Researching Education Through Actor-Network Theory by Michael A. Peters(eds.) PDF

By Michael A. Peters(eds.)

ISBN-10: 111827489X

ISBN-13: 9781118274897

ISBN-10: 1118275829

ISBN-13: 9781118275825

Researching schooling via Actor-Network Theory bargains a brand new tackle academic study, demonstrating the ways that actor-network conception can extend the knowledge of academic swap.

  • An overseas collaboration exploring various manifestations of academic changeContent:
    Chapter 1 units and academic switch (pages 1–22): Jan Nespor
    Chapter 2 Translating the Prescribed into the Enacted Curriculum in university and faculty (pages 23–39): Richard Edwards
    Chapter three Unruly Practices: What a sociology of Translations can provide to academic coverage research (pages 40–59): Mary Hamilton
    Chapter four ANT at the PISA path: Following the Statistical Pursuit of sure bet (pages 60–77): Radhika Gorur
    Chapter five Assembling the ‘Accomplished’ instructor: The Performativity and Politics educating criteria (pages 78–96): Dianne Mulcahy
    Chapter 6 interpreting academic Reform with Actor?Network thought: Fluid areas, Otherings, and Ambivalences (pages 97–116): Tara Fenwick

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Extra resources for Researching Education Through Actor-Network Theory

Sample text

Here rather than reducing curriculum-making to a single ontology through explanation, its possible enactments are taken as multiple and heterogeneous, arising from the relating of the animate and inanimate in networks which have agentic effects (Mol, 2002). Instead of looking at the factors that can be positioned to explain differences between the prescribed, described and enacted curriculum to bring about their closer alignment, we need to examine more closely the actors in the multiplicity of curriculummaking practices (Fountain, 1999).

Loved to take his tool kits everywhere he went. And when I first got into assistive technology, you had to do that. We had to up-end the [wheel] chairs and use our tools ourselves. We can’t do that now. We would void warranties ... At first, you felt like you were a repairman, an advocate, a 18 Jan Nespor teacher, a designer, but also a lawyer in the middle ... Literally, one-fourth of my house was equipment. The reason I did that [was] because no school system would give me the space I needed ...

B tried anchoring his arm to limit the involuntarily movements, but this quickly tired him, so she changed the type of switch to make it more compatible with the arm movements Michael could comfortably make. Now the problem was that the movements were so forceful he broke the switches. To deal with this, B taught herself soldering and began experimenting with different switch materials and placements (B, 1992, p. 240). I didn’t even know the difference between rosin core and the other kind of solder.

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Researching Education Through Actor-Network Theory by Michael A. Peters(eds.)


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