Researching Education Through Actor-Network Theory offers a new take on educational research, demonstrating the ways in which actor-network theory can expand the understanding of educational change.
An international collaboration exploring diverse manifestations of educational change
Illustrates the impact of actor-network theory on educational research
Positions education as a key area where actor-network theory can add value, as it has been shown to do in other social sciences
A valuable resource for anyone interested in the sociology and philosophy of education
| Notes on Contributors |
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vii | |
| Foreword |
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viii | |
| Introduction |
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ix | |
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1 Devices and Educational Change |
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1 | (22) |
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2 Translating the Prescribed into the Enacted Curriculum in College and School |
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23 | (17) |
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3 Unruly Practices: What a sociology of translations can offer to educational policy analysis |
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40 | (20) |
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4 ANT on the PISA Trail: Following the statistical pursuit of certainty |
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60 | (18) |
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5 Assembling the `Accomplished' Teacher: The performativity and politics of professional teaching standards |
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78 | (19) |
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6 Reading Educational Reform with Actor-Network Theory: Fluid spaces, otherings, and ambivalences |
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97 | (20) |
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| Index |
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117 | |
Tara Fenwick is Professor of Professional Education in the School of Education at the University of Stirling, UK. She was previously Head of Educational Studies at the University of British Columbia, Canada. The director of ProPEL, an international network researching professional practice, education and learning, she has a particular interest in professionals knowledge sources and strategies, and the changing nature of professional responsibility.
Richard Edwards is Professor of Education and Head of the School of Education at the University of Stirling, and previously spent 12 years as a lecturer, senior lecturer and reader with the Open University. He has written extensively on adult education and lifelong learning. Tara Fenwick and Richard Edwards are the authors of Actor-Network Theory in Education (2010) and, with Peter Sawchuk, of Emerging Approaches to Educational Research: Tracing the Sociomaterial (2011).
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