Educational Philosophy and Theory 43 (S1):38-54 (2011)

Abstract
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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DOI 10.1111/j.1469-5812.2009.00602.x
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