Disciplines and Academic Practices: Paul Trowler

Abstract

The theoretical stance we adopt in this book is social practice theory (SPT), drawing on Bourdieu (2000), Foucault (1984), Giddens (1979, 1984), Reckwitz (2002) and Schatzki et al. (2001). On the basis of previous empirically based research and evaluation studies we have conducted, we have come to consider this strand of theory the richest in terms of offering illuminative concepts, explanatory power and insights into probable outcomes of behaviour. SPT also offers value as a ‘sensitising theory’ – it gives fresh perspectives on habitual practices: rich ways of conceptualising the world (Sibeon 2007). We take note of Law’s warning that theories are dynamic and at best areflexible enough to accommodate novelty: they should remain theoretical and not slip into being doctrinal. Our use of SPT draws on a number of concepts and insights from a variety of related traditions that we consider powerful, including situated learning theory, activity systems theory and actor network theory. These lie within the broad category of ‘cultural theory’ which emphasises the significance of the symbolic structures of meaning in the social world, both their construction and their enactment by people. These symbolic structures condition behaviours, enabling and constraining them in particular ways. Outlining actor network theory, Lefebvre suggests we should look beyondsimply human agency, taking cognisance of the power of things and of conceptualisation:The fields we are concerned with are, first, the physical – nature, the Cosmos; secondly, the mental, including logical and formal abstractions; and thirdly, the social. In other words, we are concerned with logicoepistemological space, the space of social practices, the space occupied by sensory phenomena, including products of the imagination such as projects and projections, symbols and utopia.