https://tidsskrift.dk/outlines/issue/feed Outlines. Critical Practice Studies 2018-08-14T19:59:34+02:00 Eduardo Vianna evianna@lagcc.cuny.edu Open Journal Systems Critical Practice studies. Inter- and transdisciplinary journal for critical studies of practices in socio-cultural and historical context. https://tidsskrift.dk/outlines/article/view/105527 Editorial: Why is Outlines – critical practice studies so critical? 2018-05-23T10:03:27+02:00 Pernille Hviid pernille.hviid@psy.ku.dk <div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p>This editorial points back to the papers published in volume 18. It also announces the transfer of the position of main editor of Outlines – critical practice studies.</p><p>One of the papers in vol. 18 relates directly to what is foundational to Outlines - critical practice studies: The encouragement of critique. For this reason it has been given some extensive attention here. Raffnsøe (2017) wrote: What is critique? Critical turns in the age of criticism<em>. </em></p></div></div></div> 2018-05-11T10:51:47+02:00 ##submission.copyrightStatement## https://tidsskrift.dk/outlines/article/view/105529 The Evolution of a Practice in Trialectic Space: An Approach Inclusive of Norms and Performance. 2018-05-11T10:49:07+02:00 Miguel Torres García migueltg@arquired.es <div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>Practice theory has lately taken a turn towards modelling the evolution of practices, which appear situated at the centre of the study of social action. I argue in this paper, following previous criticisms, that such centrality can be revised in order to better incorporate elements of agency and normativity, which are much determinant of the emergence and development of practices. The aim of this paper is to propose an alternative heuristic which advances on lefebvrean trialectics, in order to better account for process in the study of practices. For this I rely on previous concepts from anthropology and sociology, such as fetishisation, ritualisation and bricolage. A relevant case study is merely outlined in order to illustrate how such a conceptual framework can identify agencies and situate practices in relation to power structures and performance at an early stage within the research process. </span></p></div></div></div> 2018-05-11T10:51:47+02:00 ##submission.copyrightStatement## https://tidsskrift.dk/outlines/article/view/105535 How Contradictions in Professional Practices Become Contradictions in Research Practices 2018-05-11T10:51:47+02:00 Crisstina Munck crmu@ucc.dk <p class="OutlinesAbstracttextCxSpFirst">Within child and childhood research, contextual approaches are foregrounded, thus emphasizing children as active agents who take part in the social world and who thereby challenge and reproduce everyday social practices. However, child researchers seem to differ when it comes to understanding and exploring the social engagement of children and adults as either separated or interwoven. When understanding the engagement of children and adults as two separate things, adults are positioned as potentially disturbing the children, who are in turn doing what they themselves choose to. Accordingly, adults are to distance themselves from adult perceptions of children. From the position of an adult researcher, this would suggest a position of ‘least adult’. As an alternative, this article proposes that adults and children are involved in a common social practice and that, in consequence, their arrangements are interwoven and interdependent. The researcher is also involved in this common social practice and thereby becomes entangled in conflicts within this practice. Finally, this article calls for further investigations into how conflicts in professional practice also become conflicts in research practice.</p><p class="OutlinesAbstracttextCxSpLast"> </p> 2018-05-11T10:51:47+02:00 ##submission.copyrightStatement## https://tidsskrift.dk/outlines/article/view/105531 A Change Laboratory Professional Development Intervention to Motivate University Teachers to Identify and Overcome Barriers to the Integration of ICT 2018-05-11T10:49:07+02:00 Willy Castro Guzmán wcastro@una.cr <div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>Change is one of the central aims of professional development for information and communication technologies integration in education. Studies on the use of ICT in education highlights the large investments in infrastructure and professional development, and the limited results in students learning. Teachers’ professional development for ICT integration in education (TPD-ICT) has evolved from the development of technical skills to pedagogical skills and content-related knowledge. The gold standard and design-based approaches have dominated TDP-ICT. This study presents the Change Laboratory (CL) method as a formative intervention to motivate teachers to identify and overcome the barriers to ICT integration. The results showed that a professional development intervention based on CL stimulates transformative agency in the participants. Six forms of transformative agency, namely resisting, criticizing, explicating, envisioning, committing to actions, and taking actions, were found during the CL. The transformative agency was essential to motivate teachers to identify and propose a model solution to overcome both first-order and second-order contextual barriers. </span></p></div></div></div> 2018-05-11T10:51:47+02:00 ##submission.copyrightStatement## https://tidsskrift.dk/outlines/article/view/105532 The Reflective Methodologists A Cultural Analysis of Danish Pedagogues’ Individualised Silence and Collective Articulations 2018-05-11T10:49:07+02:00 Bjørg Kjær hbak@dpu.dk <div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>This article takes its point of departure in a stance found among practitioners – including teachers, preschool teachers, kindergarten pedagogues and other welfare professionals – in which theory is considered abstract and thus irrelevant to or unhelpful in their daily work. In exploring the backgrounds of this stance, I address the issue at two levels: one that focuses on the professional identities, cultural logics and communicative norms of kindergarten staff groups in their actual, contemporary context; and another that focuses on aspects connected to the reception of Donald Schön’s concept of ‘the reflective practitioner’. The analytical and methodological perspectives in the article are informed by the anthropology of education; specifically, by focusing on meaning-making processes and their consequences. </span></p><p><span>In my approach to the concept of the reflective practitioner, I use a Bourdieu-inspired perspective; here, the social actor’s practical sense and tacit knowledge are related to questions of power and other actors’ strategies for positioning themselves within a social space. In doing so, they produce professional identities, ideals of communication, and colleague relationships. Here, the point of departure is that questions concerning ‘reflective practitioners’ and ‘tacit knowledge’ cannot rely solely on theoretical arguments but should be empirically informed by studies of practices as they unfold in pedagogical institutions. This article analyses the field by investigating these concepts and examining the cultural logics that make such interpretations possible and meaningful. Furthermore, I point to a problematic aspect of Schön’s work with regard to his empirical basis, which demands a particular focus on the historical effect of ‘the reflective practitioner’ concept as a symbolic marker of identity in the cultural logic of the pedagogical field. I also address how this logic considers practice to be the exponent of all that is good, meaningful and correct. From my analysis, I develop the concept of ‘the reflective methodologists’ to describe a professional identity and practice that relies on the critical examination of specific actions instead of ‘tacit knowledge’. </span></p></div></div></div> 2018-05-11T10:51:47+02:00 ##submission.copyrightStatement## https://tidsskrift.dk/outlines/article/view/105528 Patient Participation in Healthcare Practice in Greenland: Local Challenges and Global Reflections 2018-08-14T19:59:34+02:00 Tine Aagaard tiaa@pi.uni.gl Tove Borg tove.borg@mail.tele.dk <div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>Various kinds of user and patient involvement are spreading in healthcare in most Western countries. The purpose of this study is to critically assess the actual conditions for patients’ involvement in healthcare practice in Greenland and to point to possibilities for development. Patients’ perspectives on their own conduct of everyday life with illness and their possibilities for participation when hospitalized are examined in relation to the conditions in a hospital setting dominated by biomedical practice. On a theoretical level, it is argued that the concept of ‘participation’ is preferable to the concept ‘involvement’ in healthcare. The study shows that there are several interconnected areas for development: the structural frames of hospital practice, including professionals’ possibilities for handling patient participation, and the agency of the patients conducting their everyday lives when hospitalized. Consequences of the biomedical hegemony are discussed in relation to WHO ́s broader approach to disease, illness and health and the still existing postcolonial traces of power and hierarchy. Finally it is argued that patient participation during hospitalization will promote the patients ́ conduct of everyday life, the cultural knowledge of the professionals, and the democratization of the healthcare sector. Such changes might be connected to a more encompassing democratic societal development – in Greenland as well as globally. </span></p></div></div></div> 2018-05-11T00:00:00+02:00 ##submission.copyrightStatement##