[18] Schatzki (2012, pp. 14-15) describes practice as “an open-ended, spatially-temporally dispersed nexus of doings and sayings” that takes place in a teleological hierarchy for which the “practicer” has an end in view. [...] “A practice embraces all the activities contained in such teleological hierarchies: the activities and states of existence for the sake of which people act, the projects, i.e., actions they carry out for their ends, and the basic doings and sayings through which they implement these projects.”
By contrast, the academic literature on adult numeracy and literacy is weighted towards a social practice perspective (Street, 1984; Tett, Hamilton, & Hillier, 2006). [...] Proponents of this approach tend to value social capital (Bourdieu, 1976) as an intended outcome of public policy.