(un)Doing standards in education with actor‐network theory
(un)Doing standards in education with actor‐network theory
复制标题
(un)用行动者网络理论制定教育标准
DOI：
--
复制
发表时间：
2010
期刊：
影响因子：
--
通讯作者：
T. Fenwick
中科院分区：
文献类型：
--
作者：
T. Fenwick
最近的批评引起了人们对教育政策网络话语中非政治化共识和空洞承诺的重视。在接受这一批评的同时，本讨论认为，某些形式的网络分析——特别是那些采用行动者网络理论（ANT）方法的网络分析——实际上为政策研究提供了有用的理论资源。本文借鉴了受ANT启发的与教育标准相关的政策过程研究，展示了对标准作为网络的ANT分析所揭示的矛盾和矛盾以及可能性。讨论概述了ANT方法提供的各种网络概念、注意事项和敏感性。然后，它展示了ANT对教育标准的研究所强调的四种现象：通过“不可变的移动”来排序（和破裂）实践，局部普遍性，处方网络和协商网络之间的紧张关系，以及相同标准的不同共存的本体论形式。结论提出了一些起点，从这些受ANT启发的网络分析中得出，用于检查与教育标准相关的政策过程。
Recent critiques have drawn important attention to the depoliticized consensus and empty promises embedded in network discourses of educational policy. While acceding this critique, this discussion argues that some forms of network analysis – specifically those adopting actor‐network theory (ANT) approaches – actually offer useful theoretical resources for policy studies. Drawing from ANT‐inspired studies of policy processes associated with educational standards, the article shows the ambivalences and contradictions as well as the possibilities that can be illuminated by ANT analysis of standards as networks. The discussion outlines the diverse network conceptions, considerations, and sensibilities afforded by the ANT approaches. Then, it shows four phenomena that have been highlighted by ANT studies of educational standards: ordering (and rupturing) practice through ‘immutable mobiles,’ local universality, tensions among networks of prescription and networks of negotiation, and different co‐existing ontological forms of the same standards. The conclusion suggests some starting points, drawing from these ANT‐inspired network analyses, for examining the policy processes associated with educational standards.