Toward Nonbinary Theories of Practice in Teacher Education Research

Datos Bibliográficos

ID9733933
AutoresSarah Schneider Kavanagh (0000-0002-6645-3542, University of Pennsylvania, Philadelphia, PA, autor de correspondencia)
Año2022
Volumen51
Número1
Páginas66-71
Fecha de publicación2022-01-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Researcher (JOURNAL)
Identificadores de la revistaISSN: 0013-189X • E-ISSN: 1935-102X
EditorialAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x211052058
OpenAlexW3207464538
IdiomaEN
Citas recibidas10
Referencias citadas50

This essay argues that contemporary debates about the role of practice in teacher education run the risk of reproducing mind/body, thought/action dualisms. Absent these binaries, practice is understood as always theoretical, principled, and contextualized and knowledge and identity are understood as always embodied and enacted. The author discusses nonbinary theories of practice and their application in teacher education scholarship within both historical and political contexts. The essay argues that the practice turn in teacher education might be leveraged to enhance the field’s intersectional imagination and to eschew the polarities and linearities the field has inherited from Western enlightenment philosophy

Action (physics · Aesthetics · Education theory · Embodied cognition · Enlightenment · Epistemology · Field (mathematics · Higher education · Identity (music · Pedagogy · Political science · Politics · Practice theory · Scholarship · Social science · Sociology · Teacher education · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Law · Teacher Education and Leadership Studies