Problematising Practice, Reconceptualising Learning and Imagining Change

  • Paul HagerEmail author
  • Alison Lee
  • Ann Reich
Part of the Professional and Practice-based Learning book series (PPBL, volume 8)


Practice has become an increasingly crucial concept in the disciplines that deal with social life. Yet, it is evident that the term practice is typically employed in diverse and ambiguous ways. This is exacerbated by practice frequently being conjoined with a foregoing classifier, for example, legal practice, teaching practice, professional practice and literacy practice. In such cases, semantic attention typically centres on the classifier with the notion of practice being assumed to be unproblematic. This chapter seeks to problematise and defamiliarise taken-for-granted assumptions about practice and their relationship with learning. Five principles for theorising practice are proposed and discussed. These principles are deployed to suggest fresh understandings of learning and change in relation to practices. In turn, this illuminates issues around how practices are made and how they evolve and change.


Professional Practice Professional Learning Literacy Practice Learning Practice Individual Practitioner 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer Science+Business Media Dordrecht 2012

Authors and Affiliations

  1. 1.Faculty of Arts & Social SciencesUniversity of Technology, SydneySydneyAustralia

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