Actor-Network Theory has recently been referred to by Law (2007, p. 595) as the ‘diaspora’ of
“tools sensibilities and methods of analysis that treat everything in the social and natural worlds as a continuous generated effect of the webs of relations within which they are located. It assumes that nothing has reality or for outside the enactment of those relations.”
Further research in this theory helps scholars and researchers discover new approaches to a number of educational issues. In considering educational research, with regards to schools, universities/colleges, community agencies, corporate training organizations, and professional affiliations, ANT merges knowledge as situated, embodied and distributed.
Fenwick and Edward (2010) share how ANT challenges a number of assumptions that lie in educational conceptions of development, learning , agency, identity, knowledge and teaching. ANT identifies rich interconnections in both social and cognitive activity. As shared in the book, Neyland (2006, p. 45) has the ability to contribute to educational understanding of:
“mundane masses (the everyday and the humdrum that are frequently overlooked), assemblages (descriptions of things holding together), materiality (that which does or does not endure), heterogeneity (achieved diversity within assemblage), and flows/fluidity (movement without necessary stability).”
For those interested in reading the book in more detail, you will appreciate how Fenwick and Edward (2010) utilize ANT in education as a source of research practices, to consider:
- Concepts, approaches, and debates around ANT as a resource for educational research.
- Showcase studies in education that have employed ANT methods and comparing ANT approaches in other disciplines/fields.
- After ANT developments that challenges presumptions and limitations of ANT research.
Fenwick, T. & Edwards, R. (2010). Actor-network theory in education. New York, NY: Routledge.
Law, J. (2007). Making a mess with method, in W. Outhwaite & S.P. Turner (Eds.). The Sage Handbook of Social Science Methodology, Beverly Hills, CA: Sage. pp. 595-606.
Neyland, D. (2006). Dismissed content and discontent: an analysis of the strategic aspects of actor-network theory, Science, Technology and Human Values, 31(1); 29-51.