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Which clippings match 'Field' keyword pg.1 of 1
24 JANUARY 2011

Practice vs praxis: modelling practitioner-based research

"Praxis, for me, involves the critical and inextricable meld of theory and practice. Thus practitioner–based research is concerned with processes for theorising practice ... In moving creatively into our practice we are fundamentally concerned to develop new knowledge, to challenge old beliefs and to speculate on the 'what ifs' of our concepts and processes. For the arts practitioner, this new knowledge is made in the context of and challenge to the history, theory and practices of the relevant field. The research function for developing and extending knowledge is judged on the outcome of the research, which synthesises, extends or analyses the problematics of the discipline. It is important to realise that this creative work resembles pure and applied research in any field. As Richard Dunn says; 'a work of art or design is embedded in or deforms the theory and practice of the discipline' (1994:8)."

(Robyn Anne Stewart, 2003, USQ ePrints)

1). Stewart, Robyn Anne (2003) Practice vs praxis: modelling practitioner–based research. In: 2002 International Society for Education through Art (InSEA) World Congress, 19–24 Aug 2002, New York, USA.

CONTRIBUTOR

Simon Perkins
21 SEPTEMBER 2005

Singulars & Regions: Identity and Discourse

"Singulars are knowledge structures whose creators have appropriated a space to give themselves a unique name, a specialised discrete discourse with its own intellectual field of texts, practices, rules of entry, examinations, licenses to practice, distribution of rewards and punishments (physics, chemistry, history, economics, psychology, etc.). Singulars are, on the whole, narcissistic, orientated to their own development, protected by strong boundaries and hierarchies.

Regions are constructed by recontextualising singulars into larger units which operate both in the intellectual field of disciplines and in the field of external practice. Regions are the interface between disciplines (singulars) and the technologies they make possible. Thus engineering, medicine, architecture are regions. Contemporary regions would be cognitive science, management, business studies, communications and media. Regionalisation in higher education has proceeded at a rapid pace in the new universities, as any glance at their brochures will testify. Which disciplines enter a region depends upon the recontextualising principle and its social base. Thus the singulars entering medicine have expanded to include the sociology of medicine. Regionalisation as a discursive procedure threatens pedagogic cultures dominated by singulars and raises issues of legitimacy for such cultures, e.g. journalism, dance, sport, tourism, as university studies. However, changes in the reproduction of singulars from course base to modular form facilitate regionalisation. Regionalisation necessarily weakens both the autonomous discursive base and the political base of singulars and so facilitates changes in organisational structures of institutions towards greater central administrative control. The regions have, perhaps, autonomy over their contents in order to be more responsive to, more dependent upon, the market their output is serving. Increasing regionalisation of knowledge is then a good indicator of its technologising, of centralising of administrative control and of pedagogic contents recontextualised according to external regulation. Increasing regionalisation necessarily is a weakening of the strength of the classification of discourses and their entailed narcissistic identities and so a change of orientation of identity towards greater external dependency: a change from introjected to projected identities."
(Basil Bernstein 2000, p.52)

Bernstein, Basil. (2000). Pedagogy Symbolic Control and Identity Theory Research Critique. Oxford, Rowman & Littlefield Publishers, Inc.

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