, 2002). Theories practice(s) social theory organisation studies offer an interesting background for such (Schatzki The turn contemporary theory. Routledge, London, 2001; Reckwitz, Eur Theory, 5(2):243–263, 2002; Gherardi, Manage Learn, 40(2):115–128, 2009; Miettinen Organ Stud 30(12):1309–1327, 2010) solicit renewed investigations into multifarious aspects presents analytical framework with three possible trajectories research highlight fruitfulness practice: body sensible knowledge aesthetic understanding knowing, sociomaterialities education, analysis local orders training. finally discusses what required this ‘going back’ how engage practice-based without embracing conservative view.