David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Educational Philosophy and Theory 43 (5-6):38-54 (2011)
Drawing upon concepts from actor-network theory (ANT), this article explores how the principle of symmetry can provide alternative readings of the translations of the prescribed into the enacted curriculum, without reducing understanding to explanation. The paper explores the contrasting ways in which the prescribed curriculum is translated into the enacted curriculum as certain organisations, individuals and artefacts become enrolled through networks of school and college. It points to the ways in which a position which eschews conventional distinctions e.g. between the human and non-human, and enacts an anti-foundationalist ontology provides the basis for a radical materialist understanding of the multiplicity of educational practices
|Keywords||translation token actor‐network theory enacted curriculum prescribed curriculum curriculum‐making symmetry|
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References found in this work BETA
Bruno Latour (1987). Science in Action: How to Follow Scientists and Engineers Through Society. Harvard University Press.
Richard Edwards, Gert Biesta & Mary Thorpe (eds.) (2009). Rethinking Contexts for Learning and Teaching. Routledge.
T. G. K. Bryce & W. M. Humes (2000). Scottish Education. British Journal of Educational Studies 48 (3):323-325.
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