ABSTRACT This article focuses on project-based learning in media practice education, identifying three themes of interest. The first questions the recontextualisation of practice from the professional to a pedagogic environment. The second theme questions how much we know about what goes on inside a project and contrasts the ways in which students ‘do’ projects with the ways in which educators idealise project work as a mirror of professional practice. The final theme questions whether processes and procedures external to a project environment may result in a decoupling between professional practice and the everyday formulations of practice enacted by students. While educators may seek to encourage students to simultaneously adopt academic, professional and creative identities, as part of an active and purposeful approach to doing projects, this article questions whether tensions between these identities may actually encourage students to engage in decoupling behaviour. The article aims to encourage media practice educators to reflect on their own use of projects and question the ways in which the identities students claim as learners align with educator's beliefs and values.

中文翻译：

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表态：抵抗、伪装和混日子

摘要 本文侧重于媒体实践教育中的基于项目的学习，确定了三个感兴趣的主题。第一个问题是从专业到教学环境的实践的重新语境化。第二个主题质疑我们对项目内部发生的事情了解多少，并将学生“做”项目的方式与教育工作者将项目工作理想化为专业实践的镜子的方式进行对比。最后一个主题质疑项目环境外部的过程和程序是否会导致专业实践与学生制定的日常实践表述之间的脱钩。虽然教育工作者可能会寻求鼓励​​学生同时采用学术、专业和创造性的身份，作为积极和有目的的项目方法的一部分，本文质疑这些身份之间的紧张关系是否真的会鼓励学生进行脱钩行为。这篇文章旨在鼓励媒体实践教育者反思他们自己对项目的使用，并质疑学生声称的学习者身份与教育者的信念和价值观相一致的方式。