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      Pedagogical habitus engagement: teacher learning and adaptation in a professional learning community

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          Abstract

          Situated within the context of teaching in post apartheid South Africa, this article discusses the establishment and functioning of a professional learning community (PLC) that was constituted to generate pedagogical learning and adaptation among practicing teachers in consonance with a socially just teaching orientation. Drawing on the thinking tools of Bourdieu, the article offers a view of PLCs as a form of "habitus engagement" that engages with teachers' firmly established pedagogical identities, their "pedagogical habitus," to effect adaptation and change in their classroom pedagogy. The exemplifying basis of this article is empirical data drawn from a 2-year PLC process where teachers from different school contexts collaborated to find ways to conceptually and pragmatically shift and change their pedagogy. The article highlights both the limits and possibilities of teachers' pedagogical change and concludes by arguing that the ongoing, reflexive, and dialogical PLC process, as a form of habitus engagement, holds the potential to challenge, adapt, and shift teachers' pedagogical habitus to conceptually and pragmatically include a more socially just teaching orientation in their classroom pedagogy.

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          Most cited references34

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          A review of research on the impact of professional learning communities on teaching practice and student learning

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            The Logiv of Practice

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              Justice Interruptus: Critical Reflection on the “Postsocialist” Condition

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                Author and article information

                Contributors
                Role: ND
                Journal
                ersc
                Educational Research for Social Change
                Educ. res. soc. change
                Nelson Mandela Metropolitan University, Faculty of Education
                2221-4070
                September 2016
                : 5
                : 2
                : 65-80
                Affiliations
                [1 ] Stellenbosch University
                Article
                S2221-40702016000200006
                10.17159/2221-4070/2016/v5i2a5
                1ee9a06f-b038-42c1-8767-c95100501d8d

                This work is licensed under a Creative Commons Attribution 4.0 International License.

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                Product

                SciELO South Africa

                Self URI (journal page): http://www.scielo.org.za/scielo.php?script=sci_serial&pid=2221-4070&lng=en
                Categories
                Education & Educational Research
                Humanities, Multidisciplinary

                Educational research & Statistics
                Professional learning community,teacher learning,social justice,funds of knowledge,Bourdieu,pedagogical habitus

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