Exploring knowing/being through discordant professional practice

Dall'Alba, Gloria and Barnacle, Robyn (2015) Exploring knowing/being through discordant professional practice. Educational Philosophy and Theory, 47 13-14: 1452-1464. doi:10.1080/00131857.2014.947562

Attached Files (Some files may be inaccessible until you login with your UQ eSpace credentials)
Name Description MIMEType Size Downloads

Author Dall'Alba, Gloria
Barnacle, Robyn
Title Exploring knowing/being through discordant professional practice
Journal name Educational Philosophy and Theory   Check publisher's open access policy
ISSN 0013-1857
1469-5812
Publication date 2015-12
Year available 2014
Sub-type Article (original research)
DOI 10.1080/00131857.2014.947562
Open Access Status Not Open Access
Volume 47
Issue 13-14
Start page 1452
End page 1464
Total pages 13
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Collection year 2015
Language eng
Formatted abstract
Despite an increasing array of ‘quality indicators’ and substantial investments in educating professionals, there continues to be clear evidence of discordant, or even negligent, practice by accredited professionals. We refer to discordant professional practice as being ‘out of tune’ with what is accepted as good practice. In a conceptual/theoretical analysis, we use discordant practice as a backdrop to exploring ways of being professionals. Our analysis is grounded in Heidegger’s notion of being-in-the-world. We explore how being-in-the-world can be uncanny and discordant, while at the same time, dwelling in the world implies familiarity and a sense of being ‘at home’. We also draw upon Merleau-Ponty’s arguments that know-how is performed, settling in the body to become habitual, while also incorporating others and things in the accomplishment of practice. We argue that conceiving know-how as knowing/being provides insights into what is entailed in learning to be professionals.
Keyword Discordant practice
Knowing/being
Know-how
Professional practice
Ways of being
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published online: 20 Aug 2014.

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Education Publications
 
Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in Thomson Reuters Web of Science Article
Scopus Citation Count Cited 0 times in Scopus Article
Google Scholar Search Google Scholar
Created: Tue, 02 Sep 2014, 13:32:05 EST by Ms Kathleen Mcleod on behalf of School of Education