认识实践对全球学习中理论-实践“鸿沟”的贡献

A. Bullivant
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引用次数: 0

摘要

本文借鉴了一项研究,探索英国发展教育中心(DECs)的从业者如何将全球学习概念化,并理解理论与实践之间的关系。它回应了正在进行的批评,即当涉及到实践时,缺乏对概念和理论问题的清晰度和反思,以及它们对从业者所知和所做的影响。在批判性接地理论的指导下,该研究分析了通过焦点小组获得的数据,这些小组旨在让从业者参与到协作和批判性地反思他们的工作的过程中。虽然早期对回应的分析结果似乎支持理论与实践关系薄弱的论点,但重新审视参与者强调他们在实践中所做的事情,促使人们在更广泛的专业背景下探索类似辩论的文献。这引入了以具体化和“认知实践”概念为中心的见解。将这些概念应用到数据中,在一些参与者的回答中,理论与实践之间存在更复杂和共生的关系。这对于重新构建研究目标所假定的理论-实践鸿沟,将重点从知识转移到实践,以及打开关于知识和实践在DECs背景下意味着什么的问题具有重要意义。它还通过提醒从业者更积极地参与知识和集体转变实践的可能性,赋予他们权力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The contribution of knowing practice to the theory–practice ‘divide’ in global learning
This article draws on research exploring how practitioners in development education centres (DECs) in England conceptualise global learning and understand the relationship between theory and practice. It responds to ongoing critique that when it comes to practice, there is a lack of clarity and reflection on conceptual and theoretical issues, and their implications for what practitioners know and do. Informed by critical grounded theory, the research analysed data obtained through focus groups which were designed to engage practitioners in a process of reflecting on their work collaboratively and critically. While findings from an early analysis of responses appeared to support arguments about a weak theory–practice relationship, revisiting participants’ emphasis on what they do as practice prompted exploration of the literature on similar debates in wider professional contexts. This introduced insights centred on concepts of embodied and ‘knowing practice’. Applying these concepts back to the data supported evidence of a more complex and symbiotic relationship between theory and practice in some participants’ responses. This was significant in reframing the theory–practice divide assumed by the research aims, shifting the emphasis from knowledge to practice, and opening up questions about what knowledge and practice means in the context of DECs. It also empowered practitioners by alerting them to possibilities for engaging more actively with knowledge and transforming their practice collectively.
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