Torbjørn Lund

Understanding leading as travelling practices

In this paper, we propose the concept of leading as travelling practices in order to understand how enhanced pedagogical practices ‘catch on’ in educational sites. Drawing on parallel case studies in Australia, Sweden and Norway, we analyse how leading practices moved within and between settings, transforming the discursive, material and social conditions for teaching and learning. We examine the composition and ecological connections of these leading practices with professional learning and pedagogical practices in schools and pre-schools. We conclude that practice-informed lens can shed new light on the spread of practices, which foster the conditions necessary for transformed pedagogy.

Leading praxis: Exploring educational leadership through the lens of practice architectures

In this article we investigate educational leadership as a site of practice, utilising the notion of ‘practice architectures’ as our lens. The latter shifts Etienne Wengers more individualising notion of ‘learning architectures’ to a broader study of the systems and organisations that prefigure educational practices and potentially, leading praxis. Drawing on three forms of educational leadership in Australia, Norway and Sweden, we explore how possibilities for changes to the practice conditions of schools and universities may be engendered in ways that are nurturing of ‘leading praxis’. We critically examine what practice architectures as a concept may reveal about leadership practice and in turn, praxis. We argue that leadership and educational leaders are particularly important to investigate, for as the key ‘architects of practice architectures’ they are in a position to influence the conditions in which praxis may flourish or be constrained.

Bringing Ideals into Dialogue with Practices: On the Principles and Practices of the Nordic Network for Action Research.

In this article we present the Nordic Network for Action Research, established in 2004. We describe how the network has explored, bridged and nurtured the inherent action research dynamics of ideology and methodology. This has been done through an understanding anchored in educational traditions, and by focus on three important ideal-shaping Nordic educational concepts: bildung, folk enlightenment and pedagogy. The specific procedures used for learning based on dialogue have been scrutinized and transformed into activities. These activities are being developed in the network, and used in collaboration with researchers and with teachers and leaders in preschools and schools. The article concludes the importance of ongoing global conversations, based on openness, shared democratic values and collaboration between various participants.

Action Research and Translation Studies

The authors of this chapter work in university-based teacher training programmes. They also initiate and follow up national school improvement programmes and research programmes on the local level. Their research interest is collaborative action research and networking in schools.

Development Teams as Translators of School Reform Ideas

The authors of this chapter are researchers in the area of teacher training and school development, and have participated in several school development projects with teachers and principals in both primary and secondary schools. This chapter focuses on a local “Assessment For Learning” project with 19 schools over a period of two and a half years, where action research was used to develop new practices related to assessment for learning.