Knowledge Creation in the Mangle of Practice: Implications for Educators

摘要: Educational improvement is a normative process whereby resources of diverse kinds are drafted into the service student learning. Although knowledge creation (KC) rather than reproduction (KR) paradigms carry more weight in present-day discourses about improving education, former has remained formidable challenge for implementation. One reason this because social practices complex systems such as schools operate squarely within Pickering’s mangle (The practice: time, agency, & science. University Chicago Press, Chicago, 1995) and hence usually resistant to large-scale transformations. By showing how cultural-historical activity theory KC both privilege object-oriented activity, sociomaterial account knowing provides way understand KC, specifically its focus on epistemic objects their associated practices. We describe four case studies from perspective that underscore formation well co-transformation learner/institutional agency often emergent, fragile, unpredictable. conclude chapter by providing some suggestions educators navigating/working practice if we remain serious pursuit schools.