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Reading Educational Reform with Actor‐Network Theory: Fluid Spaces, Otherings, and Ambivalences
In Tara Fenwick & Richard Edwards (eds.), Researching Education Through Actor-Network Theory. Wiley-Blackwell. pp. 97–116 (1991)
Abstract
This chapter contains sections titled: Introduction ANT, After‐ANT, and Educational Reform Network Readings and Educational Reform A First Reading of Reform: Extending the Network Re‐thinking the Reading: Centrality and Otherness A Second Reading: Mobilizing and Sustaining Reform Re‐reading Reform: Fluid Spaces and Ambivalent Belongings Conclusion Notes References.
reading educational reform with ANT, fluid spaces, and ambivalences reflexive re‐thinkings of ANT, as Law and Hassard's ANT educational innovation, policy drawing on ANT, After‐ANT network analysis, understanding educational reform efforts educational reform, AISI, translation of teachers into actors in AISI‐network reform processes, iterations of strategic planning ANT dynamics of educational reform, oftentimes ignored in analyses education change literature, ANT‐ish analyses, in‐depth tracing into reform CQU in Australia, extending the network and ‘interessement’ concept concept of ‘translation’ in reform, going beyond change theory
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Citations of this work
For Technological Literacy Education: Comparing the Asymmetrical View of Heidegger and Symmetrical View of Latour on Technology.Eun Ju Park - 2022 - Studies in Philosophy and Education 41 (5):551-565.
The Enunciation of the Subject: Sharing Jean-Luc Nancy’s Singular Plural in the Classroom.Ashok Collins - 2015 - Educational Philosophy and Theory 47 (8):774-785.
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