Overview

This book illustrates the application of socio-materialist theory to educational research contexts focused on the study of classroom practices. It explores the methodological opportunities, challenges and tensions the researcher faces in designing, conducting and analysing socio-materialist education research. Ruth Unsworth draws together two theoretical perspectives, actor-network theory (ANT) and the (new) literacy studies (LS), to offer a socio-material ‘way in’ to studying the complexity and dynamism of classroom practices. Drawing on an ethnographic study of teachers’ classroom practices in an English primary school, the author offers advice around research design, collecting and analysing data and the writing of ANT-LS accounts. This book contributes to the field of education research offering an in-depth exploration of the challenges and opportunities of social theory application, examining critical epistemological, practical and analytical aspects of socio-materialist theory as method.

Full Product Details

9781350520981

Table of Contents

Reviews

This book offers an exceptionally clear way into an Actor Network Theory research sensibility and possible enactment of such in relation to teacher practices. Not only is the theory explained carefully and clearly but there is exemplification of how this thinking can be employed in research. I highly recommend this book to all scholars wanting a different ‘way in’ to examining important aspects of educational practices. * Stephen Heimans, Senior Lecturer in Education, The University of Queensland, Australia *

This book offers an exceptionally clear way into an Actor Network Theory research sensibility and possible enactment of such in relation to teacher practices. Not only is the theory explained carefully and clearly but there is exemplification of how this thinking can be employed in research. I highly recommend this book to all scholars wanting a different ‘way in’ to examining important aspects of educational practices. * Stephen Heimans, Stephen Heimans, Senior Lecturer in Education, The University of Queensland, Australia *

Author Information

Ruth Unsworth is Lecturer in Education Studies at the University of Glasgow, Scotland.

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