**Author details**

The utility of the theory of practice architectures as applied to understanding the notion of pedagogy as a practice presents new conceptual work that concerns the interrelatedness and convergences between sociality, dialogue, ontology and temporality in teaching and learning. First, it is a conceptual position that shows the particularity of practices since as practices unfold discursively through moment of time they are particular to the persons involved, particular to the place in which they happen, particular to the actions and interactions of those present, and particular to that moment. Second, it shows how pedagogical practices are arrayed and enmeshed with people as they encounter one another through language, dialogue, activity, interactivity, and particular ways of relating that form semantic and social spaces. The theory of practice architectures advances notions about how disciplinary knowledge gets brought in, and enacted in and through practices in educational settings, and specifically opens the scope for discovering how diverse practices become interwoven in local sites or local practice landscapes. Third, this new conceptual work also addresses how practices are arrayed and enmeshed with people and other material objects as unfolding in real timespaces of human activity [15]. Finally, the theory of practice architectures is a theoretical position that contributes to understandings about how educational practices are developed in the local sites with which they are enmeshed, and about the teaching and learning practices

The author wishes to acknowledge with great respect colleagues Stephen Kemmis, Jane Wilkinson, Peter Grootenboer and Ian Hardy with whom she worked in an Australian empirical study that developed and investigated the utility of the theory of practice architectures for

necessary to support, develop and contribute to *site based education*.

136 New Pedagogical Challenges in the 21st Century - Contributions of Research in Education

**Acknowledgements**

examining Education practices.

[ Overlap in speakers' talk


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**A. Appendix 1**

Christine Edwards-Groves

Address all correspondence to: cgroves@csu.edu.au

School of Education, Charles Sturt University, Wagga Wagga, Australia
