ABSTRACT
In recent years many works have been published with the term ‘practice’ in the title. Some focus on notions of ‘best practice’ and ‘evidence-based practice’, or ‘how to’ practise within specific professional fields. Others draw on limiting distinctions between theory and practice, or practice and policy, or they do not explicitly engage with the notion of ‘practice’ but instead take it to be an already understood and unproblematic concept/object. However, practice theories proceed from the premise – emphasised by Green (2009a) – that ‘practice’ should not be taken for granted, elevating it for explicit consideration. Practice Theory and Education contributes to this growing interest in practice theories by focusing on how they might be deployed in different contexts and to what end.
