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Author: Tara Fenwick
Publisher: Routledge
ISBN: 1351627961
Category : Education
Languages : en
Pages : 173
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Book 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.
Author: Tara Fenwick
Publisher: Routledge
ISBN: 1351627961
Category : Education
Languages : en
Pages : 173
Get Book Here
Book 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.
Author: Tara Fenwick
Publisher: Routledge
ISBN: 1351627953
Category : Education
Languages : en
Pages : 347
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Book 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.
Author: Paolo Landri
Publisher: Routledge
ISBN: 0429893892
Category : Education
Languages : en
Pages : 149
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Book Description
Educational Leadership, Management, and Administration through Actor-Network Theory presents how actor-network theory (ANT) and the related vocabularies have much to offer to a critical re-imagination of the dynamics of management in education and educational leadership. It extends the growing contemporary perspective of ANT into the study of educational administration and management. This book draws on case studies focusing on new configurations of educational management and leadership. It presents new developments of ANT ("After ANT" and "Near ANT") and clarifies how these "sensibilities" can contribute to thinking critically and intervening in the current dynamics of education. The book proposes that ANT can offer an ecological understanding of educational leadership which is helpful in abandoning the narrow humanistic world of managerialism, considering a post-anthropocentric scenario where it is necessary to compose together new "liveable" assemblages of humans and nonhumans. This book will be of great interest to academics, scholars and post-graduate students in the fields of educational management, leadership and administration, as well as education policy. It will also be highly relevant to policy makers and experts of education policy at the national, European and international levels.
Author: Crina Damşa
Publisher: Taylor & Francis
ISBN: 1000959481
Category : Education
Languages : en
Pages : 350
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Book Description
Re-Theorising Learning and Research Methods in Learning Research explores the latest developments in the field of learning theory, offering an overview of emerging methods and demonstrating how recent research contributes to furthering understanding of learning. This book illustrates how theory and methods inform one another, facilitating advancements in the field, while addressing the ways in which societal and technological change create a need for adapting approaches to examining learning. Drawing on an international team of contributors, this book comprises 17 chapters and three commentaries, thematically organised into three broad sections: emerging theories and conceptualisations of learning and how they drive methodological development new methods or innovative use of existing methods and their contribution to theory development theories and methods that emerge in connection with societal changes Both novice researchers and more experienced scholars will benefit from an overview of recent theoretical and methodological advances in the learning research field. This is an invaluable resource for researchers in the learning and educational research field and will also support Masters and PhD students to understand how learning theories and research methodology in the field have been evolving in recent years.
Author: Kathryn J. Strom
Publisher: Taylor & Francis
ISBN: 1000848728
Category : Education
Languages : en
Pages : 512
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Book Description
Despite the multifaceted complexity of teaching, dominant perspectives conceptualize teacher development in linear, dualistic, transactional, human-centric ways. The authors in this book offer non-linear alternatives by drawing on a continuum of complex perspectives, including CHAT, complexity theory, actor network theory, indigenous studies, rhizomatics, and posthuman/neomaterialisms. The chapters included here illuminate how different ways of thinking can help us better examine how teachers learn (relationally, with human, material, and discursive elements) and offer ways to understand the entangled nature of the relationship between that learning and what emerges in classroom instructional practice. They also present situated illustrations of what those entanglements or assemblages look like in the preservice, induction, and inservice phases, from early childhood to secondary settings, and across multiple continents. Authors provide evidence that research on teacher development should focus on process as much (if not more than) product and show that complexity perspectives can support forward-thinking, assets-based pedagogies. Methodologically, the chapters encourage conceptual creativity and expansion, and support an argument for blurring theory-method and normalising methodological hybridity. Ultimately, this book provides conceptual, theoretical, and methodological tools to understand current educational conditions in late capitalism and imagine otherwise. It was originally published as a special issue of the journal Professional Development in Education.
Author: Kalervo N. Gulson
Publisher: Routledge
ISBN: 1317816838
Category : Education
Languages : en
Pages : 256
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Book Description
This book aims to posit theory as a central component to the study of education and education policy. Providing clear, introductory entries into contemporary critical theories and their take up in education policy studies, the book offers a generative invitation to further reading, thought and exploration. Instead of prescribing how theory should be used, the contributors elaborate on a set of possibilities for researching and critiquing education policy. Education Policy and Contemporary Theory explores examples of how theoretical approaches generate a variety of questions for policy analysis, demonstrating the importance of theory as a necessary and inevitable resource for exploring and contesting various policy realms and dominant discourses. Each chapter provides a short overview of key aspects of a particular theory or perspective, followed by suggestions of methodological implications and recommended readings to extend the outlined ideas. Organized around two parts, the first section focuses on theorists while the second section looks at specific theories and concepts, with the intention that each part makes explicit the connection between theory and methodology in relation to education policy research. Each contribution is carefully written by established and emerging scholars in the field to introduce new scholars to theoretical concepts and policy questions, and to inspire, extend or challenge established policy researchers who may be considering working in new areas.
Author: Laurence Parker
Publisher: Routledge
ISBN: 1000057933
Category : Education
Languages : en
Pages : 258
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Book Description
Critical Race Theory (CRT) is an international movement of scholars working across multiple disciplines; some of the most dynamic and challenging CRT takes place in Education. This collection brings together some of the most exciting and influential CRT in Education. CRT scholars examine the race-specific patterns of privilege and exclusion that go largely unremarked in mainstream debates. The contributions in this book cover the roots of the movement, the early battles that shaped CRT, and key ideas and controversies, such as: the problem of color-blindness, racial microaggressions, the necessity for activism, how particular cultures are rejected in the mainstream, and how racism shapes the day-to-day routines of schooling and politics. Of interest to academics, students and policymakers, this collection shows how racism operates in numerous hidden ways and demonstrates how CRT challenges the taken-for-granted assumptions that shape educational policy and practice. The chapters in this book were originally published in the following journals: International Journal of Qualitative Studies in Education; Race Ethnicity and Education; Discourse: Studies in the Cultural Politics of Education; Critical Studies in Education.
Author: Deborah Youdell
Publisher: Routledge
ISBN: 0429895275
Category : Education
Languages : en
Pages : 260
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Book Description
The work of Judith Butler has been at the forefront of both theorising the subject as a product of power and explicating possibilities for political alliances and action that are available to such subjects. Mobilising a range of philosophical resources from Hegel and Foucault to Lacan, Levinas Wittig and Arendt, her work has held a core concern with the way that the subject is made in terms of sex, gender and sexuality and has been an invaluable resource in the development of queer theory and thinking about queer practice. Butler’s scholarly work has been aimed primarily at a philosophical audience, yet her insights into the constitution, constraint and agency of subjects are profoundly political and have become invaluable resources in feminist, queer, anti-racist and anti-capitalist work. Over the last two decades she has been a major influence on research concerned with social justice in education and has changed the ways that classroom practices and relationships can be understood, transforming the way we think about both ‘teacher’ and ‘student’. This collection brings together some of the most outstanding work in education that has developed and applied Butler’s work to empirical questions, translating her philosophy for an education audience and providing compelling analyses of the ways that the subjects of education are made, how inequalities are produced in the minutiae of practice and how education’s subjectivated subjects can act politically. The chapters in this book were originally published as articles in Taylor and Francis journals.
Author: Tatnall, Arthur
Publisher: IGI Global
ISBN: 1466621672
Category : Computers
Languages : en
Pages : 300
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Book Description
The latest advances in technology development have been particularly useful to actor-network theory as a structure for much of its research. With a socio-technical approach to the understanding of information systems and applications, the actor-network theory aims to bring support for social influence on technological innovations. Social and Professional Applications of Actor-Network Theory for Technology Development presents a platform for the approaches and implementations on the actor-network theory and its relationship with technology development. This book provides researchers and practitioners with a better understanding of the usefulness of the social and technical connection.
Author: Regine Bendl
Publisher: Peter Lang Publishing
ISBN:
Category : Business & Economics
Languages : en
Pages : 348
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Book Description
This book deals with organizational discourse and its gender subtexts. The two main research questions guiding this book are: first, according to what notions and patterns are males and females (re)produced within organizational texts, and more crucially, according to what gender subtext is organizational discourse (re)framed? Second, how does this gender subtext discourse influence, change and transform organizational discourse and contribute to the development of a new field or space for organizational research that transgresses mainstream disciplinary borders? In pursuing these questions deconstruct!vely this book stresses on the processes and patterns according to which organizational discourse, and thus, of course, organizational scholars (re)produce gender.
