Performative ontologies: Sociomaterial approaches to researching adult education and lifelong learning

Tara Fenwick; Richard Edwards

doi:10.3384/rela.2000-7426.rela0104

Authors

Tara Fenwick University of Stirling, Scotland, UK
Richard Edwards University of Stirling, Scotland, UK

DOI:

https://doi.org/10.3384/rela.2000-7426.rela0104

Keywords:

Sociomaterial, actor-network theory, complexity theory, adult education, lifelong learning

Abstract

Sociomaterial approaches to researching education, such as those generated by actornetwork theory and complexity theory, have been growing in significance in recent years, both theoretically and methodologically. Such approaches are based upon a performative ontology rather than the more characteristic representational epistemology that informs much research. In this article, we outline certain aspects of sociomaterial sensibilities in researching education, and some of the uptakes on issues related to the education of adults. We further suggest some possibilities emerging for adult education and lifelong learning researchers from taking up such theories and methodologies

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