Transforming Practices: Changing the World with the Theory of Practice Architectures

Acknowledgements
Contents
List of Figures
List of Tables
1 Introduction
	1.1 Why This Book?
	1.2 Organisation of the Book
	1.3 The Tone of the Book
	References
2 Changing the World: The Dynamics of Transformation
	2.1 Social Structures and the Primacy of Social Practices
	2.2 ‘Making’ Change
		2.2.1 A Technical View of Change
		2.2.2 A Practical View of Change
		2.2.3 A Critical View of Change
		2.2.4 Summary
	2.3 Transformations
		2.3.1 Transformational Leadership
		2.3.2 Why Transformations Don’t Happen: The Inertia of Everyday Practice
		2.3.3 Some Examples of Effective Transformations
		2.3.4 Communities of Practice Principles in Three New South Wales Schools
		2.3.5 Teachers Researching Their Ways into Dialogic Pedagogies
		2.3.6 Changing the Practices and Practice Architectures of Doctoral Schools
		2.3.7 Changing Financial Education Practices in a Canadian Indigenous Community
		2.3.8 Changing Students’ Approaches to Learning in Swedish Vocational Education and Training: A Teacher’s Practices of Workplace Education
		2.3.9 A Good Example of a ‘Bad’ Transformation
	2.4 Types of Transformation and Change
		2.4.1 The Emergence of New Practices
		2.4.2 Practices Becoming More Differentiated
		2.4.3 Practices Evolving to Become More Complex and Better Adapted to a New Niche
		2.4.4 Practices Recruiting New Participants
		2.4.5 Travelling Practices
		2.4.6 Practices Becoming Extinct
	2.5 Conclusion
	References
3 Erinearth Garden: An Example of Education for Sustainability
	3.1 Practising Sustainability
	3.2 ErinEarth Garden
		3.2.1 Background and History
	3.3 An ErinEarth Perspective
		3.3.1 Civility and Conversation
		3.3.2 Interconnectedness and Contribution
		3.3.3 Community and Compassion
	3.4 Impact
	3.5 Conclusion: ErinEarth’s Work of Transformation
	References
4 The Theory of Practice Architectures: Practices
	4.1 Practice Theory in General
	4.2 Definitions of Practices
		4.2.1 Alasdair MacIntyre: Practice as Tradition and Community
		4.2.2 Andreas Reckwitz: An Alternative Conception of Social Life
		4.2.3 Theodore Schatzki: Practices as the Site of the Social
	4.3 Practices as Understood in the Theory of Practice Architectures
		4.3.1 Three Dimensions of Practices
		4.3.2 Practices and Those Who Enact Them
		4.3.3 The Happeningness of Practices
		4.3.4 The Production, Reproduction with Variation, and Transformation of Practices
		4.3.5 Practice Memory
		4.3.6 Agency in the Enactment of Practices
		4.3.7 Habitus: Situated Knowledge and Dispositions
		4.3.8 Scale: From Granular Performances to Global Constellations
		4.3.9 Consistency, Inconsistency, Contradiction, and Contestation
		4.3.10 Practices are ‘Social’, ‘Extra-Individual’
	4.4 Conclusion: Transforming Practices to Transform the World
	References
5 How Practice Architectures Hold Practices in Their Course
	5.1 Intersubjective Space
	5.2 Making Intersubjective Space More Tangible: Signature ‘Scapes’
	5.3 Arrangements
		5.3.1 Practice-Arrangement Bundles
	5.4 Arrangements Enable and Constrain the Unfolding of Practices
		5.4.1 Enablement and Constraint
	5.5 Practice Architectures
	5.6 Sites and Site Ontologies
	5.7 The Purpose of the Theory of Practice Architectures: Discovering Conditions of Possibility
	5.8 The Niche: An Ecological Perspective for Our Times
	5.9 Practice Landscapes
	5.10 Practice Traditions
	5.11 Conclusion: The Theory of Practice Architectures
	References
6 Practices as Species in Communities and Ecologies
	6.1 Practices as Species
	6.2 Population Dynamics of Practices
		6.2.1 Reproduction
		6.2.2 Mortality, Extinction, and the Evolution of Practices
		6.2.3 An Example of Practices Distributed in Time and Place
		6.2.4 Actors Being Recruited into Practices
		6.2.5 The Actor-Dependence and Niche-Dependence of Practices
		6.2.6 Actor-Dependence
		6.2.7 Niche-Dependence
		6.2.8 Competition and Cooperation Between Practices
		6.2.9 Competition Between Practices: Activity Timespaces
		6.2.10 Succession of Species in Landscapes and in Evolution
	6.3 A Community of Species of Practices: An Orchestra Rehearsal
	6.4 Conclusion
	References
7 Ecologies of Practices: Co-production and Interdependence
	7.1 The Co-production of Complex Practices
	7.2 From Co-production of Social Practices to Ecologies of Practices (EoPs)
		7.2.1 The Education Complex
		7.2.2 Distributed Practices
		7.2.3 Students’ Practices
		7.2.4 Teachers’ Teaching Practices
		7.2.5 Teachers’ Professional Learning Practices
		7.2.6 Practices of Leading
		7.2.7 Practices of Research and Reflection
		7.2.8 Pedagogical Practices
		7.2.9 Students’ Practices Entangling with Teaching (And Other) Practices
	7.3 Ecologies of Practices Only Exist When the Interdependence Between Practices is Empirically Observed
	7.4 Ecologies of Practices: Living Systems
		7.4.1 Co-production: Practices Becoming Entangled and Interdependent
		7.4.2 Networks
		7.4.3 Nested Systems
		7.4.4 Interdependence
		7.4.5 Diversity
		7.4.6 Cycles
		7.4.7 Flows
		7.4.8 Development
		7.4.9 Dynamic Balance
		7.4.10 From Agency to Action
		7.4.11 Individual-Technical Action
		7.4.12 Praxis, Practical Action
		7.4.13 Collective Critical-Transformative Praxis
		7.4.14 Agency, Opposition, and Resistance
	7.5 Ecologies of Practices and Larger Nexuses and Constellations of Practices
	7.6 Travelling Practices
	7.7 Conclusion
	References
8 Philosophical-Empirical Enquiry, Heuristics for Analysis
	8.1 Philosophical-Empirical Inquiry
	8.2 The Theory of Practice Architectures: Heuristics
		8.2.1 A Table of Invention: A Rough Guide for Fieldwork
		8.2.2 A Framework for Exemplifying Connections Between Practices and Arrangements
		8.2.3 A Table for Analysing Co-production and the Formation of Ecologies of Practices
		8.2.4 A Table of Invention for Analysing Learning
		8.2.5 A Table of Invention for Critically Analysing Education
	8.3 Conclusion
	References
9 Critical Analysis and Transformation
	9.1 An Example of Critical Analysis: The Suffering of the Contemporary University
		9.1.1 Exploring Tensions Between Academic Work and University Management
		9.1.2 Different Logics of Life: Two Views of the Evaluation of Educational Programs
		9.1.3 Shrinking Views on the Nature of Universities
	9.2 An Example of Critical Transformation: Teacher Talk
		9.2.1 From Teaching to Critical Pedagogical Praxis
		9.2.2 From a Gathering of Colleagues to a Critical Community
	9.3 Another Example of Critical Transformation: Supporting Henry’s Agency
	9.4 Conclusion
	References
10 A New World Coming
	10.1 The Times They Are A’Changing
		10.1.1 Black Lives Matter
		10.1.2 Changing Indigenous-Non-Indigenous Relations in Australia
	10.2 Transformational Moments
		10.2.1 A Swift Transformation: Sudden Sanctions on Belarus
		10.2.2 A Slow Transformation: The Global Response to the Climate Emergency
		10.2.3 A Dramatic Transformation: The SARS-CoV-2 (COVID-19) Pandemic
		10.2.4 Cases of COVID-19 in the UK to June 14, 2021
		10.2.5 Hospitalisations
		10.2.6 COVID-19 Deaths
		10.2.7 Tests
		10.2.8 Case Fatality Rate (Deaths)
		10.2.9 Vaccinations
	10.3 Conclusion
	References
11 What We Know Now
	11.1 World-Changing
	11.2 What is to Be Done?
		11.2.1 Technical, Practical, and Critical Approaches to Transformation—Again
		11.2.2 Some Words of Advice
	References
Index