Sensing the tempo-rhythm of practice: The dynamics of engagement

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dc.contributor.author Johnsson, Mary en_US
dc.contributor.editor P. Hager, A. Lee & A. Reich en_US
dc.date.accessioned 2012-10-12T03:31:56Z
dc.date.available 2012-10-12T03:31:56Z
dc.date.issued 2012 en_US
dc.identifier 2011004650 en_US
dc.identifier.citation Johnsson Mary 2012, 'Sensing the tempo-rhythm of practice: The dynamics of engagement', in http://dx.doi.org/10.1007/978-94-007-4774-6_4, (ed.), Springer, Dordrecht, The Netherlands, pp. 51-65. en_US
dc.identifier.issn 978-94-007-4773-9 en_US
dc.identifier.other B1 en_US
dc.identifier.uri http://hdl.handle.net/10453/17797
dc.description.abstract Researchers have conventionally used objective, discrete and linear assumptions of time and space when constructing metaphors such as acquisition, transfer and progression to theorize learning and change. This chapter offers an alternative starting point. It suggests that the notion of practice-based learning and change is better conceptualized as dynamic patterns of human actions and materialities that are often comfortably familiar, yet paradoxically novel leading to possibilities for remaking those practices. Building upon philosophical and postmodern understandings of time and space, I introduce the concept of tempo-rhythm to highlight attention to the significance of practice dynamics for learning and change. Tempo-rhythm is a metaphor borrowed from the dramatic arts (Stanislavski, 1979) that describes how actors incorporate speed, intensity and variability into their movement and speech actions to engage the audience in the shared experience of character-building and performance. I illustrate how the tempo-rhythm of chefs engaging in practice together goes beyond what can be observed, experienced or designed to be purposive in vocational learning. This focus on practice dynamics suggests that learning of an engagement kind requires practitioners to interact in emergent ways that add novelty, variety and intensity to work practices, shaping meaning and commitment to the changing patterns of practice in everyday work life. en_US
dc.language en_US
dc.publisher Springer en_US
dc.relation.isbasedon http://dx.doi.org/10.1007/978-94-007-4774-6_4, en_US
dc.title Sensing the tempo-rhythm of practice: The dynamics of engagement en_US
dc.parent Practice, learning and change: Practice-theory perspectives on professional learning en_US
dc.journal.volume en_US
dc.journal.number en_US
dc.publocation Dordrecht, The Netherlands en_US
dc.identifier.startpage 51 en_US
dc.identifier.endpage 65 en_US
dc.cauo.name FASS.Research in Learning and Change en_US
dc.conference Verified OK en_US
dc.for 130300 en_US
dc.personcode 997782 en_US
dc.percentage 100 en_US
dc.classification.name Specialist Studies in Education en_US
dc.classification.type FOR-08 en_US
dc.edition 1 en_US
dc.custom en_US
dc.date.activity en_US
dc.location.activity en_US
dc.description.keywords tempo, rhythmn, practice, engagement, dramaturgy en_US
dc.staffid en_US
dc.staffid 997782 en_US


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