Researching Education Through Actor Network Theory

Author: Tara Fenwick
Publisher: John Wiley & Sons
ISBN: 111827489X
Format: PDF, Kindle
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Researching Education Through Actor-Network Theory offers a new take on educational research, demonstrating the ways in which actor-network theory can expand the understanding of educational change. An international collaboration exploring diverse manifestations of educational change Illustrates the impact of actor-network theory on educational research Positions education as a key area where actor-network theory can add value, as it has been shown to do in other social sciences A valuable resource for anyone interested in the sociology and philosophy of education

Actor Network Theory in Education

Author: Tara Fenwick
Publisher: Routledge
ISBN: 1136952888
Format: PDF, Docs
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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 interwoven. 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 ways. One mode is the introduction of concepts, approaches and debates around Actor-Network Theory as a research approach in education. A second mode showcases educational studies that have employed ANT approaches in classrooms, workplaces and community settings, drawn from the UK, USA, Canada, Europe and Australia. These demonstrate how ANT can operate in highly diverse ways 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 looks at recent 'after-ANT' inquiries which open an array of important new approaches. Across these diverse environments and uptakes, the authors trace how learning and practice emerge, show what scales are at play, and demonstrate what this means for educational possibilities.

Education Policy and Contemporary Theory

Author: Kalervo N. Gulson
Publisher: Routledge
ISBN: 1317816838
Format: PDF, ePub, Mobi
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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.

Jung and Educational Theory

Author: Inna Semetsky
Publisher: John Wiley & Sons
ISBN: 1118297326
Format: PDF, Docs
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Jung and Educational Theory offers a new take on Jung’s work, providing original, rich and informative material on his impact on educational research. Explores Jung’s writing from the standpoint of educational philosophy, assessing what it has to offer to theories of education Highlights Jung’s emphasis on education’s role in bringing up integrated and ethical human beings Offers the perspectives of a diversity of academics and practitioners, on topics ranging from the role of the unconscious in learning to the polytheistic classroom Both a valuable addition to the academic library and a significant new resource in the professional development of teachers

Assembling Consumption

Author: Robin Canniford
Publisher: Routledge
ISBN: 1317589629
Format: PDF
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Assembling Consumption marks a definitive step in the institutionalisation of qualitative business research. By gathering leading scholars and educators who study markets, marketing and consumption through the lenses of philosophy, sociology and anthropology, this book clarifies and applies the investigative tools offered by assemblage theory, actor-network theory and non-representational theory. Clear theoretical explanation and methodological innovation, alongside empirical applications of these emerging frameworks will offer readers new and refreshing perspectives on consumer culture and market societies. This is an essential reading for both seasoned scholars and advanced students of markets, economies and social forms of consumption.

Philosophy and Theory in Educational Research

Author: Amanda Fulford
Publisher: Routledge
ISBN: 131748164X
Format: PDF, Mobi
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Philosophy and Theory in Educational Research: Writing in the margin explores the practices of reading and writing in educational philosophy and theory. Showing that there is no ‘right way’ to approach research in educational philosophy, but illustrating its possibilities, this text invites an engagement with philosophy as a possibility – and opening possibilities – for educational research. Drawing on their own research and theoretical and philosophical sources, the authors investigate the important issue of what it means to read and write when there is no prescribed structure. Innovative in its contribution to the literature, this edited volume enlightens readers in three ways. The volume focuses on the practices of reading and writing that are central to research in educational philosophy, suggesting that these practices constitute the research, rather than simply reporting it. It is not a prescriptive guide and should not be read procedurally. Rather, it is intended to illustrate the possibilities for this kind of research, and to suggest starting points for those pursuing research projects. Finally, attention is given to the ways in which conducting educational philosophy can be educative in itself, both to the researcher in writing it, and to its audience in reading it. With contributions from international scholars in the field of educational philosophy, this book is a valuable guide for practitioner-researchers, taught postgraduate and doctoral students, and early career researchers in university education departments. Academic staff teaching research methods and seeking to introduce their students to philosophy-as-research without wishing to offer a prescriptive ‘how to’ guide will also find this book of particular interest.

Approaches to Human Geography

Author: Stuart C. Aitken
Publisher: SAGE
ISBN: 147390742X
Format: PDF
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"The book covers some of the (traditionally) most obtuse and difficult-to-grasp philosophical ideas that have influenced geographers/geography. The fact that these are presented in an inclusive and accessible manner is a key strength. Many students have commented that the chapters they have read have encouraged them to read more in this field, which is fantastic from a lecturer's perspective." - Richard White, Sheffield Hallam University A new edition of the classic Approaches text for students, organised in three sections, which overviews and explains the history and philosophy of Human Geographies in all its applications by those who practise it: Section One – Philosophies: Positivist Geography / Humanism / Feminist Geographies / Marxisms / Structuration Theory / Human Animal / Realism / Postmodern Geographies/ Poststructuralist Theories / Actor-Network Theory, / Postcolonialism / Geohumanities / Technologies Section Two – People: Institutions and Cultures / Places and Contexts / Memories and Desires / Understanding Place / Personal and Political / Becoming a Geographer / Movement and Encounter / Spaces and Flows / Places as Thoughts Section Three – Practices: Mapping and Geovisualization / Quantification, Evidence, and Positivism / Geographic Information Systems / Humanism / Activism / Feminist Geographies / Poststructuralist Theories / Psychoanalysis / Environmental Inquiry / Contested Geographies and Culture Wars Fully updated throughout and with eight brand new chapters - this is the core text for modules on history, theory, and practice in Human Geography.

Networked Learning

Author: Nina Bonderup Dohn
Publisher: Springer
ISBN: 3319748572
Format: PDF, Mobi
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The book is based on nine selected, peer-reviewed papers presented at the 10th biennial Networked Learning Conference (NLC) 2016 held in Lancaster. Informed by suggestions from delegates, the nine papers have been chosen by the editors (who were the Chairs of the Conference) as exemplars of cutting edge research on networked learning. Further reviews of all papers were conducted once they were revised as chapters for the book. The chapters are organized into two sections: 1) Situating Networked Learning: Looking Back - Moving Forward, 2) New Challenges: Designs for Networked Learning in the Public Arena. Further, we include an introduction which looks at the evolution of trends in Networked Learning through a semantic analysis of conference papers from the 10 conferences. A final chapter draws out perspectives from the chapters and discusses emerging issues. The book is the fifth in the Networked Learning Conference Series.

Doing Educational Research in Rural Settings

Author: Simone White
Publisher: Routledge
ISBN: 1317696492
Format: PDF, Docs
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Doing Educational Research in Rural Settings is a much-needed guide for educational researchers whose research interests are located outside metropolitan areas in places that are generically considered to be rural. This book is both timely and important as it takes up the key question of how to conduct educational research within and for rural communities. It explores the impact of educational research in such contexts in terms of the lasting good of research and also those being researched. The authorship is international, which brings together researchers experienced in conducting educational inquiry in rural places from across European, Australian, American, and Canadian contexts, allowing readers insight into national and regional challenges. It also draws on the research experiences and methodological challenges faced by senior figures in the field of rural educational research, as well as those in their early careers. Key topics include: Working with and within the rural; The impact of educational globalisation and the problematisation of cultural difference in social research; Researcher subjectivities; The position of education research in rural contexts; The usefulness of research Reciprocity and converging interest; Ethics and confidentiality. This book is uniquely written with an eye to practicality and applicability, and will be an engaging guide for higher degree and doctoral students seeking to gain a stronger understanding of educational research in rural settings.

Complexity Theory and the Philosophy of Education

Author: Mark Mason
Publisher: John Wiley & Sons
ISBN: 1444307363
Format: PDF, ePub, Mobi
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A collection of scholarly essays, Complexity Theory and the Philosophy of Education provides an accessible theoretical introduction to the topic of complexity theory while considering its broader implications for educational change. Explains the contributions of complexity theory to philosophy of education, curriculum, and educational research Brings together new research by an international team of contributors Debates issues ranging from the culture of curriculum, to the implications of work of key philosophers such as Foucault and John Dewey for educational change Demonstrates how social scientists and social and education policy makers are drawing on complexity theory to answer questions such as: why is it that education decision-makers are so resistant to change; how does change in education happen; and what does it take to make these changes sustainable? Considers changes in use of complexity theory; developed principally in the fields of physics, biology, chemistry, and economics, and now being applied more broadly to the social sciences and to the study of education