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  1.  1
    Patient Participation in Healthcare Practice in Greenland: Local Challenges and Global Reflections.Tine Aagaard & Tove Borg - 2018 - Outlines. Critical Practice Studies 19 (1):07-24.
    Various kinds of user and patient involvement are spreading in healthcare in most Western countries. The purpose of this study is to critically assess the actual conditions for patients’ involvement in healthcare practice in Greenland and to point to possibilities for development. Patients’ perspectives on their own conduct of everyday life with illness and their possibilities for participation when hospitalized are examined in relation to the conditions in a hospital setting dominated by biomedical practice. On a theoretical level, it is (...)
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  2. The Evolution of a Practice in Trialectic Space: An Approach Inclusive of Norms and Performance.Miguel Torres García - 2018 - Outlines. Critical Practice Studies 19 (1):25-45.
    Practice theory has lately taken a turn towards modelling the evolution of practices, which appear situated at the centre of the study of social action. I argue in this paper, following previous criticisms, that such centrality can be revised in order to better incorporate elements of agency and normativity, which are much determinant of the emergence and development of practices. The aim of this paper is to propose an alternative heuristic which advances on lefebvrean trialectics, in order to better account (...)
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  3. A Change Laboratory Professional Development Intervention to Motivate University Teachers to Identify and Overcome Barriers to the Integration of ICT.Willy Castro Guzmán - 2018 - Outlines. Critical Practice Studies 19 (1):67-90.
    Change is one of the central aims of professional development for information and communication technologies integration in education. Studies on the use of ICT in education highlights the large investments in infrastructure and professional development, and the limited results in students learning. Teachers’ professional development for ICT integration in education has evolved from the development of technical skills to pedagogical skills and content-related knowledge. The gold standard and design-based approaches have dominated TDP-ICT. This study presents the Change Laboratory method as (...)
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  4. Editorial: Why is Outlines – Critical Practice Studies so Critical?Pernille Hviid - 2018 - Outlines. Critical Practice Studies 19 (1):01-06.
    This editorial points back to the papers published in volume 18. It also announces the transfer of the position of main editor of Outlines – critical practice studies. One of the papers in vol. 18 relates directly to what is foundational to Outlines - critical practice studies: The encouragement of critique. For this reason it has been given some extensive attention here. Raffnsøe wrote: What is critique? Critical turns in the age of criticism.
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  5. The Reflective Methodologists A Cultural Analysis of Danish Pedagogues’ Individualised Silence and Collective Articulations.Bjørg Kjær - 2018 - Outlines. Critical Practice Studies 19 (1):91-113.
    This article takes its point of departure in a stance found among practitioners – including teachers, preschool teachers, kindergarten pedagogues and other welfare professionals – in which theory is considered abstract and thus irrelevant to or unhelpful in their daily work. In exploring the backgrounds of this stance, I address the issue at two levels: one that focuses on the professional identities, cultural logics and communicative norms of kindergarten staff groups in their actual, contemporary context; and another that focuses on (...)
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  6.  1
    How Contradictions in Professional Practices Become Contradictions in Research Practices.Crisstina Munck - 2018 - Outlines. Critical Practice Studies 19 (1):46-66.
    Within child and childhood research, contextual approaches are foregrounded, thus emphasizing children as active agents who take part in the social world and who thereby challenge and reproduce everyday social practices. However, child researchers seem to differ when it comes to understanding and exploring the social engagement of children and adults as either separated or interwoven. When understanding the engagement of children and adults as two separate things, adults are positioned as potentially disturbing the children, who are in turn doing (...)
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