Rethinking Knowledgeable Practice in Education

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.

“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

• 1. IntroductionPart I2. Examining practice in education3. Educational knowledge and its relation to practice4. The social and organisational dynamic of practice5. From evidence-informed practice to knowledgeable practice?Part II6. Knowledgeable professional and vocational practice7. Knowledgeable practice and teaching8. Knowledgeable practice, powerful knowledge and the curriculum9. Concluding remarks