Abstract
Our understanding of the kinds of knowledge demanded for the practice fields is intimately connected to a broader set of ideas linking practice, inquiry, and learning. This article aims to illustrate two mental models or frameworks, each of which carries different assumptions about the meaning of practice, knowledge, inquiry and learning.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 313-332 |
| Number of pages | 20 |
| Journal | Pedagogy, Culture and Society |
| Volume | 13 |
| Issue number | 3 |
| DOIs | |
| State | Published - 2005 |
ASJC Scopus subject areas
- Cultural Studies
- Education
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