Practice architectures and sustainable curriculum renewal

Goodyear, Victoria A., Casey, Ashley and Kirk, David (2016) Practice architectures and sustainable curriculum renewal. Journal of Curriculum Studies, 1-20. doi:10.1080/00220272.2016.1149223

Author Goodyear, Victoria A.
Casey, Ashley
Kirk, David
Title Practice architectures and sustainable curriculum renewal
Journal name Journal of Curriculum Studies   Check publisher's open access policy
ISSN 1366-5839
Publication date 2016-03-11
Year available 2016
Sub-type Article (original research)
DOI 10.1080/00220272.2016.1149223
Open Access Status Not yet assessed
Start page 1
End page 20
Total pages 20
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Collection year 2017
Language eng
Abstract While there are numerous pedagogical innovations and varying forms of professional learning to support change, teachers rarely move beyond the initial implementation of new ideas and policies and few innovations reach the institutionalized stage. Building on both site ontologies and situated learning in communities of practice perspectives, this paper explores the theory of practice architectures to offer a different and legitimate perspective on sustainable curriculum renewal. Specifically, a practice architecture either enables or constrains particular practice and constitutes the construction of practice from semantic (e.g. language), social (e.g. power relations) and physical (e.g. materials) spaces. Through the juxtaposition of practice architectures with an empirical illustration of longer term pedagogical change, the paper argues that for pedagogical change to be sustained a practice architecture that relates to an innovation’s intended learning outcomes and the contexts in which an innovation can be used needs to be created. Consequently, the theory of practice architectures can guide reform programmes. Curricularists can begin programmes with a pre-planned approach to assist, (a) teachers’ understanding of how to use an innovation, and (b) the deconstruction and reconstruction of practice architectures to support an innovation’s survival.
Keyword Curriculum renewal
Pedagogical approaches
Practice architecture
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
School of Human Movement and Nutrition Sciences Publications
Version Filter Type
Citation counts: Scopus Citation Count Cited 0 times in Scopus Article
Google Scholar Search Google Scholar
Created: Tue, 29 Mar 2016, 00:31:59 EST by System User on behalf of Learning and Research Services (UQ Library)