Rethinking Knowledgeable Practice in Education

The concepts of knowledge and practice are frequently discussed in education – but what is meant by these ideas, and how do they relate to each other? Drawing on recent research, this book breaks new ground to provide novel approaches to conceptualising educational practice, educational judgement and professional knowledge.This text focuses on the relationship between knowledge and practice in the study of education, developing the notion of ‘knowledgeable practice’ with the aim of rethinking how we understand the knowledge-practice relation in fields such as professional and vocational education, teaching and curriculum studies. It builds on studies in the sociology of educational knowledge and on theories of expertise and practice which emerge from more philosophical traditions.By developing a nuanced notion of the relation between knowledge and practice that can serve in the further exploration of policy and practice contexts in education, this book encourages critical engagement with how education is conceptualised in the light of the ongoing and emerging challenges that educators are facing today.

“A most timely, original and necessary addition to the educational debate.” Clare Brooks, Professor of Education, University of Cambridge, UK“There are few, if any, books that deal directly with the relation between educational knowledge and practice as this one does. There are fewer still that deal with it in such a sustained and coherent way. This is a major contribution to the scholarship on expert educational practice and how it is constituted." Johan Muller, Emeritus Professor of Curriculum, University of Cape Town, South Africa“Jim Hordern’s book is essential reading for anyone in professional or vocational education. His book is the culmination of years of work theorising the relationship between theoretical knowledge and practice. It is an accessible, insightful and innovative contribution to the sociology of education and curriculum theory.” Professor Leesa Wheelahan, William G. Davis Chair in Community College Leadership, Ontario Institute for Studies in Education, University of Toronto, Canada“This is a rare and welcome book on educational theory and practice. By introducing the idea of different forms of practice for different purposes it will I hope significantly widen debates about curriculum and pedagogy - both in schools and among those who educate teachers.” Michael Young, Emeritus Professor of Sociology of Curriculum, UCL Institute of Education, UK

Jim Hordern is Senior Lecturer in the Department of Education, University of Bath, UK and Senior Research Fellow at the Plymouth Institute of Education, University of Plymouth, UK.