A01=Jan Nespor
actor network theory
Author_Jan Nespor
Business Students
Category=JN
Category=JNDG
Category=JNM
Category=KJ
constructivist learning
Dense
disciplinary
Disciplinary Networks
Distant Entities
educational power structures
Emf
eq_bestseller
eq_business-finance-law
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Everyday Practice
Face To Face
feminist sociology
Follow
GPA
Grade Point Average
knowledge production in higher education
management
Management Students
Marketing Association
networks
obligatory
passage
physics
Physics Actor Network
Physics Education
Physics Majors
Physics Program
Physics Students
point
postmodern geography
program
Representational Organization
Representational Space Time
Representational Technologies
Space Time Compression
Space Time Networks
spatial organisation education
students
undergraduate
Undergraduate Physics
Wo
Young Men
Product details
- ISBN 9780750702713
- Weight: 320g
- Dimensions: 156 x 234mm
- Publication Date: 31 Oct 1994
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
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Using an analysis of learning by a case study comparison of two undergraduate courses at a United States University, Nespor examines the way in which education and power merge in physics and management. Through this study of politics and practices of knowledge, he explains how students, once accepted on these courses, are facilitated on a path to power; physics and management being core disciplines in modern society. Taking strands from constructivist psychology, post-modern geography, actor-network theory and feminist sociology, this book develops a theoretical language for analysing the production and use of knowledge. He puts forward the idea that learning, usually viewed as a process of individual minds and groups in face-to-face interaction, is actually a process of activities organised across space and time and how organisations of space and time are produced in social practice.; Within this context educational courses are viewed as networks of a larger whole, and individual courses are points in the network which link a wider relationship by way of texts, tasks and social practices intersecting with them. The book shows how students enrolled on such courses automatically become part of a network of power and knowledge.
