Narration, Place, and the Social
Chapter 2. Theorizing Practical Experience and Critical Situated Learning: The Social, Place, and Narration as Dimensions of Practice
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THEORIZING PRACTICAL EXPERIENCE AND CRITICAL SITUATED LEARNING: THE SOCIAL, PLACE, AND NARRATION AS DIMENSIONS OF PRACTICE
It is at the juncture between student experience and cultural change that we position this book, suggesting that critical education can better attend to practical experience in ways that build the potential for cultural change as a response to the pressing critical issues of our times. As Ben Highmore (2002a) has written in relation to everyday life studies, this kind of work is “situated between the levels of attention that would focus either on subjective experience or on the institutional frames of cultural life” (p. 31). In what follows, we suggest that the sociomaterial complexity of practical experience can more fully be engaged in critical education through a focus on situated learning. We expand on dimensions of situated everyday practices of the social, place, and narration, including in relation to the structures of feeling within which they are embedded. We discuss associated considerations of temporality, embodiment, and power, laying the groundwork for the main work of the book, which examines various dimensions of practical experience through empirical study. The chapter concludes with a focus on methodological considerations in terms of both pedagogy and research: pointing to possible methods for “zooming in and out” (Nicolini, 2013) on critical situated learning through multiple theoretical registers and emplaced methods of research and practice ← 9 | 10 → (Fenwick, Edwards, & Sawchuck, 2011; Pink, 2009; Tuck & McKenzie, 2015; Wilson, forthcoming)...
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