Actor-Network Theory in Education
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패키지
북카드
University of Alberta, Canada
University of Stirling, UK
Actor-network theory (ANT) has enjoyed wide uptake in the social sciences in the past three decades, particularly in science and technology studies, and is increasingly attracting the attention of educational researchers. Across these diverse environments and uptakes, the authors trace how learning and practice - as assemblages of activity, actors and spaces - emerge, show what scales are at play, and demonstrate what this means for educational possibilities.
Actor-network theory (ANT) has enjoyed wide uptake in the social sciences in the past three decades, particularly in science and technology studies, and is increasingly attracting the attention of educational researchers. ANT studies bring to the fore the material - objects of all kinds - and de-centre the human and the social in educational issues. ANT sensibilities are interested in the ways human and non-human elements become woven into objects. They examine the particular connections and translations that assemble all of these objects, processes, concepts, and institutions into presence, and they follow the movements and politics of these objects as they assemble to order everyday practices and places in particular ways. Most ANT studies trace all things as enactments that are effects continually produced in webs of relations. Since its first introduction, actor-network theory has undergone significant shifts and evolutions and as a result, it is not considered to be a single or coherent theoretical domain, but as developing diversely in response to various challenges.This book offers an introduction to actor-network theory for educators to consider in three modes. One mode is the introduction of concepts, approaches and debates around actor-network theory as a research approach in education. Another mode is a showcase of educational studies that have employed ANT approaches in classrooms, workplaces and community settings, drawn from the UK, USA, Canada, Europe and Australia. These work with ANT in highly diverse ways, often bending and twisting ANT ideas to better approach the educational question at hand whether it focuses on policy critique, curriculum inquiry, engagements with digital media, change and innovation, issues of accountability, or exploring how knowledge unfolds and becomes materialized in various settings. A third mode is conversation with recent 'after-ANT' inquiries. These open an array of important new approaches to trace the ontological politics of socio-material phenomena in education, its messy and fluid objects, and its ambivalences and non-coherences. Across these diverse environments and uptakes, the authors trace how learning and practice - as assemblages of activity, actors and spaces - emerge, show what scales are at play, and demonstrate what this means for educational possibilities.
In the last decade actor-network theory (ANT) has become increasingly influential in sociologies of technology and the social sciences more generally. It has grown, in part, out of and as a response to poststructuralism. Since its first introduction, actor-network theory has undergone significant shifts and evolutions and as a result, it is not considered to be a single or coherent theoretical domain, but as developing diversely in response to various challenges. ANT explores how the social ' people, objects, practices and ideas - comes to be organized in particular ways.Actor-network theories particularly provide important conceptual resources for understanding and researching lifelong learning and education. Its particular focus on materiality and inter-objectivity is useful for expanding conceptions of intersubjectivity, narrative, meaning-making and discursive practice that still tend to dominate current educational research. In essence actor-network theories can illuminate different approaches to studying processes of curriculum implementation, educational policy, knowledge generation, knowledge mobilization, and educational issues of accountability and standards ' as well as the puzzles that arise from educational interventions that both work and don't work at the same time.This book presents an overview of actor-network theory, with detailed discussion focusing on those particular elements that can assist research in lifelong learning and wider aspects of education. While successive chapters illustrate the deployment of actor-network theories in a range of contexts ' both geographical and organizational. With examples from the US, Canada, the UK, and Australia individual cases include technology-mediated instruction (in university and primary school), literacy, innovation in workplaces, professional standards of teaching, and educational policyscapes. Across these diverse contexts the authors trace how learning and practice ' as assemblages of activity, actors and spaces ' emerge, show what scales are at play, and demonstrate what this means for educational possibilities.
작가정보
저자(글) Fenwick, Tara
목차
Acknowledgements p. vi Preface p. viii A way to intervene, not a theory of what to think p. 1 Knowledge, innovation and knowing in practice p. 24 (De)naturalizing teaching and learning p. 40 Entangling curriculum-making p. 56 Networking technologized learning p. 70 (Un)making standards in education p. 85 Educational reform and planned change p. 100 (Ac)counting for education p. 114 (De)centring educational policy p. 129 Messy research p. 144 Translating ANT in education p. 164 References p. 169 Index p. 182 Table of Contents provided by Ingram. All Rights Reserved.
기본정보
ISBN | 9780415492980 ( 041549298X ) |
---|---|
발행(출시)일자 | 2010년 05월 28일 |
쪽수 | 188쪽 |
크기 |
155 * 231
* 15
mm
/ 317 g
|
총권수 | 1권 |
언어 | 영어 |
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