The role of epistemology in practice-based learning

The case of artifacts

Jordan WILLIAMS, Jackie WALKINGTON

Research output: A Conference proceeding or a Chapter in BookChapter

Abstract

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
Original languageEnglish
Title of host publicationProfessional and Practice-based Learning
Subtitle of host publicationJostling Cultures
Place of PublicationNetherlands
PublisherSpringer
Chapter7
Pages99-110
Number of pages12
ISBN (Electronic)9789401795029
ISBN (Print)9789401795012, 9789401778633
DOIs
Publication statusPublished - 2015

Publication series

NameProfessional and Practice-based Learning
Volume10
ISSN (Print)2210-5549
ISSN (Electronic)2210-5557

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WILLIAMS, J., & WALKINGTON, J. (2015). The role of epistemology in practice-based learning: The case of artifacts. In Professional and Practice-based Learning: Jostling Cultures (pp. 99-110). (Professional and Practice-based Learning; Vol. 10). Netherlands: Springer. https://doi.org/10.1007/978-94-017-9502-9_7