Kirjat ja teokset – Stephen Kemmis

Reframing Learning

Stephen Kemmis; Christine Edwards-Groves; Peter Grootenboer

TAYLOR FRANCIS LTD

2026

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Disrupting the individualism of much conventional psychological research into learning, this book presents a situated, practice-based understanding of learning, based on the theories of situated learning and practice architectures, conceptualising learning as ontological transformation. While accepting that learning is consequential for learners, this book explores how learning matters for and in the world. The authors present a view of learning not just in the context of the lives of learners and those around them, but as part of the dynamic and organic site-ontological processes of world-historical and ecological change. While learners may be stars in their own lives and learning, they are also living, agentic beings who are part of Earth’s community of life and who respond to the changing world in ways that are consequential beyond their own lives. The book explores the place of learning from the point of view of the world as much as from the point of view of the learner. Distinctively, the book conceptualises learning as a social accomplishment and as a process that changes the worlds beyond individual learners. A groundbreaking contribution from the leading scholars in the field, this book will be of great interest to scholars, researchers, and post-graduate students of education, social science, and philosophy, and the specific fields of professional practice, practice theory, learning sciences, and sociology.

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Reframing Learning

Stephen Kemmis; Christine Edwards-Groves; Peter Grootenboer

TAYLOR FRANCIS LTD

2024

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Disrupting the individualism of much conventional psychological research into learning, this book presents a situated, practice-based understanding of learning, based on the theories of situated learning and practice architectures, conceptualising learning as ontological transformation. While accepting that learning is consequential for learners, this book explores how learning matters for and in the world. The authors present a view of learning not just in the context of the lives of learners and those around them, but as part of the dynamic and organic site-ontological processes of world-historical and ecological change. While learners may be stars in their own lives and learning, they are also living, agentic beings who are part of Earth’s community of life and who respond to the changing world in ways that are consequential beyond their own lives. The book explores the place of learning from the point of view of the world as much as from the point of view of the learner. Distinctively, the book conceptualises learning as a social accomplishment and as a process that changes the worlds beyond individual learners. A groundbreaking contribution from the leading scholars in the field, this book will be of great interest to scholars, researchers, and post-graduate students of education, social science, and philosophy, and the specific fields of professional practice, practice theory, learning sciences, and sociology.

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Etiska perspektiv på skolledares arbete

Åsa Söderström; Anette Forssten Seiser; Ulf Blossing; Ulf Buskqvist; Susanne Duek; Håkan Eilard; Mats Ekholm; Sofie Gustafsson; Gudrun Holmdahl; Emelie Johansson; Birgitta Johansson-Hidén; Margaretha Karlsson; Stephen Kemmis; Ulf Leo; Johanna Lundén; Marie Nilsberth; Christina Olin-Scheller; Lars Svedberg

Studentlitteratur AB

2023

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Skolledares vardag kantas av etiska dilemman som kräver praktiska lösningar och moraliska ställningstaganden. Den här boken erbjuder stöd i det viktiga arbetet med att utveckla en yrkesetisk hållning. Etiska perspektiv på skolledares arbete behandlar etiska dilemman och handlingsmöjligheter inom en rad områden. Exempel på teman som tas upp är: digitalisering, diskriminering och kränkande behandling, vetenskaplighet, anpassad skola, flerspråkighet, inspektion, skolförbättring, pedagogiskt ledarskap, kollegiala processer och beslutsfattande. Boken ger dessutom en blick på utbildning och utbildningsledarskap som en kritisk samhällspraktik, och pekar på ett kollektivt såväl som ett individuellt ansvar för att göra det rätta och det goda. Boken vänder sig till rektorer och andra med skolledaransvar, till exempel arbetslagsledare, utvecklingsledare och förstelärare, men också politiker och chefer på huvudmannanivå. Den är även lämplig att använda vid utbildning av skolledare både inom det statliga rektorsprogrammet och i Fortbildning för rektorer (FFR).

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Transforming Practices

Stephen Kemmis

SPRINGER VERLAG, SINGAPORE

2022

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Halvin toimitettuna 48,90 €

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This textbook shows how people can and do transform the world through transforming their practices and the practice architectures that shape them, and contributes to contemporary practice theory. It provides an authoritative, comprehensive, and contemporary account of the theory of practice architectures, illustrated through examples drawn from years of research by participants in the Pedagogy, Education, and Praxis international research network from Australia, New Zealand, Finland, Norway, Sweden, the Netherlands, Colombia, and the Caribbean. Its content provides a variety of resources for researchers who are new to research using the theory of practice architectures. It includes tables to assist with the analysis of practices, and provides clear examples to aid understanding and application. This textbook provides readers with a thorough grounding in the theory and ways the theory of practice architectures has been used in investigations of social and educational practice.

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A Practice Sensibility

Stephen Kemmis

Springer Verlag, Singapore

2020

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This book introduces readers to the theory of practice architectures and conveys a way of approaching practice theory through developing a practice sensibility. It shows that, in order to change our practices, we must also change the conditions that make those practices possible. The book draws on everyday life to illustrate how we can see the world by watching it unfold in practices: it argues that life happens in practices. The theory of practice architectures takes the ontological nature of practices seriously by recognising that practices take place in the real world. Consequently, the book offers a new perspective on how practices happen amidst a vast world of happenings; on how we participate in the “happening-ness” of the world through our practices. It invites us to consider whether our practices reproduce or aggravate the contemporary environmental crises confronting the Earth, and whether we can transform our current practices to ameliorate these crises. Given its focus and scope, the book will benefit master’s and doctoral students in social and educational theory, early career researchers, and established researchers new to practice theory.

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A Practice Sensibility

Stephen Kemmis

Springer Verlag, Singapore

2019

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This book introduces readers to the theory of practice architectures and conveys a way of approaching practice theory through developing a practice sensibility. It shows that, in order to change our practices, we must also change the conditions that make those practices possible. The book draws on everyday life to illustrate how we can see the world by watching it unfold in practices: it argues that life happens in practices. The theory of practice architectures takes the ontological nature of practices seriously by recognising that practices take place in the real world. Consequently, the book offers a new perspective on how practices happen amidst a vast world of happenings; on how we participate in the “happening-ness” of the world through our practices. It invites us to consider whether our practices reproduce or aggravate the contemporary environmental crises confronting the Earth, and whether we can transform our current practices to ameliorate these crises. Given its focus and scope, the book will benefit master’s and doctoral students in social and educational theory, early career researchers, and established researchers new to practice theory.

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Understanding Education

Stephen Kemmis; Christine Edwards-Groves

Springer Verlag, Singapore

2017

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Halvin toimitettuna 114,10 €

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This short book provides an introduction to the study of education, outlining the dual purpose of education – to help people live well and to help develop a world worth living in. It argues that education initiates people into forms of understanding, modes of activity, and ways of relating to each other and the world that not only help individuals to live good lives, but also help secure a culture based on reason, productive and sustainable economies and environments, and just and democratic societies. Subsequent chapters address the history of education in the West; explore how education reproduces the practices and forms of life in societies and groups, and also how it transforms them; and introduce the theory of practice architectures to explain what practices are composed of, and how they are enabled and constrained by local and more general conditions and circumstances. The book closes by showing how the theory of practice architectures unfolds to offer a theory of education – a theory that underpins the definition of education offered at the start of the book. Understanding Education is essential reading for anyone interested in the theory and practice of education.

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Changing Practices, Changing Education

Stephen Kemmis; Jane Wilkinson; Christine Edwards-Groves; Ian Hardy; Peter Grootenboer; Laurette Bristol

Springer Verlag, Singapore

2016

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Halvin toimitettuna 142,50 €

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This book aims to help teachers and those who support them to re-imagine the work of teaching, learning and leading. In particular, it shows how transformations of educational practice depend on complementary transformations in classroom-school- and system-level organisational cultures, resourcing and politics. It argues that transforming education requires more than professional development to transform teachers; it also calls for fundamental changes in learning and leading practices, which in turn means reshaping organisations that support teachers and teaching – organisational cultures, the resources organisations provide and distribute, and the relationships that connect people with one another in organisations. The book is based on findings from new research being conducted by the authors – the research team for the (2010-2012) Australian Research Council-funded Discovery Project Leading and Learning: Developing Ecologies of Educational Practice.

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The Action Research Planner

Stephen Kemmis; Robin McTaggart; Rhonda Nixon

Springer Verlag, Singapore

2016

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Halvin toimitettuna 107,90 €

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A fully-updated and reworked version of the classic book by Stephen Kemmis and Robin McTaggart, now joined by Rhonda Nixon, The Action Research Planner is a detailed guide to developing and conducting a critical participatory action research project. The authors outline new views on ‘participation’ (based on Jürgen Habermas’s notion of a ‘public sphere’), ‘practice’ (as shaped by practice architectures), and ‘research’ (as research within practice traditions). They provide five extended examples of critical participatory action research studies. The book includes a range of resources for people planning a critical participatory research initiative, providing guidance on how to establish an action research group and identify a shared concern, research ethics, principles of procedure for action researchers, protocols for collaborative work, keeping a journal, gathering evidence, reporting, and choosing academic partners. Unlike earlier editions, The Action Research Planner focuses specifically on critical participatory action research, which occupies a particular (critical) niche in the action research 'family'. The Action Research Planner is an essential guide to planning and undertaking this type of research.

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The Action Research Planner

Stephen Kemmis; Robin McTaggart; Rhonda Nixon

Springer Verlag, Singapore

2013

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A fully-updated and reworked version of the classic book by Stephen Kemmis and Robin McTaggart, now joined by Rhonda Nixon, The Action Research Planner is a detailed guide to developing and conducting a critical participatory action research project. The authors outline new views on ‘participation’ (based on Jürgen Habermas’s notion of a ‘public sphere’), ‘practice’ (as shaped by practice architectures), and ‘research’ (as research within practice traditions). They provide five extended examples of critical participatory action research studies. The book includes a range of resources for people planning a critical participatory research initiative, providing guidance on how to establish an action research group and identify a shared concern, research ethics, principles of procedure for action researchers, protocols for collaborative work, keeping a journal, gathering evidence, reporting, and choosing academic partners. Unlike earlier editions, The Action Research Planner focuses specifically on critical participatory action research, which occupies a particular (critical) niche in the action research 'family'. The Action Research Planner is an essential guide to planning and undertaking this type of research.

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Changing Practices, Changing Education

Stephen Kemmis; Jane Wilkinson; Christine Edwards-Groves; Ian Hardy; Peter Grootenboer; Laurette Bristol

Springer Verlag, Singapore

2013

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This book aims to help teachers and those who support them to re-imagine the work of teaching, learning and leading. In particular, it shows how transformations of educational practice depend on complementary transformations in classroom-school- and system-level organisational cultures, resourcing and politics. It argues that transforming education requires more than professional development to transform teachers; it also calls for fundamental changes in learning and leading practices, which in turn means reshaping organisations that support teachers and teaching – organisational cultures, the resources organisations provide and distribute, and the relationships that connect people with one another in organisations. The book is based on findings from new research being conducted by the authors – the research team for the (2010-2012) Australian Research Council-funded Discovery Project Leading and Learning: Developing Ecologies of Educational Practice.

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Becoming Critical

Wilfred Carr; Stephen Kemmis

Routledge Falmer

1986

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First published in 1986. There is now a growing movement to extend the professionalism of teachers by providing them with greater opportunities to engage in curriculum theorizing and educational research. The purpose of this book is to offer a rationale by outlining a philosophical justification for the view that teachers have a special role as researchers and that the most plausible way to construe educational research is as a form of critical social science.

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Becoming Critical

Wilfred Carr; Stephen Kemmis

Falmer Press Ltd

1986

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Halvin toimitettuna 66,30 €

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First published in 1986. There is now a growing movement to extend the professionalism of teachers by providing them with greater opportunities to engage in curriculum theorizing and educational research. The purpose of this book is to offer a rationale by outlining a philosophical justification for the view that teachers have a special role as researchers and that the most plausible way to construe educational research is as a form of critical social science.

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