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    Simulation in Higher Education: A sociomaterial view

    239505_239505.pdf (666.3Kb)
    Access Status
    Open access
    Authors
    Hopwood, N.
    Rooney, D.
    Boud, D.
    Kelly, Michelle
    Date
    2016
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Hopwood, N. and Rooney, D. and Boud, D. and Kelly, M. 2016. Simulation in Higher Education: A sociomaterial view. Educational Philosophy and Theory. 48 (2): pp. 165-178.
    Source Title
    Educational Philosophy and Theory
    DOI
    10.1080/00131857.2014.971403
    ISSN
    1469-5812
    School
    School of Nursing and Midwifery
    URI
    http://hdl.handle.net/20.500.11937/35355
    Collection
    • Curtin Research Publications
    Abstract

    This article presents a sociomaterial account of simulation in higher education. Sociomaterial approaches change the ontological and epistemological bases for understanding learning and offer valuable tools for addressing important questions about relationships between university education and professional practices. Simulation has grown in many disciplines as a means to bring the two closer together. However, the theoretical underpinnings of simulation pedagogy are limited. This paper extends the wider work of applying sociomaterial approaches to educational phenomena, taking up Schatzki’s practice theory as a distinctive basis for doing so. The question ‘What is being simulated?’ is posed, prompting discussion of multiple bodies, performances and experiences. The potential of adopting such a framework for understanding simulation as a pedagogic practice that brings the classroom and workplace together is illustrated with reference to clinical education in nursing.

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