Description
Actor-network theory (ANT) is enjoying a notable surge of interest in educational research. New directions and questions are emerging along with new empirical approaches, as educators bring unique sensibilities and commitments to the ongoing debates and reconfigurations that characterise ANT-inspired research. Ethics and politics are now figuring more prominently in ANT-related educational publications, as are educational policy and the critical studies of assessment practices. Research on digital technology in education has also attracted critical exploration with ANT approaches.
This book gathers together articles that address important educational issues while showing creative theoretical and methodological possibilities for ANT studies in education. This book aims to locate these contributions within broader trajectories of inquiry in education and sociomaterial approaches considered worthy of attention, given the challenges facing educators today. It also raises critical questions about what appear to be certain oversights or less helpful ideas in what is emerging in the field.
Table of Contents
Introduction: How is actor-network theory contributing to educational research? A critical revisitation 1. We Have Never Been Latourian: Archaeological Ethics and the Posthuman Condition 2. Critique and Politics: A sociomaterialist intervention 3. Resettling notions of social mobility: locating refugees as ‘educable’ and ‘employable’ 4. Globalising assessment: an ethnography of literacy assessment, camels and fast food in the Mongolian Gobi 5. Policy matters: de/re/territorialising spaces of learning in Victorian government schools 6. Reflexivity and the politics of knowledge: researchers as ‘brokers’ and ‘translators’ of educational development 7. Multiple enactments of method, divergent hinterlands and production of multiple realities in educational research 8. Short Cuts and Extended Techniques: Rethinking relations between technology and educational theory
