In the article, we propose to frame organizational learning as inquiry into and resolving tensions arising from the performance of different commitments to work and its organizing. We expand learning as participation with its focus upon identity and membership to the development of work and the experiences and knowledge of its participants. The…

As Ratnam makes clear, a cultural-historical perspective on teacher/faculty excessive entitlement is indispensable if we are to use this concept to work with, rather than undermine, education practitioners. In this chapter, a networked relational model of activity is proposed as a tool for understanding excessive entitlement from a…

Causal mediation analysis has gained increasing attention in recent years. This article guides empirical researchers through the concepts and challenges of causal mediation analysis. I first clarify the difference between traditional and causal mediation analysis and highlight the importance of adjusting for the treatment-by-mediator interaction…

The act of theorising turns the attention from the outcome of theory generation to the act of theory generation itself. Revans' systems "alpha," "beta" and "gamma" provide a foundational action theory that grounds the theorising process in action learning. This is the core of theorising in the praxeology of action…

The paper characterises the learning and teaching process with a focus on higher education and describes the basics of contemporary theories of learning and teaching. Against this conceptual background, the interweaving of performance indicators and theories and practice of learning and teaching is analysed. For a small, selected number of…

Social ontology examines the nature and mechanisms in human society of concepts that pertain to various kinds of social collectivities. A pioneer in the development of this philosophical field, Mills theorised a social metaphysics of "racial constructivism" for modern philosophy in order to explain the enduring orthodoxies of its…

Reflective practice is a complex concept to adequately describe, communicate about and, ultimately, teach. Unrelieved tensions about the concept persist within the health professions education (HPE) literature owing to reflection's diverse theoretical history. Tensions extend from the most basic, e.g., what is reflection and what are its contents,…

The present study details the theoretical and pedagogical development of an experimental cultural studies in education seminar. Specifically, we explore the societal ends of education, and the means they prefigure, through a meditation on the catastrophe of the present. This will involve theorizing this historical moment, thinking through the…

This paper argues that the influential French thinker, Simone Weil, has something distinctive and important to offer educational and ethical inquiry. Weil's ethical theory is considered against the backdrop of her life and work, and in relation to her broader ontological, epistemological and political position. Pivotal concepts in Weil's…

In this article, I highlight what Ernesto Laclau and Chantal Mouffe's (re)conceptualisation of the plurality within identities implies for justice and education. Laclau and Mouffe (re)theorise the plurality of identities by framing and understanding identities within the wider theoretical context of discourse analysis and radical Democracy. I…

When students receive the same score on a test, does that mean they know the same amount about the topic? The answer to this question is more complex than it may first appear. This paper compares classical and modern test theories in terms of how they estimate student ability. Crucial distinctions between the aims of Rasch Measurement and IRT are…

The aim of this article is to analyze and discuss the role that sociological theory plays in music education scholarship. Using books published internationally and explicitly on the topic of the sociology of music education during the recent decade as well as abstracts published in the programs from the 2017 and 2019 International Symposium on the…

This chapter explores the implications of acknowledging one's own excessive entitlement and living contradictions in contributing to Living-Educational-Theory Research. The analysis emphasises the importance of accepting one's educational responsibility for one's own continuing professional development in inquiries of the kind that address this…

Through this art-based paper, I bewilder the 'pioneering' approaches of Reggio Emilia by troubling how pedagogies mobilise through social media. With research-creation and posthuman theories, I notice a human-more-than-human digital entwinement inter-related with academic performativity. Whilst media lends itself to the sharing of pedagogical…

In a spirit of collegial support, this paper argues that Beckett and Hager's theoretical justification and empirical exemplifications do not do full justice to the complexity of group or team learning. We firstly reaffirm our support for the theoretical argument Becket and Hager make, though expressing some reservations about Complexity Theory, to…