J Tummons
Datos Biográficos
| ID | 47037 |
|---|---|
| NOMBRE | J Tummons |
| NOMBRES | J |
| APELLIDO | Tummons |
| FIRMA | TUMMONS J |
| AFILIACIONES | Durham University |
| ORCID | 0000-0002-1372-3799 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 20 |
| TOTAL DE CITAS | 20 |
| TOTAL COMO AUTOR | 20 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2010 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 3 |
Learning, instruction and assessment in the workplace
Derived from an ethnography of workplace cultures and practices, this article rests on a critical application and augmentation of Communities of Practice theory in order to account for the ways in which the assessment of complex and heterogeneous workplace learning can be conceptualised. Exemplified through a series of vignettes constructed from the ethnographic data, the article foregrounds a variety of experiences of assessment – formal and inf…
Knowledge, expertise, craft, and practice
This paper provides an account of the everyday workplace learning of cycle technicians. Derived from an ethnography of working cultures and practices at a bike shop in the North of England, this paper rests on a critical reading of Communities of Practice theory in order to explore the complex and heterogeneous learning of cycle technicians. Drawing on a series of vignettes constructed from the ethnographic data, the paper demonstrates the variet…
What’s he writing in there?’ Reciprocal field relations and relational curiosity in ethnographies of education
The notion of the ethnographer as participant observer, as an active agent rather than passive observer within the research field, is well established within conversations about method and methodology. Less well explored is the extent to which the inherent curiosity and inquisitiveness of the ethnographer might be reciprocated: how might this reciprocity be established and how might it contribute to the construction of knowledge? Through a focus …
Latour-Stengers
“I’ve got a mountain of paperwork to do!” Literacies and texts in a cycle technicians’ workshop
Derived from an ethnography of working cultures and practices at a bike shop in the North of England, this paper rests on a critical application of social practice theories of literacy (Literacy Studies) in order to explore the complex and heterogeneous literacy practices of cycle technicians. Drawing on a series of vignettes constructed from the ethnographic data, the paper demonstrates the variety of experiences of both formal and informal lear…
Mapping academic practice
How is academic work accomplished within a curriculum that has been established through a digital education infrastructure, and what, exactly, does an academic member of staff do within this digital context? Reflecting on the empirical findings of a three-year ethnography of a distributed medical education curriculum delivered across two university campuses in Canada, this paper demonstrates that the ways in which work that has typically been cha…
Higher education, theory, and modes of existence
In this article, I pick up established critical explorations of the role and use of theory in higher education research, focusing on the theoretical affordances of the work of Bruno Latour, one of the architects of actor-network theory. Actor-network theory is increasingly widely used within education research, although Latour has moved away from it and has now folded it within a larger project: An Inquiry into Modes of Existence – AIME. Framed a…
When I Say...Human
What makes us human? Is it a question that matters? Luong et al. explore these questions in the latest instalment of “When I Say...”
Ontological Pluralism, Modes of Existence, and Actor-Network Theory
Bruno Latour, one of the architects of actor-network theory, has now enfolded this approach within a larger project: An Inquiry into Modes of Existence. Framed as an empirical inquiry into the ontological and epistemological conditions of modernity, Latour argues for a radical shift in how ‘objectified knowledge’ is established within the world. In this article I draw on AIME in order to respond to criticisms of actor-network theory that derive f…
On the educational mode of existence
This article constitutes an argument for both the use and expansion of the philosophical anthropology of Bruno Latour, as established in his recent work An Inquiry into Modes of Existence (AIME; 2012). Drawing on ethnographies of education as a methodology for empirical inquiry and specifically on meta-ethnography as a methodology for establishing objectivised knowledge concerning education in a manner that is commensurate to the underpinning epi…
Atrocity Stories and Access to Elite Universities
The article explores the interactional management of class relations using atrocity stories as a conceptual device vis-à-vis new case study data. We argue that interactionist ideas are well placed to comment on the hidden injuries of class in the higher education sector and demonstrate this using atrocity stories and Goffman's work. We use the atrocity stories of atypical cases (non-traditional graduates of an elite university) to expose class di…
Power and Possibility
Power and Possibility: Adult Education in a Diverse and Complex World." Studies in the Education of Adults, ahead-of-print(ahead-of-print), p. 1
Reassembling teachers’ professional practice
The formation of teachers’ professional practice has been discussed in relation to a wide variety of influences, with government prescription of practice often criticised as oppressing professional agency. Set within an ethnographic study within one English primary school, this paper explores the role of intertextuality in the form of intertextual hierarchies during a policy-led period of change to teachers’ professional practice: the introductio…
Ethnography, materiality, and the principle of symmetry
In this article we draw on actor-network theory (ANT) in order to challenge the methodological and empirical orthodoxies of anthropocentrism and interactionism that have long informed dominant discourses of ethnographic work. We use ANT to open new possibilities for understanding education as emergent in relational fields where non-human forces are as equally necessary as and possess an agency equivalent to, human forces: the principle of symmetr…
Education as a mode of existence
Within professional higher education, the construct of assessment validity is used to make assumptions about the extent to which students are able to replicate in professional practice what they have learned during their studies through the provision of authentic simulated opportunities to practice. Drawing on the work of Bruno Latour, this article argues that the conceptualisation as well as use of the idea of assessment validity in theorising t…
Using technology to accomplish comparability of provision in distributed medical education in Canada
This article is derived from a three-year ethnography of distributed medical education at one Canadian University across two Canadian provinces. It explores the ways in which students and staff work inside the technologically rich teaching environments within which the curriculum is delivered. Drawing on data constructed through observations, interviews and photographs, the article seeks to explain how the key concept of comparability of provisio…
Ethnographies across virtual and physical spaces
This article draws on an ongoing ethnography of distributed medical education (DME) provision in Canada in order to explore the methodological choices of the researchers as well as the wider pluralisation of ethnographic frameworks that is reflected within current research literature. The article begins with a consideration of the technologically mediated ways in which the researchers do their work, a way of work that is paralleled within the DME…
It sort of feels uncomfortable
This article forms part of an exploration of assessment on one part‐time higher education course: a professional qualification for teachers and trainers in the learning and skills sector, which is delivered on a franchise basis across a network of colleges in the north of England. This article proposes that the validity of the assessment of reflective practice, a key component of many higher education programmes in addition to the course being re…
The assessment of lesson plans in teacher education
This paper forms part of an exploration of assessment on one part‐time higher education (HE) course: an in‐service, professional qualification for teachers and trainers in the learning and skills sector which is delivered on a franchise basis across a network of further education colleges in the north of England. This paper proposes that the validity and reliability of portfolio‐based assessment, a key component of many HE programmes in addition …
Institutional ethnography and actor–network theory
This article provides an analysis of assessment practices on one university-led teacher-training course in England, delivered across a network of further education colleges. After establishing that assessment practices are bound up in texts of different kinds, this article draws on two theoretical frameworks – institutional ethnography and actor–network theory – in order to explore how the work done by tutors and students on the course is mediate…
Ethnography, materiality, and the principle of symmetry
In this article we draw on actor-network theory (ANT) in order to challenge the methodological and empirical orthodoxies of anthropocentrism and interactionism that have long informed dominant discourses of ethnographic work. We use ANT to open new possibilities for understanding education as emergent in relational fields where non-human forces are as equally necessary as and possess an agency equivalent to, human forces: the principle of symmetr…
Latour-Stengers
Ethnographies across virtual and physical spaces
This article draws on an ongoing ethnography of distributed medical education (DME) provision in Canada in order to explore the methodological choices of the researchers as well as the wider pluralisation of ethnographic frameworks that is reflected within current research literature. The article begins with a consideration of the technologically mediated ways in which the researchers do their work, a way of work that is paralleled within the DME…
Institutional ethnography and actor–network theory
This article provides an analysis of assessment practices on one university-led teacher-training course in England, delivered across a network of further education colleges. After establishing that assessment practices are bound up in texts of different kinds, this article draws on two theoretical frameworks – institutional ethnography and actor–network theory – in order to explore how the work done by tutors and students on the course is mediate…
Education as a mode of existence
Within professional higher education, the construct of assessment validity is used to make assumptions about the extent to which students are able to replicate in professional practice what they have learned during their studies through the provision of authentic simulated opportunities to practice. Drawing on the work of Bruno Latour, this article argues that the conceptualisation as well as use of the idea of assessment validity in theorising t…
It sort of feels uncomfortable
This article forms part of an exploration of assessment on one part‐time higher education course: a professional qualification for teachers and trainers in the learning and skills sector, which is delivered on a franchise basis across a network of colleges in the north of England. This article proposes that the validity of the assessment of reflective practice, a key component of many higher education programmes in addition to the course being re…
Atrocity Stories and Access to Elite Universities
The article explores the interactional management of class relations using atrocity stories as a conceptual device vis-à-vis new case study data. We argue that interactionist ideas are well placed to comment on the hidden injuries of class in the higher education sector and demonstrate this using atrocity stories and Goffman's work. We use the atrocity stories of atypical cases (non-traditional graduates of an elite university) to expose class di…
Reassembling teachers’ professional practice
The formation of teachers’ professional practice has been discussed in relation to a wide variety of influences, with government prescription of practice often criticised as oppressing professional agency. Set within an ethnographic study within one English primary school, this paper explores the role of intertextuality in the form of intertextual hierarchies during a policy-led period of change to teachers’ professional practice: the introductio…
Using technology to accomplish comparability of provision in distributed medical education in Canada
This article is derived from a three-year ethnography of distributed medical education at one Canadian University across two Canadian provinces. It explores the ways in which students and staff work inside the technologically rich teaching environments within which the curriculum is delivered. Drawing on data constructed through observations, interviews and photographs, the article seeks to explain how the key concept of comparability of provisio…
The assessment of lesson plans in teacher education
This paper forms part of an exploration of assessment on one part‐time higher education (HE) course: an in‐service, professional qualification for teachers and trainers in the learning and skills sector which is delivered on a franchise basis across a network of further education colleges in the north of England. This paper proposes that the validity and reliability of portfolio‐based assessment, a key component of many HE programmes in addition …
Institutional ethnography and actor–network theory
This article provides an analysis of assessment practices on one university-led teacher-training course in England, delivered across a network of further education colleges. After establishing that assessment practices are bound up in texts of different kinds, this article draws on two theoretical frameworks – institutional ethnography and actor–network theory – in order to explore how the work done by tutors and students on the course is mediate…
It sort of feels uncomfortable
This article forms part of an exploration of assessment on one part‐time higher education course: a professional qualification for teachers and trainers in the learning and skills sector, which is delivered on a franchise basis across a network of colleges in the north of England. This article proposes that the validity of the assessment of reflective practice, a key component of many higher education programmes in addition to the course being re…
Ethnographies across virtual and physical spaces
This article draws on an ongoing ethnography of distributed medical education (DME) provision in Canada in order to explore the methodological choices of the researchers as well as the wider pluralisation of ethnographic frameworks that is reflected within current research literature. The article begins with a consideration of the technologically mediated ways in which the researchers do their work, a way of work that is paralleled within the DME…
Using technology to accomplish comparability of provision in distributed medical education in Canada
This article is derived from a three-year ethnography of distributed medical education at one Canadian University across two Canadian provinces. It explores the ways in which students and staff work inside the technologically rich teaching environments within which the curriculum is delivered. Drawing on data constructed through observations, interviews and photographs, the article seeks to explain how the key concept of comparability of provisio…
Ethnography, materiality, and the principle of symmetry
In this article we draw on actor-network theory (ANT) in order to challenge the methodological and empirical orthodoxies of anthropocentrism and interactionism that have long informed dominant discourses of ethnographic work. We use ANT to open new possibilities for understanding education as emergent in relational fields where non-human forces are as equally necessary as and possess an agency equivalent to, human forces: the principle of symmetr…
Education as a mode of existence
Within professional higher education, the construct of assessment validity is used to make assumptions about the extent to which students are able to replicate in professional practice what they have learned during their studies through the provision of authentic simulated opportunities to practice. Drawing on the work of Bruno Latour, this article argues that the conceptualisation as well as use of the idea of assessment validity in theorising t…
Power and Possibility
Power and Possibility: Adult Education in a Diverse and Complex World." Studies in the Education of Adults, ahead-of-print(ahead-of-print), p. 1
Reassembling teachers’ professional practice
The formation of teachers’ professional practice has been discussed in relation to a wide variety of influences, with government prescription of practice often criticised as oppressing professional agency. Set within an ethnographic study within one English primary school, this paper explores the role of intertextuality in the form of intertextual hierarchies during a policy-led period of change to teachers’ professional practice: the introductio…
Higher education, theory, and modes of existence
In this article, I pick up established critical explorations of the role and use of theory in higher education research, focusing on the theoretical affordances of the work of Bruno Latour, one of the architects of actor-network theory. Actor-network theory is increasingly widely used within education research, although Latour has moved away from it and has now folded it within a larger project: An Inquiry into Modes of Existence – AIME. Framed a…
When I Say...Human
What makes us human? Is it a question that matters? Luong et al. explore these questions in the latest instalment of “When I Say...”
Ontological Pluralism, Modes of Existence, and Actor-Network Theory
Bruno Latour, one of the architects of actor-network theory, has now enfolded this approach within a larger project: An Inquiry into Modes of Existence. Framed as an empirical inquiry into the ontological and epistemological conditions of modernity, Latour argues for a radical shift in how ‘objectified knowledge’ is established within the world. In this article I draw on AIME in order to respond to criticisms of actor-network theory that derive f…
On the educational mode of existence
This article constitutes an argument for both the use and expansion of the philosophical anthropology of Bruno Latour, as established in his recent work An Inquiry into Modes of Existence (AIME; 2012). Drawing on ethnographies of education as a methodology for empirical inquiry and specifically on meta-ethnography as a methodology for establishing objectivised knowledge concerning education in a manner that is commensurate to the underpinning epi…
Atrocity Stories and Access to Elite Universities
The article explores the interactional management of class relations using atrocity stories as a conceptual device vis-à-vis new case study data. We argue that interactionist ideas are well placed to comment on the hidden injuries of class in the higher education sector and demonstrate this using atrocity stories and Goffman's work. We use the atrocity stories of atypical cases (non-traditional graduates of an elite university) to expose class di…
“I’ve got a mountain of paperwork to do!” Literacies and texts in a cycle technicians’ workshop
Derived from an ethnography of working cultures and practices at a bike shop in the North of England, this paper rests on a critical application of social practice theories of literacy (Literacy Studies) in order to explore the complex and heterogeneous literacy practices of cycle technicians. Drawing on a series of vignettes constructed from the ethnographic data, the paper demonstrates the variety of experiences of both formal and informal lear…
Mapping academic practice
How is academic work accomplished within a curriculum that has been established through a digital education infrastructure, and what, exactly, does an academic member of staff do within this digital context? Reflecting on the empirical findings of a three-year ethnography of a distributed medical education curriculum delivered across two university campuses in Canada, this paper demonstrates that the ways in which work that has typically been cha…
Knowledge, expertise, craft, and practice
This paper provides an account of the everyday workplace learning of cycle technicians. Derived from an ethnography of working cultures and practices at a bike shop in the North of England, this paper rests on a critical reading of Communities of Practice theory in order to explore the complex and heterogeneous learning of cycle technicians. Drawing on a series of vignettes constructed from the ethnographic data, the paper demonstrates the variet…
What’s he writing in there?’ Reciprocal field relations and relational curiosity in ethnographies of education
The notion of the ethnographer as participant observer, as an active agent rather than passive observer within the research field, is well established within conversations about method and methodology. Less well explored is the extent to which the inherent curiosity and inquisitiveness of the ethnographer might be reciprocated: how might this reciprocity be established and how might it contribute to the construction of knowledge? Through a focus …
Latour-Stengers
Learning, instruction and assessment in the workplace
Derived from an ethnography of workplace cultures and practices, this article rests on a critical application and augmentation of Communities of Practice theory in order to account for the ways in which the assessment of complex and heterogeneous workplace learning can be conceptualised. Exemplified through a series of vignettes constructed from the ethnographic data, the article foregrounds a variety of experiences of assessment – formal and inf…
Sociology (17 obras) · Psychology (12 obras) · Epistemology (11 obras) · Ethnography (11 obras) · Pedagogy (11 obras) · Political science (9 obras) · Computer Science (8 obras) · Mathematics education (8 obras) · Social science (8 obras) · Innovative Education and Learning Practices (7 obras)