A little light reading: Practice Theory edition

From the candidacy vault: a list of practice theory sources and inspirations, with a special focus on organizational dynamics, and the process of learning, changing and evolving practice forms.

Barab, S., & Duffy. (2011). From practice fields to communities of practice. In D. Jonassen & S. Land. (Eds.), Theoretical foundations of learning environments. New York, NY: Routledge.

Bourdieu, P. (1977). Outline of a theory of practice. Cambridge, UK: Cambridge University Press.

Bourdieu, P. (1990). The Logic of Practice. Cambridge, UK: Polity.

Bourdieu, P. (1998). Practical reason: on the theory of action. Cambridge, UK: Polity Press.

Bräuchler, B., & Postill, J. (2010). Theorizing media and practice. New York, NY: Berghahn Books.

Brown, J. S., & Duguid, P. (1991). Organizational learning and communities of practice: Toward a unified view of working, learning and innovation. Organization Science, 2(1), 40 – 57.

Chaiklin, S., & Lave, J. (1993). Understanding practice: Perspectives on activity and context. Cambridge, UK: Cambridge University Press.

Contu, A., & Willmott, H. (2000). Comment on Wenger and Yanow. Knowing in practice: A delicate flower in the organizational learning field. Organization, 7(2), 283-97.

de Certeau, M. (1984). The practice of everyday life. Oakland, CA: University of California Press.

Duguid, P. (2007). The art of knowing: Social and tacit dimensions of knowledge and the limits of the community of practice. The Information Society: An International Journal, 21. 109 – 118.

Feldman, M. (2000). Organizational routines as a source of continuous change. Organization Science, 11(6) 611 – 629.

Feldman, M., & Orlikowski, W. (2011). Theorizing practice and practicing theory. Organization Science, 22(5). 1240 – 1253.

Feldman, M., & Pentland. (2008). Routine dynamics. In D. Barry, H. Hansen (Eds.), The SAGE handbook of new approaches in management and organization. Thousand Oaks, CA: Sage.

Gherardi, S. (2006). Organizational knowledge: The texture of workplace learning. Oxford, UK: Blackwell Publishing.

Gherardi, S., & Nicolini, D. (2002). Learning the trade: A culture of safety in practice. Organization, 9(2), 191-223.

Jarzabkowski, P. (2005). Strategy as Practice. London, UK: Sage.

Chapters Introduction, 1 and 2

Jarzabkowski, P., Balogun, J., & Seidl, D. (2007). Strategizing: The challenges of a practice perspective. Human Relations, 60(5)

Lau, R. W. K. (2004). Habitus and the practical logic of practice: An interpretation. Sociology, 38(2) 369-86.

Lave, J. (1988). Cognition in practice. Cambridge, UK: Cambridge University Press.

Lave.J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.

Nicolini, D. (2012). Pratice theory, work & organization. Oxford, UK: Oxford University Press.

Nicolini, D., Gherardi, S., & Yannow, D. (2003). Knowing in Organizations: a practice based approach. Armonk, NY: M.E Sharpe. Chapters 1 – 4 (p. 1 – 96), 9 (p. 213 – 240)

Orlikowski, W. J. (2000). Using technology and constituting structures: a practice lens for studying technology in organizations. Organization Science, 11(4). 404 – 28.

Orlikowski, W. J. (2002) Knowing in practice: Enacting a collective capability in distributed organizing. Organization Science, 13(3). 249 – 73.

Orlikowsky, W. J. & Yates, J. (1994). Genre repertoire: the structuring of communicative practices in organizations. Administrative Science Quarterly, 39(4). 541 – 574.

Ortner, S.B. (2006). Anthropology and social theory: Culture, power and the acting subject. Durham, NC: Duke University Press.

Reckwitz, A. (2002). Toward a theory of social practices. A development in culturalist theorizing. European Journal of Social Theory, 5(2). 243-263.

Schatzki, T. (2012). A  primer on practices: Theory and research. In Higgs, J. et al (Eds.). Practice-based education: Perspectives and strategies. Rotterdam, Sense Publishers. pp. 13-26.

Schatzki, T., Knorr Cetina,K., & von Savigny, E. (Eds.). 2001. The Practice Turn in Contemporary Theory. London, UK: Routledge.

Schatzki, T.R. (1996). Social practices: a Wittengesteinian approach to human activity and the social. Cambridge: Cambridge University Press.

Schatzki, T.R. (2005). Peripheral Vision: The sites of organizations. Organization Studies, 26, 465-84.

Shove, E. (2003). Comfort, cleanliness and convenience. The social organization of normality. Oxford, UK: Berg.

Shove, E., & Pantzar, M. (2005). Consumers, producers and practices: Understanding the invention and reinvention of nordic walking. Journal of Consumer Culture, 5, 43.

Shove, E., et al. (2007). The Design of Everyday Life. Oxford, UK: Berg.

Warde, A. (2005). Consumption and theories of practice.  Journal of Consumer Culture, 5, 131-53.

Weick, K. E., & Roberts, K. H. (1993). Collective mind in organizations: Heedful interrelating on flight decks. Administrative Science Quarterly, 38(3), 357 – 381.

Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.

Wittington, R. (2006). Completing the Practice turn in strategy research. Organization Studies, 27(5), 613 – 634.

Published by

AnneMarie Dorland

AnneMarie Dorland is an Assistant Professor in the Bissett School of Business at Mount Royal University, an innovation focused university that offers a different kind of business education to students who want to make a change in our world. Named a Joseph Armand Bombardier Scholar by SSHRC and a member of the University of Calgary’s Teaching Academy, Dorland has been committed to bringing together her background as a graphic designer, brand strategist and qualitative researcher to develop innovative, creative and design-oriented undergraduate learning experiences for the past decade. Through her work as a mentor and facilitator, she has supported undergraduate research and inquiry-based learning for hundreds of students in the classroom and in work integrated learning projects. She maintains a research focus on creativity and creative problem solving practices such as design thinking and her current program of research focuses on design-based problem solving practices and their use in undergraduate student learning outside of the studio space. Dorland has played an integral role in the design and leadership of the inquiry-based and experientially focused UCalgary Global Challenges curriculum, the first of its kind in Canada, and in the development and implementation of undergraduate research support for a U15 Canadian University. A creative practice researcher and contributor to several international publications on the use of design-based problem solving, she is passionate about using the practices of the studio to help students create new and innovative ideas in their marketing, branding and design work. Dorland is a professional member of the International Society for the Scholarship of Teaching and Learning (ISSOTL), the International Association of Business Communicators (IABC), Ethnographic Praxis in Industry (EPIC), the Service Design Network (SDN), the Canadian Communication Association (ACC-CCA), the Canadian Sociological Association (CSA), the Canadian Marketing Association (CMA), Registered Graphic Designers (RGD), Graphic Designers of Canada (GDC) and the Design Management Institute (DMI).

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