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A sociology of teaching, learning and enhancement: improving practices in higher education.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

<mark>Journal publication date</mark>2005
<mark>Journal</mark>Papers : Revista de Sociologia
Issue number76
Number of pages20
Pages (from-to)13-32
Publication StatusPublished
<mark>Original language</mark>English


This paper examines some lacunae in the sociological approach to the study of education, in particular the relative lack of attention given to learning and teaching issues and, in that context, to the meso level of analysis. Setting out a social practice theory approach to the issue, the paper is particularly concerned to elaborate the implications of such a theoretical perspective for the understanding of change in higher education, especially change initiative designed to enhance teaching and learning. The paper shows how the construction and enactment of teaching and learning regimes at the departmental level in universities can have significant effects on the reception and implementation of such initiatives. It is argued that change agents are empowered by better theory to ask better questions and be more perceptive and discriminating as they come to understand and seek to influence educational contexts.