David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Educational Philosophy and Theory 43 (5-6):114-134 (2011)
In considering two extended examples of educational reform efforts, this discussion traces relations that become visible through analytic approaches associated with actor-network theory (ANT). The strategy here is to present multiple readings of the two examples. The first reading adopts an ANT approach to follow ways that all actors—human and non-human entities, including the entity that is taken to be ‘educational reform’—are performed into being through the play of linkages among heterogeneous elements. Then, further readings focus not only on the material practices that become enacted and distributed, but also on the otherings that occur: the various fluid spaces and ambivalent belongings that create actor-network(s) but also escape them. For educational research, particularly in educational reform and policy, it is argued that ANT analyses are particularly useful to examine the complex enactments in these dynamics. That is, ANT can illuminate movements of ordering and disordering that occur through minute socio-material connections in educational interventions. ANT readings also can discern, within these attempts to order people and practices, the spaces of flux and instability that enable and protect alternate possibilities
|Keywords||actor‐network theory action research after‐ANT education reform school improvement technology implementation|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Radhika Gorur (2011). ANT on the PISA Trail: Following the Statistical Pursuit of Certainty. Educational Philosophy and Theory 43 (5-6):76-93.
Dianne Mulcahy (2011). Assembling the 'Accomplished' Teacher: The Performativity and Politics of Professional Teaching Standards. Educational Philosophy and Theory 43 (5-6):94-113.
Stig Larssæther (2011). Milk in the Multiple: The Making of Organic Milk in Norway. [REVIEW] Journal of Agricultural and Environmental Ethics 24 (4):409-425.
Justin Bledin & Sharon Shewmake (2004). Research Programs, Model-Building and Actor-Network-Theory: Reassessing the Case of the Leontief Paradox. Journal of Economic Methodology 11 (4):455-476.
Jan Nespor (2011). Devices and Educational Change. Educational Philosophy and Theory 43 (5-6):15-37.
Tara Fenwick & Richard Edwards (2011). Introduction: Reclaiming and Renewing Actor Network Theory for Educational Research. Educational Philosophy and Theory 43 (s1):1-14.
Mary Hamilton (2011). Unruly Practices: What a Sociology of Translations Can Offer to Educational Policy Analysis. Educational Philosophy and Theory 43 (s1):55-75.
Richard Edwards (2011). Translating the Prescribed Into the Enacted Curriculum in College and School. Educational Philosophy and Theory 43 (5-6):38-54.
Tara Fenwick & Richard Edwards (2011). Considering Materiality in Educational Policy: Messy Objects and Multiple Reals. Educational Theory 61 (6):709-726.
Added to index2010-08-11
Total downloads25 ( #82,422 of 1,692,645 )
Recent downloads (6 months)2 ( #108,675 of 1,692,645 )
How can I increase my downloads?