By Richard Bates (auth.), Richard Tinning, Richard Tinning, Karen Sirna (eds.)
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Extra resources for Education, Social Justice and the Legacy of Deakin University: Reflections of the Deakin Diaspora
Geelong, Vic: Deakin University Press. Blackmore, J. (1992). Making educational history: A feminist perspective. Geelong, Vic: Deakin University Press. Boyd, W. (1983). Political science and educational administration. Geelong, Vic: Deakin University Press. Burke, G. (1985). Teachers and the economy. Geelong, Vic: Deakin University Press. Callahan, R. (1962). Education and the cult of efficiency. Chicago: Chicago University Press. , & Spinks, J. (1986). Policy formation and resource allocation.
Rowan, L. (2009). Renegotiating Knowledge Relationships in Schools. In S. E. Noffke & B. ), The SAGE handbook of educational action research (pp. 102–109). Los Angeles: Sage Brand, S. (1987). The Media Lab. T. New York: Penguin Books. T. (2000). Primate suspect: some varieties of science studies. C. M. ), Primate encounters: models of science, gender and society (pp. 329–357). Chicago: University of Chicago Press Dawkins, R. (1999). The selfish meme [Electronic Version]. Time. html. , & Bigum, C.
ANT opened a world of quasi-objects, of hybrids and monsters as Latour (1994) would put it. The social technical binary was no longer an explanation but something to be explained. At that time ANT was something of an enfant terrible in social theory. However it offered an anti-essentialist approach to thinking about change. Antiessentialist theorising also characterised much of the literature my colleagues employed in their critical pedagogy work. I have a sense that some theoretical resources fit better with one’s mental terrain than others at particular times and ANT, for me, proved to get better in its fit over time.