Translating the Prescribed into the Enacted Curriculum in College and School

Drawing upon concepts from actor‐network theory (ANT), this article explores how the principle of symmetry can provide alternative readings of the translations of the prescribed into the enacted curriculum, without reducing understanding to explanation. The paper explores the contrasting ways in which the prescribed curriculum is translated into the enacted curriculum as certain organisations, individuals and artefacts become enrolled through networks of school and college. It points to the ways in which a position which eschews conventional distinctions e.g. between the human and non‐human, and enacts an anti‐foundationalist ontology provides the basis for a radical materialist understanding of the multiplicity of educational practices

Actor–network theory · Curriculum · Curriculum development · Curriculum theory · Education theory · Epistemology · Foundationalism · Higher education · Materialism · Pedagogy · Philosophy of education · Political science · Social science · Sociology · Digital Education and Society · Embodied and Extended Cognition · Information Systems Theories and Implementation · Law · Philosophy

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