Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/22184
Appears in Collections:Faculty of Social Sciences Book Chapters and Sections
Title: Matters of Learning and Education: Sociomaterial approaches in ethnographic research
Authors: Fenwick, Tara
Doyle, Sarah
Michael, Maureen K
Scoles, Jennifer
Contact Email: tara.fenwick@stir.ac.uk
Editors: Bollig, S
Honig, M-S
Neumann, S
Seele, C
Citation: Fenwick T, Doyle S, Michael MK & Scoles J (2015) Matters of Learning and Education: Sociomaterial approaches in ethnographic research. In: Bollig S, Honig M-S, Neumann S, Seele C (ed.). MultiPluriTrans in Educational Ethnography: Approaching the Multimodality, Plurality and Translocality of Educational Realities, Bielefeld, Germany: Transcript Verlag/Columbia University Press, pp. 141-162.
Keywords: ethnograpy
sociomaterial
arts-based
materiality
professional practices
Issue Date: Dec-2015
Publisher: Transcript Verlag/Columbia University Press
Abstract: In this chapter we outline a “sociomaterial” configuration that has been circulating in the broader social sciences with useful potential for understanding dynamics of learning, pedagogy, curriculum, policy, and so forth. This approach seeks to examine critically how the social and material not only are entangled in what some call “assemblages” of the human and nonhuman, but also constitute the practices and knowings that comprise education. The chapter focuses in particular on methodologies for researching professional learning and knowing as sociomaterial practice. We draw examples from three doctoral studies-in-progress of learning in different settings: engineers in project teams developing environmental technologies, artists learning to balance multiple activities of art, market and bureaucracy, and health-care workers learning to implement a new technology in a paediatric diabetes clinic. These examples illustrate the insights as well as the dilemmas in working with sociomaterial approaches to make visible the materialities of learning. One key contribution here is the first hand voices of new researchers experimenting with these approaches. The methods and theories are difficult to apply, and the stories here help to reveal the strategies that student researchers adopted to work through the challenges of sociomaterial approaches.
Rights: This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. The publisher has granted permission for use of this work in this Repository. This text was published in Bollig S, Honig M-S, Neumann S, Seele C (ed.). MultiPluriTrans in Educational Ethnography: Approaching the Multimodality, Plurality and Translocality of Educational Realities, Bielefeld, Germany: Transcript Verlag/Columbia University Press, pp. 141-162. http://www.transcript-verlag.de/978-3-8376-2772-5/multipluritrans-in-educational-ethnography) The text is posted here by permission of transcript Verlag for personal use only, not for redistribution.
Type: Part of book or chapter of book
URI: http://hdl.handle.net/1893/22184
URL: http://cup.columbia.edu/book/multipluritrans-in-educational-ethnography/9783837627725
Affiliation: Education
Education
Professional Education
Education

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