Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/19573
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dc.contributor.authorFenwick, Tara-
dc.contributor.authorEdwards, Richard-
dc.date.accessioned2016-10-08T22:06:45Z-
dc.date.issued2014-01-
dc.identifier.urihttp://hdl.handle.net/1893/19573-
dc.description.abstractHigher education in the UK has become preoccupied with debates over the authority of knowledge and of criticality. In this article we argue that approaches to knowledge in higher education might benefit from a network sensibility that foregrounds the negotiated processes through which the material becomes entangled with the social to bring forth actions, subjectivities and ideas. We draw from a set of analytic perspectives that have arisen from actor-network theory traditionally associated with the writings of Bruno Latour. These approaches emphasise the contingent in knowledge production, even to claim that objects, knowledge or otherwise, come into being through enactment as effects within particular webs of relations. What becomes visible in such analysis is the precarious fragility of concepts and categories often assumed to be immutable, and the work required to establish their stability. We argue that this actor-network analysis helps to move away from a focus on separate entities and individuals to understand their material relationality. This analysis also foregrounds the controversies that tend to be foreclosed in what Latour calls ‘matters of fact', and makes visible the different worlds in which knowing is evoked in practice. From this departure point the issue of interest is not which knowledge accounts are superior but how and when particular accounts become more visible or valued, how they circulate, and what work they perform in the process. These approaches afford a criticality that we argue open important entry points for rethinking curriculum, teaching and learning in higher education.en_UK
dc.language.isoen-
dc.publisherSpringer-
dc.relationFenwick T & Edwards R (2014) Networks of knowledge, matters of learning, and criticality in higher education, Higher Education, 67 (1), pp. 35-50.-
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. 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.-
dc.subjectActor-network theoryen_UK
dc.subjectBruno Latouren_UK
dc.subjectKnowledge disciplinesen_UK
dc.subjectCurriculum and pedagogyen_UK
dc.subjectCriticalityen_UK
dc.titleNetworks of knowledge, matters of learning, and criticality in higher educationen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31T00:00:00Z-
dc.rights.embargoreasonThe publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.-
dc.identifier.doihttp://dx.doi.org/10.1007/s10734-013-9639-3-
dc.citation.jtitleHigher Education-
dc.citation.issn0018-1560-
dc.citation.volume67-
dc.citation.issue1-
dc.citation.spage35-
dc.citation.epage50-
dc.citation.publicationstatusPublished-
dc.citation.peerreviewedRefereed-
dc.type.statusPublisher version (final published refereed version)-
dc.author.emailtara.fenwick@stir.ac.uk-
dc.contributor.affiliationEducation-
dc.contributor.affiliationSchool of Education-
dc.rights.embargoterms2999-12-31-
dc.rights.embargoliftdate2999-12-31-
dc.identifier.isi000329626100003-
Appears in Collections:Faculty of Social Sciences Journal Articles

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