The contribution of knowing practice to the theory–practice ‘divide’ in global learning

This article draws on research exploring how practitioners in development education centres (DECs) England conceptualise global learning and understand the relationship between theory practice. It responds to ongoing critique that when it comes practice, there is a lack of clarity reflection conceptual theoretical issues, their implications for what know do. Informed by critical grounded theory, analysed data obtained through focus groups which were designed engage process reflecting work collaboratively critically. While findings from an early analysis responses appeared support arguments about weak theory–practice relationship, revisiting participants’ emphasis they do as practice prompted exploration literature similar debates wider professional contexts. introduced insights centred concepts embodied ‘knowing practice’. Applying these back supported evidence more complex symbiotic some responses. was significant reframing divide assumed aims, shifting knowledge opening up questions means context DECs. also empowered alerting them possibilities engaging actively with transforming collectively.