The hybrid-writing process: going beyond the theory/practice divide in academic writing

How do you write in a way that goes beyond the theory/practice divide? That is, how do you write so that the reader can see not only how theoretical notions and habits of thought have become materialised as habits of doing and routines in everyday practices, but also that learning from children’s strategies can challenge and alter theory? Moreover, how do you write to do justice to the complexities of children’s and students’ strategies and thinking, and the multiplicity of different texts involved in your learning process as student-teachers?