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The theory of practice architectures and its discontents: disturbing received wisdom to make it dangerous again.

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Title: The theory of practice architectures and its discontents: disturbing received wisdom to make it dangerous again.
Authors: Variyan, George1 george.variyan@monash.edu, Edwards-Groves, Christine2 c.edwards-groves@griffith.edu.au
Source: Critical Studies in Education. Mar2025, Vol. 66 Issue 1, p20-37. 18p.
Subject Terms: *Education, *Theory, Praxis (Process), Practice (Philosophy), Political science
Abstract: This paper critically examines the theory of practice architectures in response to a call for its reinvigoration towards more politically charged scholarship. While such goals seem acceptable, necessary even, it raises questions about the consequences of strengthening the moral imperatives that already undergird the theory. Drawing on a Foucauldian analytical 'toolkit', we explore why Schatzkian philosophy, which is conspicuous in its ongoing usage, was adopted in the development of the theory and critically consider why it remains valuable to this day. To do this work, we make a genealogical incision into the corpus of the theory of practice architectures beginning with Changing Practices, Changing Education, which is by far the most influential text in the field. By doing so, we bring to light the political imperatives shaping the authorial choices made in the text and think through the consequences for a reflexive criticality in the development of the theory. [ABSTRACT FROM AUTHOR]
Copyright of Critical Studies in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: The theory of practice architectures and its discontents: disturbing received wisdom to make it dangerous again.
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  Data: This paper critically examines the theory of practice architectures in response to a call for its reinvigoration towards more politically charged scholarship. While such goals seem acceptable, necessary even, it raises questions about the consequences of strengthening the moral imperatives that already undergird the theory. Drawing on a Foucauldian analytical 'toolkit', we explore why Schatzkian philosophy, which is conspicuous in its ongoing usage, was adopted in the development of the theory and critically consider why it remains valuable to this day. To do this work, we make a genealogical incision into the corpus of the theory of practice architectures beginning with Changing Practices, Changing Education, which is by far the most influential text in the field. By doing so, we bring to light the political imperatives shaping the authorial choices made in the text and think through the consequences for a reflexive criticality in the development of the theory. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Critical Studies in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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