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  1.  14
    Critique and Politics: A Sociomaterialist Intervention.Richard Edwards & Tara Fenwick - 2015 - Educational Philosophy and Theory 47 (13-14):1385-1404.
    Sociomaterial theories, including actor–network theory, materialist feminism and posthumanism, are sometimes argued to not be addressing or unable to address sufficiently the political and are therefore dismissed as irrelevant to educational research. Through an extended discussion of writers across the social sciences, this article seeks to counter such a view. Drawing specifically on the work of Latour on the nature of critique and on examples of political analysis from writers such as Barad, Bennett, Braidotti, Marres and Whatmore, we suggest that (...)
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  2.  37
    Responsibility, Complexity Science and Education: Dilemmas and Uncertain Responses.Tara Fenwick - 2009 - Studies in Philosophy and Education 28 (2):101-118.
    While complexity science is gaining interest among educational theorists, its constructs do not speak to educational responsibility or related core issues in education of power and ethics. Yet certain themes of complexity, as taken up in educational theory, can help unsettle the more controlling and problematic discourses of educational responsibility such as the potential to limit learning and subjectivity or to prescribe social justice. The purpose of this article is to critically examine complexity science against notions of responsibility in terms (...)
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  3.  50
    Reading Educational Reform with Actor Network Theory: Fluid Spaces, Otherings, and Ambivalences.Tara Fenwick - 2011 - Educational Philosophy and Theory 43 (S1):114-134.
    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 (...)
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  4.  46
    Considering Materiality in Educational Policy: Messy Objects and Multiple Reals.Tara Fenwick & Richard Edwards - 2011 - Educational Theory 61 (6):709-726.
    Educational analysts need new ways to engage with policy processes in a networked world of complex transnational connections. In this discussion, Tara Fenwick and Richard Edwards argue for a greater focus on materiality in educational policy as a way to trace the heterogeneous interactions and precarious linkages that enact policy as complex manifestations. In particular, Fenwick and Edwards point to the methodologies of actor-network theory (ANT), at least in its most recent permutations, as a useful approach to materiality in policy (...)
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  5.  46
    Introduction: Reclaiming and Renewing Actor Network Theory for Educational Research.Tara Fenwick & Richard Edwards - 2011 - Educational Philosophy and Theory 43 (S1):1-14.
  6.  10
    Researching Education Through Actor-Network Theory.Tara Fenwick & Richard Edwards (eds.) - 1991 - Wiley-Blackwell.
    _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.
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  7.  7
    Mapping a Surgeon's Becoming with Deleuze.Sayra Cristancho & Tara Fenwick - 2015 - Medical Humanities 41 (2):128-135.
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