Enacted realities in teachers' experiences. Bringing materialism into pragmatism.

Autor/inn/en	Sundström Sjödin, Elin; Wahlström, Ninni
Titel	Enacted realities in teachers' experiences. Bringing materialism into pragmatism.
Quelle	In: Journal of curriculum studies, 49 (2017) 1, S. 96-110Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2016.1205139
Schlagwörter	Bewertung; Lehrer; Realismus; Theorie; Netzwerk; Akteur; Lehrer; Realismus; Bewertung; Netzwerk; Theorie; Akteur
Abstract	In this article we explore factors that constitute 'the social' for the teacher Susan, which at the same time highlights ethical aspects of the exercise of her profession. We meet her in a situation where she is setting grades, and our interest focuses on the relations that become of concern for her in her professional task to give the students their grades. In this exploration, we recognize the renewal of interest in realism and examine the possible links that can be drawn between transactional realism, as a pragmatic view, and the new materialism, here represented by actor-network theory. Building on a narrative from an interview with a named teacher in a daily newspaper, the empirical study focuses on actors constituting Susan's reality when grading. Our argument is that in order to understand the complex levels of aspects that influence teachers' actions, it is necessary to start from the local and from there trace the human and material factors that may affect teachers' room for action. Bringing material aspects into the consideration of Susan's situation helps us see that technology itself changes time and spaces and moves the action of grading into spaces outside her professional sphere.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2017/2