Practice-Based Theorizing on Learning and Knowing in Organizations

By Silvia Gherardi. 2000

910 citations recorded by the source corpus.

Subfields: Human Factors and Ergonomics, Organizational Behavior and Human Resource Management, Strategy and Management

View Paper: https://www.semanticscholar.org/paper/44433965b98bce3e91d34b332a97b20353b0cf9f

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Citations in the corpus

Understanding Relations of Individual—Collective Learning in Work: A Review of Research (2008, background): “Despite what has often been described as a general shift to more practicebased, participative conceptions of learning (Gherardi, 2000; Hager, 2004), where boundaries between individuals and objects are considered mutually constitutive and learning is viewed as relational knowledge production rather ”
Process Consultation Revisited (2009, neutral): “A group of scholars in organization theory, inspired by philosophers such as Wittgenstein and Bourdieu, sees the essence of organizing in the enacted collective practices of knowledge and relationships (Gherardi, 2000; Orlikowski, 2002).”
Unveiling Professional Development: A Critical Review of Stage Models (2006, neutral): “…Professional Development During recent decades, the container view of practice has been questioned in social science (Blackler, 1993, 1995; Billett, 2001; Bourdieu, 1977; Chaiklin & Lave, 1993; Gergen, 1985; Gherardi, 2000; Giddens, 1984, 1993; Greenwood & Hinings, 1996; Putnam & Borko, 2000).”
Mission impossible? Communicating and sharing knowledge via information technology (2002, background): “Closely related to this idea of the embodied nature of knowledge is the inseparability of knowledge from activity, which represents one of the central planks of the epistemology of practice perspective (Tsoukas, 1996; Cook and Brown, 1999; Gherardi, 2000).”
The Silent and the Silenced in Organizational Knowing and Learning (2009, background): “…that presents problems both practically and conceptually, for example, particular types of knowledge may resist the transfer from tacit to explicit (Gherardi, 2000), but the ‘stickiness’ of knowledge can be reduced by ‘converting expertise from tacit knowledge Fi gu re 1 A ta xo no m y of s ile nc…”
Sensible Knowledge and Practice-based Learning (2007, background): “, 1997; Gagliardi, 1996; Guillet de Montoux, 2004; Linstead and Höpfl, 2000; Ottensmeyer, 1996; Rafaeli and Pratt, 2005; Strati, 1999; Strati and Guillet de Montoux, 2002) and to ‘practice’ in organizational life (Blackler, 1995; Gherardi, 2000; Gherardi and Nicolini, 2001; Heath and Button, 2002; L”
Network learning: An empirically derived model of learning by groups of organizations (2005, background): “The elements of the model are not specific to knowledge and information processing, rather they present learning as changing ‘practice’ (Gherardi, 2000) and as a political process (Easterby-Smith et al.”
Caring as a collective knowledgeable doing: About concern and being concerned (2016, background): “We shall adhere to the third perspective, since if we focus exclusively on practices as activities (only on doing), we may lose sight of practices as collective, knowledgeable doings (Gherardi, 2000) and thus undervalue both knowing as a situated activity and the type of knowledge that is produced, ”
Practice? It’s a Matter of Taste! (2009, background): “Practice theories have attracted a great deal of attention from organizational and management scholars in recent years (Brown and Duguid, 1991, 2001; Orr, 1996; Gherardi, 2000; Orlikowski, 2000; Yanow, 2004) and a new label—Practice-based Studies—has been coined to denote an heterogeneous ensemble o”
Knowledge, learning and development: a post-rationalist approach (2006, background): “Practice connects ‘knowledge’ with ‘doing’, pointing to the work, or fabrication, involved in knowing (Gherardi, 2000).”
Conceptualizing the Learning Process in SMEs (2006, background): “Understanding modes of learning in organizations requires that attention is directed to existing systems of information processing (Huber, 1991), systems that structure work activity (Argyris and Schön, 1978; Gherardi, 2000), and systems that support organizational interactions and dialogue (Brown a”
The corporeality of practice-based learning (2010, background): “The aim of this paper is to suggest an embodied, corporeal approach to the evolving practice-based theorising (Gherardi 2000) on learning and knowing.”