The Contribution of Knowing Practice to the Theory-Practice 'Divide' in Global Learning

Autor/in	Bullivant, Andrea
Titel	The Contribution of Knowing Practice to the Theory-Practice 'Divide' in Global Learning
Quelle	In: International Journal of Development Education and Global Learning, 14 (2022) 1, S.1-11 (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-5278
DOI	10.14324/IJDEGL.14.1.01
Schlagwörter	Theory Practice Relationship; Educational Development; Research and Development Centers; Educational Research; Foreign Countries; Grounded Theory; Epistemology; Global Approach; Praxis; United Kingdom (England) + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Bildungsentwicklung; Forschungszentrum; Bildungsforschung; Pädagogische Forschung; Ausland; Erkenntnistheorie; Globales Denken
Abstract	This article draws on research exploring how practitioners in development education centres (DECs) in England conceptualise global learning and understand the relationship between theory and practice. It responds to ongoing critique that when it comes to practice, there is a lack of clarity and reflection on conceptual and theoretical issues, and their implications for what practitioners know and do. Informed by critical grounded theory, the research analysed data obtained through focus groups which were designed to engage practitioners in a process of reflecting on their work collaboratively and critically. While findings from an early analysis of responses appeared to support arguments about a weak theory-practice relationship, revisiting participants' emphasis on what they do as "practice" prompted exploration of the literature on similar debates in wider professional contexts. This introduced insights centred on concepts of embodied and 'knowing practice'. Applying these concepts back to the data supported evidence of a more complex and symbiotic relationship between theory and practice in some participants' responses. This was significant in reframing the theory-practice divide assumed by the research aims, shifting the emphasis from knowledge to practice, and opening up questions about what knowledge and practice means in the context of DECs. It also empowered practitioners by alerting them to possibilities for engaging more actively with knowledge and transforming their practice collectively. (As Provided).
Anmerkungen	UCL Press. University College London (UCL), Gower Street, London WC1E 6BT, UK. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/international-journal-of-development-education-and-global-learning
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01