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134Rethinking Contexts for Learning and Teaching (edited book)Routledge. 2009.Drawing upon a variety of academic disciplines this book explores some of the different means of understanding teaching and learning, both in and across contexts, the issues they raise and their implications for pedagogy and research.
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81Translating the Prescribed into the Enacted Curriculum in College and SchoolEducational Philosophy and Theory 43 (S1): 38-54. 2011.Drawing upon concepts from actor-network theory (ANT), this article explores how the principle of symmetry can provide alternative readings of the translations of the prescribed into the enacted curriculum, without reducing understanding to explanation. The paper explores the contrasting ways in which the prescribed curriculum is translated into the enacted curriculum as certain organisations, individuals and artefacts become enrolled through networks of school and college. It points to the ways…Read more
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63Considering materiality in educational policy: Messy objects and multiple realsEducational Theory 61 (6): 709-726. 2011.Educational analysts need new ways to engage with policy processes in a networked world of complex transnational connections. In this discussion, Tara Fenwick and Richard Edwards argue for a greater focus on materiality in educational policy as a way to trace the heterogeneous interactions and precarious linkages that enact policy as complex manifestations. In particular, Fenwick and Edwards point to the methodologies of actor-network theory (ANT), at least in its most recent permutations, as a …Read more
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59Introduction: Reclaiming and Renewing Actor Network Theory for Educational ResearchEducational Philosophy and Theory 43 (S1): 1-14. 2011.
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54The Theory Question in Research Capacity Building in Education: Towards an Agenda for Research and PracticeBritish Journal of Educational Studies 59 (3): 225-239. 2011.The question of capacity building in education has predominantly been approached with regard to the methods and methodologies of educational research. Far less attention has been given to capacity building in relation to theory. In many ways the latter is as pressing an issue as the former, given that good research depends on a combination of high quality techniques and high quality theorising. The ability to capitalise on capacity building in relation to methods and methodologies may therefore …Read more
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44The education question in theory and the theory question in education—Introduction to the Special IssueStudies in Philosophy and Education 31 (3): 211-213. 2012.
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43Theory Matters: Representation and experimentation in educationEducational Philosophy and Theory 44 (5): 522-534. 2012.This article provides a material enactment of educational theory to explore how we might do educational theory differently by defamiliarising the familiar. Theory is often assumed to be abstract, located solely in the realm of ideas and separate from practice. However, this view of theory emerges from a set of ontological and epistemological assumptions of separating meaning from matter that are taken to be foundational, when this need not be the case. Drawing upon what variously might be termed…Read more
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38Critique and Politics: A sociomaterialist interventionEducational Philosophy and Theory 47 (13-14): 1385-1404. 2015.Sociomaterial theories, including actor–network theory, materialist feminism and posthumanism, are sometimes argued to not be addressing or unable to address sufficiently the political and are therefore dismissed as irrelevant to educational research. Through an extended discussion of writers across the social sciences, this article seeks to counter such a view. Drawing specifically on the work of Latour on the nature of critique and on examples of political analysis from writers such as Barad, …Read more
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34Boundaries of Adult LearningThe Learning SocietyBritish Journal of Educational Studies 44 (4): 465. 1996.
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34Group Identity, Deliberative Democracy and Diversity in EducationEducational Philosophy and Theory 44 (5): 480-499. 2012.Democratic deliberation places the burden of self‐governance on its citizens to provide mutual justifying reasons (Gutmann & Thompson, 1996). This article concerns the limiting effect that group identity has on the efficacy of democratic deliberation for equality in education. Under conditions of a powerful majority, deliberation can be repressive and discriminatory. Issues of white flight and race‐based admissions serve to illustrate the bias of which deliberation is capable when it fails to su…Read more
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31All quiet on the postmodern front?Studies in Philosophy and Education 25 (4): 273-278. 2006.This paper explores the question of the purpose of education within the context of Lyotardȁ9s framing of the postmodern condition. It points to some of the continuities and discontinuities in the framing of the current condition as postmodern and the recurrent problematics of truth-telling which is the mark of this condition. It suggests that educationally the postmodern condition is marked by lifelong learning, a constant apprenticeship rather than mastery, where in language stutters.
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15Globalisation and Pedagogy. Space, Place and IdentityBritish Journal of Educational Studies 49 (2): 213-215. 2001.
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14Intellectual Technologies in the Fashioning of Learning SocietiesEducational Philosophy and Theory 36 (1): 69-78. 2004.
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13Intellectual technologies in the fashioning of learning societiesEducational Philosophy and Theory 36 (1). 2004.
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11Are we asking the right question? The problem with ‘afters’Educational Philosophy and Theory 50 (14): 1348-1349. 2018.
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4Translating the Prescribed into the Enacted Curriculum in College and SchoolEducational Philosophy and Theory 43 (S1): 38-54. 2011.Drawing upon concepts from actor‐network theory (ANT), this article explores how the principle of symmetry can provide alternative readings of the translations of the prescribed into the enacted curriculum, without reducing understanding to explanation. The paper explores the contrasting ways in which the prescribed curriculum is translated into the enacted curriculum as certain organisations, individuals and artefacts become enrolled through networks of school and college. It points to the ways…Read more