Theorising professional practice differently: A focus on embodiment in health professional practice

Project Member(s): Hopwood, N.

Start year: 2010

Summary: Theorising professional practice differently: A focus on embodiment in health professional practice

Publications:

Hopwood, N 2016, Professional Practice and Learning, Springer International Publishing, Dordrecht.
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Green, B & Hopwood, N 2015, 'The Body in Professional Practice, Learning and Education' in Green, B & Hopwood, N (eds), The body in professional practice, learning and education: body/practice, Springer International Publishing, London, pp. 15-33.
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Hopwood, N 2015, 'Relational Geometries of the Body: Doing Ethnographic Fieldwork' in Green, B & Hopwood, N (eds), Professional and Practice-based Learning, Springer International Publishing, London, pp. 53-69.
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Hopwood, N 2015, 'Understanding partnership practice in primary health as pedagogic work: what can Vygotsky's theory of learning offer?', AUSTRALIAN JOURNAL OF PRIMARY HEALTH, vol. 21, no. 1, pp. 9-13.
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Hopwood, N 2014, 'The fabric of practices: times, spaces, bodies, things' in McLean, L, Stafford, L & Weeks, M (eds), Exploring bodies in time and space, Inter-Disciplinary Press, Oxfordshire, pp. 137-146.

Hopwood, N 2014, 'A Sociomaterial Account of Partnership, Signatures and Accountability in Practice', Professions and Professionalism, vol. 4, no. 2, pp. 1-15.
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Hopwood, N 2014, 'Four essential dimensions of workplace learning', Journal of Workplace Learning, vol. 26, no. 6/7, pp. 349-363.
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Hopwood, N 2014, 'The rhythms of pedagogy: an ethnographic study of parenting education practices', STUDIES IN CONTINUING EDUCATION, vol. 36, no. 2, pp. 115-131.
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Hopwood, N 2013, 'ETHNOGRAPHIC FIELDWORK AS EMBODIED MATERIAL PRACTICE: REFLECTIONS FROM THEORY AND THE FIELD' in Denzin, NK (ed), 40th Anniversary of Studies in Symbolic Interaction, Emerald Group Publishing Limited, UK, pp. 227-245.
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Hopwood, N, Fowler, C, Lee, A, Rossiter, C & Bigsby, M 2013, 'Understanding partnership practice in child and family nursing through the concept of practice architectures', NURSING INQUIRY, vol. 20, no. 3, pp. 199-210.
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FOR Codes: Health Education and Promotion, Curriculum and Pedagogy, Specialist Studies in Education

Acknowledgement of Country

UTS acknowledges the Gadigal people of the Eora Nation, the Boorooberongal people of the Dharug Nation, the Bidiagal people and the Gamaygal people, upon whose ancestral lands our university stands. We would also like to pay respect to the Elders both past and present, acknowledging them as the traditional custodians of knowledge for these lands.