TAYLOR, Carol (2012). Student engagement, practice architectures and phronesis in the student transitions and experiences project. Journal of applied research in higher education, 4 (2), 109-125.
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Purpose – The purpose of this paper is to discuss the Student Transitions and Experiences (STEP) project, in which visual and creative research methodologies were used to enhance student engagement.
Design/methodology/approach – The article provides an overview of three main strands within the field of student engagement practice, and explores the STEP project as an instance of the “critical-transformative” strand. The article draws on recent theorizations by Kemmis et al. of practice architectures and ecologies of practice to propose an understanding of the STEP project as a practice “niche”.
Findings – In thinking through some implications of student engagement as a practice architecture, the article sheds analytical light on student engagement as a specific and complex form of contemporary education practice. The later part of the article focuses on a consideration of phronesis and praxis in specific instances from the STEP project. Working with concepts from Barad, the article develops a conceptualization of the STEP project as an intra-active, entangled situated and particularistic practice of phronesis-praxis.
Originality/value – This article aims to contribute to the development of theoretical and empirical understandings of the field of student engagement. It does so by providing insights into a recent empirical study; by developing some new theorisations of student engagement; and by a detailed exploration of specific instances of student engagement practice.
|Research Institute, Centre or Group:||Sheffield Institute of Education|
|Depositing User:||Lorna Greaves|
|Date Deposited:||24 Sep 2012 14:21|
|Last Modified:||17 Apr 2015 11:52|
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