The SAGE Handbook of Social Constructionist Practice is the first major survey of innovations in professional practice emerging from a social constructionist orientation to social science. This key perspective has been unique in its stimulation of pioneering practices over a broad number of professions. This volume offers insights into the latest developments in theory, showcases the range and variations in practical outcomes, while pointing to emerging directions of development. The Handbook focuses on hands-on practices, while offering the theoretical tools for further enriching their application. The authors are leading figures in their fields, including organizational development, therapy, healthcare, education, research, and community building. The volume will be particularly useful for students, scholars, professional practitioners, and change makers from across the globe. PART ONE: Introduction; PART TWO: Research Practices; PART THREE: Practices in Therapeutic Professions; PART FOUR: Practices in Organizational Development; PART FIVE: Practices in Education; PART SIX: Practices in Healthcare; and PART SEVEN: Community Practices.

Lifescaping: Cultivating Flourishing School Cultures

Lifescaping: Cultivating Flourishing School Cultures

Lifescaping: cultivating flourishing school cultures
Rolla E. Lewis

The intention in this chapter is to offer a social constructionist pathway that can be used to help educators and other interested parties cultivate relational school cultures that support and encourage learning and foster student well-being. Growing out from Gergen's (2015) action research and appreciative inquiry as future forming, Lewis and Winkelman (2017) portray lifescaping action research as ‘world forming in action; like gardeners landscaping, we can take an active role in creatively shaping the world’ (p. 16). Lifescaping action research enables students, parents, teachers, counselors, psychologists, administrators, staff, and other stakeholders to cultivate relational learning cultures.

In a special issue of Educational Action Research titled ‘Knowledge Democracy and ...

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