Article | European Journal for Research on the Education and Learning of Adults | Performative ontologies: Sociomaterial approaches to researching adult education and lifelong learning

Title:
Performative ontologies: Sociomaterial approaches to researching adult education and lifelong learning
Author:
Tara Fenwick: University of Stirling, Scotland, UK Richard Edwards: University of Stirling, Scotland, UK
DOI:
10.3384/rela.2000-7426.rela0104
Read article:
Full article (pdf)
Year:
2012
Volume:
4
Issue:
1
Pages:
49-63
No. of pages:
15
Publication type:
Article
Published:
2013-04-10


Sociomaterial approaches to researching education, such as those generated by actornetwork theory and complexity theory, have been growing in significance in recent years, both theoretically and methodologically. Such approaches are based upon a performative ontology rather than the more characteristic representational epistemology that informs much research. In this article, we outline certain aspects of sociomaterial sensibilities in researching education, and some of the uptakes on issues related to the education of adults. We further suggest some possibilities emerging for adult education and lifelong learning researchers from taking up such theories and methodologies

Keywords: Sociomaterial; actor-network theory; complexity theory; adult education; lifelong learning

Volume 4, Issue: 1, Article 4, 2012

Author:
Tara Fenwick, Richard Edwards
Title:
Performative ontologies: Sociomaterial approaches to researching adult education and lifelong learning:
DOI:
10.3384/rela.2000-7426.rela0104
References:
  • Alaimo, S., & Hekman, S. (2008). Introduction: Emerging models of materiality in feminist theory. In S. Alaimo & S. Hekman (Eds.), Material feminisms (pp. 1-19). Bloomington: Indiana University Press.
  • Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs: Journal of Women in Culture and Society, 28(3), 801-831. doi: 10.1086/345321
  • Barad, K. (2007). Meeting the universe halfway. Durham: Duke University Press.
  • Bennett, J. (2010). Vibrant matter: A political ecology of things. Durham: Duke University Press.
  • Bleakley, A. (2012). The proof is in the pudding: Putting actor-network theory to work in medical education. Medical Teacher, 34(6), 462-467. doi: 10.3109/0142159X.2012.671977 PMid:22489979
  • Callon, M. (2005). Why virtualism paves the way to political impotence: A reply to Daniel Miller’s critique of The Laws of he Markets. Economic Sociology. The European Electronic Newsletter, 6(2), 3-20. Retrieved November 12, 2011, from: http://econsoc.mpifg.de/archive/esfeb05.pdf
  • Clarke, J. (2002). A new kind of symmetry: Actor-network theories and the new literacy studies. Studies in the Education of Adults, 34(2), 107-122.
  • Davis, B., & Sumara, D.J. (2006). Complexity and education: Inquiries into learning, teaching and research. Mahwah: Erlbaum.
  • Dewey, J. (1938). Experience and education. New York: Macmillan.
  • Edwards, R. (2008). Education – an impossible practice? Scottish Education Review, 40(1), 4-11.
  • Edwards, R. (2012). Theory matters: Representation and experimentation in education. Education Philosophy and Theory, 44(5), 522-534. doi: 10.1111/j.1469-5812.2010.00719.x
  • Fenwick, T. (2010). Accountability practices in adult education: Insights from actor-network theory. Studies in the education of adults, 42(2), 170-185.
  • Fenwick, T. & Edwards, R. (2010). Actor-network theory in education. London: Routledge.
  • Fenwick, T., Edwards, R. & Sawchuk, P. (2011). Emerging approaches to educational research. London: Routledge.
  • Fenwick, T., Jensen, K. & Nerland, M. (2012). Sociomaterial approaches to conceptualising professional learning and ractice. Journal of Education and Work, 25(1), 1-13. doi: 10.1080/13639080.2012.644901
  • Fukuyama, F. (2002). Our post human future: Consequences of the biotechnology. New York: Farrar Straus & Giroux.
  • Hacking, I. (1999). The social construction of what? Cambridge: Harvard University Press.
  • Hager, P., Lee, A. & Reich, A. (Eds.). (2012). Practice, learning, change. Dordrecht: Springer. doi: 10.1007/978-94-007-4774-6
  • Hamilton, M. (2009). Putting words in their mouths: The alignment of identities with system goals through the use of individual learning plans. British Educational Research Journal, 35(2), 221-242. doi: 10.1080/01411920802042739
  • Hayles, K. (1999). How we became posthuman: Virtual bodies in cybernetics, literature and informatics. Chicago: University of Chicago Press. doi: 10.7208/chicago/9780226321394.001.0001
  • Holifield, R. (2009). Actor-network theory as a critical approach to environmental justice: a case against synthesis with urban political ecology. Antipode, 41(4), 637-658. doi: 10.1111/j.1467-8330.2009.00692.x
  • Hultman, K. & Lenz Taguchi, H. (2010). Challenging anthropocentric analysis of visual data: a relational materialist methodological approach to educational research. International Journal of Qualitative Studies in Education, 23(5), 525-542. doi: 10.1080/09518398.2010.500628
  • Jensen, C.B. (2010). Ontologies for developing things: Making health care futures through technology. Rotterdam: Sense Publishers.
  • Latour, B. (1993). We have never been modern. Brighton: Harvester Wheatsheaf.
  • Latour, B. (1999). On recalling ANT. In J. Law & J. Hassard (Eds.), Actor network and after (pp. 15-25).Oxford: Blackwell Publishers/The Sociological Review.
  • Latour, B. (2004). Why has critique run out of steam? From matters of fact to matters of concern. Critical Inquiry, 30, 225-248. doi: 10.1086/421123
  • Lawn, M. & Grosvenor, I. (Eds.). (2005). Materialities of schooling. Oxford: Symposium Books.
  • Lee, N. & Brown, S. (1994). Otherness and the actor network: The undiscovered continent. American Behavioral Scientist, 37(6), 772-790. doi: 10.1177/0002764294037006005
  • McGregor, J. (2004). Spatiality and the place of the material in schools. Pedagogy, Culture & Society, 12(3), 347-372. doi: 10.1080/14681360400200207
  • McLean, C. & Hassard, J. (2004). Symmetrical absence/symmetrical absurdity: Critical notes on the production of actor-network accounts. Journal of Management Studies, 41(3), 493-519. doi: 10.1111/j.1467-6486.2004.00442.x
  • Mulcahy, D. (2006). The salience of space for pedagogy and identity: Problem based learning as a case in point. Pedagogy, Culture & Society, 14(1), 55-69. doi: 10.1080/14681360500487827
  • Mulcahy, D. (2007). Managing spaces: (Re)working relations of strategy and spatiality in vocational education and training. Studies in Continuing Education, 29(2), 143-162. doi: 10.1080/01580370701403266
  • Mulcahy, D. (2011). Between work and learning: On pedagogic practice and interstitial space. Studies in Continuing Education, 33(3), 203-217. doi: 10.1080/0158037X.2011.611495
  • Mulcahy, D. (2012). Thinking teacher professional learning performatively: A socio-material account. Journal of Education and Work, 25(1), 121-139. doi: 10.1080/13639080.2012.644910
  • Nespor, J. (1994). Knowledge in motion. London: Falmer.
  • Orlikowski, W.J. (2007). Sociomaterial practices: exploring technology at work. Organization Studies, 28, 1435-1448. doi: 10.1177/0170840607081138
  • Passoth, J-H, Peuker, B. & Schillmeier, M. (Eds.). (2012). Agency without actors? New approaches to collective action. London: Routledge. PMCid:3255641
  • Stacey, R.D. (2005). Experiencing emergence in organizations: Local interaction and the emergence of global pattern. London: Routledge.
  • Strathern, M. (1996). Cutting the network. Journal of the Royal Anthropological Institute, 2(3), 517-535. doi: 10.2307/3034901
  • Suchman, L. (2007). Human-machine reconfigurations: Plans and situated actions. New York: Cambridge University Press.
  • Sørensen, E. (2009). The materiality of learning: Technology and knowledge in educational practice. Cambridge & New York: Cambridge University Press.
  • Thompson, T. L. (2012). (Re/dis)assembling learning practices online with fluid objects and spaces. Studies in Continuing Education, 34(3), 251-266. doi: 10.1080/0158037X.2011.613377
  • Waltz, S. (2006). Nonhuman unbound: Actor-network theory and the reconsideration of ‘things’ in educational foundations. Journal of Educational Foundations, 20(3-4), 51-68.

Volume 4, Issue: 1, Article 4, 2012

Author:
Tara Fenwick, Richard Edwards
Title:
Performative ontologies: Sociomaterial approaches to researching adult education and lifelong learning:
DOI:
10.3384/rela.2000-7426.rela0104
Note: the following are taken directly from CrossRef
Citations:
  • Callum McGregor (2014). From social movement learning to sociomaterial movement learning? Addressing the possibilities and limits of new materialism. Studies in the Education of Adults, 46(2): 211. DOI: 10.1080/02660830.2014.11661667
  • Edward F Ibrahim, Martin D Richardso & Debra Nestel (2015). Mental imagery and learning: a qualitative study in orthopaedic trauma surgery. Medical Education, 49(9): 888. DOI: 10.1111/medu.12759
  • Teresa Swis & Andreas Kuswara (2016). Place-making in higher education: co-creating engagement and knowledge practices in the networked age. Higher Education Research & Development, 35(1): 100. DOI: 10.1080/07294360.2015.1128887
  • Karin Bolldén (2016). The emergence of online teaching practices: a socio-material analysis. Learning, Media and Technology, 41(3): 444. DOI: 10.1080/17439884.2015.1044536
  • Kasper Elmholdt, Claus Elmholdt, Lene Tanggaar & Lars Holmgaard Mersh (2016). Learning good leadership: a matter of assessment?. Human Resource Development International, 19(5): 406. DOI: 10.1080/13678868.2016.1206362
  • Reinhard Zürcher (2015). A sociomaterial model of the teaching-learning continuum. European Journal for Research on the Education and Learning of Adults, 6(1): 73. DOI: 10.3384/rela.2000-7426.rela0139
  • Yaw Owusu-Agyema & Otu Larbi-Siaw (2016). Reframing the principle of specialisation in legitimation code theory: A blended learning perspective. Education and Information Technologies, : . DOI: 10.1007/s10639-016-9563-0
  • Hanna Erixon Aalt & Henrik Ernstson (2017). Of plants, high lines and horses: Civic groups and designers in the relational articulation of values of urban natures. Landscape and Urban Planning, 157: 309. DOI: 10.1016/j.landurbplan.2016.05.018
  • Barry Hake (2016). Regulatory governance of 'training markets', 'market failure', and 'quasi' markets: historical dimensions of the post-initial training market in The Netherlands. European Journal for Research on the Education and Learning of Adults, 7(2): 171. DOI: 10.3384/rela.2000-7426.rela9080
  • Andreas Feje & Katherine Nicoll (2013). Editorial: Approaches to research in the education and learning of adults. European Journal for Research on the Education and Learning of Adults, 4(1): 7. DOI: 10.3384/rela.2000-7426.relae6
  • Belinda Garth, Catherine Kirby, Peter Silberber & James Brown (2016). Utility of learning plans in general practice vocational training: a mixed-methods national study of registrar, supervisor, and educator perspectives. BMC Medical Education, 16(1): . DOI: 10.1186/s12909-016-0736-8
  • Jeremy Knox (2015). The ‘Tweeting Book’ and the question of ‘non-human data’. TechTrends, 59(1): 72. DOI: 10.1007/s11528-014-0823-9
  • Aileen Acklan & Ann Swinney (2015). Material matters for learning in virtual networks: a case study of a professional learning programme hosted in a Google+ online community. Research in Learning Technology, 23(1): 26677. DOI: 10.3402/rlt.v23.26677
  • Export in BibTex, RIS or text