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This article challenges divisions which have been set up between practice, research and theory in relation to the discipline of Education. It questions the epistemic positions upon which positivist metanarratives underpinning these divisions are founded. These include the separation of practice from research and theory and the creation of the notion of a vocational and academic divide. We provide insights into how a University-supported, practitioner-research programme (PRP), which draws upondoi:10.33423/jmpp.v20i3.2229 fatcat:odwpwgnptzhxbiab6zikrytxky