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Illustrated throughout with examples drawn from educational contexts across the life courses, including schooling, post-compulsory education and training, educational policy, workplace and community-based education in North America, the UK, and Australia this vital guide to understanding fresh ways of conducting and understanding educational research will prove essential reading for everyone undertaking educational research in the modern world.","brand":"WoB","offers":[{"title":"GB \/ GOOD \/ INTERNAL","offer_id":49527599956241,"sku":"GOR013197462","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":49620468826385,"sku":"GOR005814752","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ NEW \/ INGRAM","offer_id":51002251608337,"sku":"NIN9780415570923","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52137902866705,"sku":"NLS9780415570923","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ GOOD \/ SBYB","offer_id":53481004171537,"sku":"CIN0415570921G","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0415570921.jpg?v=1751006496"},{"product_id":"actor-network-theory-in-education-book-tara-fenwick-9780415492980","title":"Actor-Network Theory in Education","description":"Actor-Network Theory (ANT) has enjoyed wide uptake in the social sciences in the past three decades, particularly in science and technology studies, and is increasingly attracting the attention of educational researchers. ANT studies bring to the fore the material – objects of all kinds – and de-centre the human and the social in educational issues. ANT sensibilities are interested in the ways human and non-human elements become interwoven. Since its first introduction, actor-network theory has undergone significant shifts and evolutions and as a result, it is not considered to be a single or coherent theoretical domain, but as developing diversely in response to various challenges.  This book offers an introduction to Actor-Network Theory for educators to consider in three ways. One mode is the introduction of concepts, approaches and debates around Actor-Network Theory as a research approach in education. A second mode showcases educational studies that have employed ANT approaches in classrooms, workplaces and community settings, drawn from the UK, USA, Canada, Europe and Australia. These demonstrate how ANT can operate in highly diverse ways whether it focuses on policy critique, curriculum inquiry, engagements with digital media, change and innovation, issues of accountability, or exploring how knowledge unfolds and becomes materialized in various settings. A third mode looks at recent 'after-ANT' inquiries which open an array of important new approaches. 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The chapters explore some of the most prominent questions in professional responsibility, including:         What does professional responsibility, and accountability, mean in the escalating complexities and conflicts confronting today’s professionals?      How does professional responsibility become developed and enacted, and through what social and material entanglements?       How should responsibility be determined in multi-agency and interprofessional practice?      What happens when professional decisions are delegated to software algorithms and diagnostic instruments?       How are new governing regimes of professional work, such as innovation imperatives, excessive audit and logics of blame and scapegoating, reconfiguring responsibility?      How can professionals respond simultaneously to individuals in need, the obligations of their profession, the demands of their employer and an anxious society?  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In parallel, the growth of particular forms of expertise: the rise and rise of educational consultancy, the growth of private (for profit) involvement in provision of educational goods and services and the increasing consolidation of networks of influence in the promotion of ‘best practice’ are affecting policy decisions. Through these developments, the nature of knowledge is altered, along with the relationship between knowledge and politics. Knowledge in this context is co-constructed: it is not disciplinary knowledge, but knowledge that emerges in the sharing of experience.   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It also raises critical questions about what appear to be certain oversights or less helpful ideas in what is emerging in the field.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52688681435409,"sku":"NLS9781138078703","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781138078703.jpg?v=1762333558"},{"product_id":"world-yearbook-of-education-2014-book-tara-fenwick-9781138711167","title":"World Yearbook of Education 2014","description":"This latest volume in the World Yearbook of Education Series focuses on a major and highly significant development in the governing of education across the globe: the use of knowledge-based technologies as key policy sources. A combination of factors has produced this shift: first, the massive expansion of technological capacity signalled by the arrival of ‘big data’ that allows for the collection, circulation and processing of extensive system knowledge. The rise of data has been observed and discussed extensively, but its role in governing and the rise of comparison as a basis for action is now a determining practice in the field of education. Comparison provides the justification for ‘modernising’ policy in education, both in the developed and developing world, as national policy makers (selectively) seek templates of success from the high performers and demand solutions to apparent underperformance through the adoption of the policies favoured by the likes of Singapore, Finland and Korea.   In parallel, the growth of particular forms of expertise: the rise and rise of educational consultancy, the growth of private (for profit) involvement in provision of educational goods and services and the increasing consolidation of networks of influence in the promotion of ‘best practice’ are affecting policy decisions. Through these developments, the nature of knowledge is altered, along with the relationship between knowledge and politics. Knowledge in this context is co-constructed: it is not disciplinary knowledge, but knowledge that emerges in the sharing of experience.   This book provides a global snapshot of a changing educational world by giving detailed examples of a fundamental shift in the governing and practice of education learning by:  • Assessing approaches to the changing nature of comparative knowledge and information   • Tracking the translation and mobilisation of these knowledges in the governing of education\/learning;  • Identification of the key experts and knowledge producers\/circulators\/translators and analysis of how best to understand their influence;  • Mapping of the global production of these knowledges in terms of their range and reach the interrelationships of actors and their effects in different national settings.   Drawing on material from around the world, the book brings together scholars from different backgrounds who provide a tapestry of examples of the global production and national reception and mediation of these knowledges and who show how change enters different national spaces and consider their effects in different national settings.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52691657589009,"sku":"NLS9781138711167","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781138711167.jpg?v=1762340247"}],"url":"https:\/\/www.worldofbooks.com\/en-gb\/collections\/author-books-by-tara-fenwick.oembed","provider":"World of Books ","version":"1.0","type":"link"}