Abstract
What is higher education praxis in a world beset by crises? Sjølie et al. (2020) explore this in relation to academics’ learning during the, using the theory of practice architectures, to highlight key responses and adaptations to the Coronavirus pandemic. I offer a re-reading of their cases of changing practice, challenging a sense of being accepting of, resigned to, and unfolding ‘under’ given circumstances. Instead, I highlight agentic, transformative praxis, where people act individually and collectively towards alternative futures. Drawing on Stetsenko’s transformative activist stance, I point to ways the theory of practice architectures might be put to work ‘dangerously’, as part of a struggle for a better world. Envisioning a reinvigoration of a politically charged theory of practice architectures, I argue the it offers particular value through the concept of learning as coming to practise differently, sharpened through a notion of contribution rather than participation.
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
