TY - CHAP
T1 - The role of epistemology in practice-based learning
T2 - The case of artifacts
AU - WILLIAMS, Jordan
AU - WALKINGTON, Jackie
N1 - Williams, Jordan and Walkington, Jackie (2015). The role of epistemology in practice-based learning: the case of artifacts, in Kennedy, M., Billett, S., Gherardi, S., Grealish, L., (eds.), Practice-based learning in Higher Education: Jostling Cultures, Springer, Netherlands.
PY - 2015
Y1 - 2015
N2 - One way that higher education institutions attempt to promulgate and standardise practices around practice-based learning is through the use of artifacts: forms, workbooks, documented practices, narratives and the like. This chapter examines the functioning of practice-based learning artifacts. In particular, the chapter is concerned with understanding how artifacts, whose official purpose is to educate about and standardise practice-based learning, are used in positive ways to promote best practice while at the same time they may work against development and implementation of best practice. We employ Pierre Bourdieu’s concepts of habitus, field and cultural capital to theorise the reasons for variations in the effectiveness of artifacts in standardizing practice-based learning activities. We bring Michel de Certeau’s concepts of strategy and tactic to bear on understanding ways in which academics use artifacts to inform their implementation of practice-based learning
AB - One way that higher education institutions attempt to promulgate and standardise practices around practice-based learning is through the use of artifacts: forms, workbooks, documented practices, narratives and the like. This chapter examines the functioning of practice-based learning artifacts. In particular, the chapter is concerned with understanding how artifacts, whose official purpose is to educate about and standardise practice-based learning, are used in positive ways to promote best practice while at the same time they may work against development and implementation of best practice. We employ Pierre Bourdieu’s concepts of habitus, field and cultural capital to theorise the reasons for variations in the effectiveness of artifacts in standardizing practice-based learning activities. We bring Michel de Certeau’s concepts of strategy and tactic to bear on understanding ways in which academics use artifacts to inform their implementation of practice-based learning
KW - practice-based learning
KW - Artifacts
KW - Cultural capital
KW - Standardization
KW - Practice-based learning
UR - http://www.scopus.com/inward/record.url?scp=85065319981&partnerID=8YFLogxK
UR - http://www.mendeley.com/research/role-epistemology-practicebased-learning-case-artifacts
U2 - 10.1007/978-94-017-9502-9_7
DO - 10.1007/978-94-017-9502-9_7
M3 - Chapter
SN - 9789401795012
SN - 9789401778633
T3 - Professional and Practice-based Learning
SP - 99
EP - 110
BT - Professional and Practice-based Learning
PB - Springer
CY - Netherlands
ER -