Meeting ontologies
Actor-network theory as part of a methodologically heterogeneous research project
Bibliographic Data
| ID | 21458680 |
|---|---|
| Authors | Arda Oosterhoff (0000-0001-6352-0802, Academy of Primary Education, NHL Stenden University of Applied Sciences, Leeuwarden, the Netherlands, corresponding author), Terrie Lynn Thompson (0000-0002-8166-3791, University of Stirling), Ineke Oenema-Mostert (Academy of Primary Education, NHL Stenden University of Applied Sciences, Leeuwarden, the Netherlands), Alexander Minnaert (0000-0003-3886-1634, University of Groningen) |
| Year | 2021 |
| Volume | 43 |
| Issue | 3 |
| Pages | 377-392 |
| Publication date | 2021-09-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Continuing Education (JOURNAL) |
| Journal identifiers | ISSN: 0158-037X • E-ISSN: 1470-126X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0158037x.2021.1929144 |
| OpenAlex | W3170018902 |
| Language | EN |
| Citations received | 2 |
| References cited | 38 |
How does a researcher investigate phenomena that continually emerge through, with and as various practices? This paper explores this question, drawing on transformative reflections on the unfolding process of an empirical research project investigating professional practice in Dutch early childhood education. The project initially applied an open, exploratory mixed-methods research design, with the aim of gaining a comprehensive understanding of educational realities. As the research project proceeded, however, we found ourselves exploring the multiplicity of educational realities. Incorporating actor-network theory (ANT) into the study design led to an important ontological re-positioning of the project. Drawing on our experiences, we aim to develop the argument that a methodologically heterogeneous research approach is a valuable way to evoke the paradigmatic and methodological reflexivity and humility that is needed to capture the emerging multiplicity of professional practice
Actor–network theory · Educational research · Engineering ethics · Epistemology · Humility · Knowledge management · Management science · Pedagogy · Political science · Reflexivity · Social science · Sociology · Transformative learning · Computer Science · Educational Assessment and Improvement · Engineering · Evaluation and Performance Assessment · Information Systems Theories and Implementation
Science in action
Teachers’ professional agency in contradictory times
Good education in an age of measurement
Datafied at four
Constrained or sustained by demands? Perceptions of professional autonomy in early childhood education
Researching a Posthuman World
Deconstructing Professionalism in Early Childhood Education
A reply to Gergen (2015) and Madill (2015)
Reassembling the Social
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Methodological Rigor in Mixed Methods
Reflexive Methodological Pluralism
Accountabilities of posthuman research
The posts continue
Aiming for agency. The effects of teacher education on the development of the expertise of early childhood teachers
Not for Profit
Fertile Obsession
After Method
Object Lessons
Paradigm proliferation as a good thing to think with
Sociomaterial approaches to conceptualising professional learning and practice
Documenting the invisible - on the 'how' of process research
On Recalling Ant
After ANT
On Sociology and STS
Producing calculable worlds
The Body Multiple
Toward Holism
Ontological Politics. A Word and Some Questions
| Citations per year | 0.67 |
|---|---|
| Citation span | 2023 - 2025 (3) |
| Highly cited | No |