To go a step further, the theory of
practice architectures talks about how the cultural-discursive arrangements
occur in semantic space, in the medium of language; the material-economic
arrangements occur in physical space-time in the medium of activity or work;
and, the social-political arrangements occur in social space in them medium of
solidarity and power.
These three spaces overlap one another and
to understand middle leaders’ practices we can imagine the need of a
communicative space for new forms of
discourse, activities and relating as part of the process of change in schools. In an
article accepted for publication (Rönnerman, Edwards-Groves & Grootenboer,
2015), that reports on a study where early childhood teachers met regularly in
discussion their on-going quality work, the results show that communicative spaces enable teachers to engage
in learning-focused meaning making activities connected to the curriculum. It
also reveals the practice architectures that enabled the middle leader to take up the responsibility of leading
colleagues.
Rönnerman, K., ,Edwards-Groves, C. &
Grootenboer, P. (2015 forthcoming). Opening up communicative spaces about quality in
early childhood education through middle leadership practices. Nordic Journal of Studies in Education
Policies.
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