Performing Actor-Network Theory in the Post-Secondary Classroom

Performing Actor-Network Theory in the Post-Secondary Classroom

Andrea Quinlan (York University, Canada), Elizabeth Quinlan (University of Saskatchewan, Canada) and Desiree Nelson (University of Saskatchewan, Canada)
DOI: 10.4018/jantti.2011100101
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Teaching innovative schools of thought call for innovative methods of instruction. This article investigates the challenges associated with teaching Actor-Network Theory (ANT) and proposes a creative pedagogical approach of ‘performing’ ANT in the classroom. This article presents a small case study of an instance where this theatrical method was employed in an undergraduate classroom to teach Annemarie Mol’s The Body Multiple. Based on the qualitative data collected from reflections of students and the professor, it investigates the successes of this creative pedagogical approach to teach ANT. This article argues that it is only through innovative teaching methods that ANT can be effectively explored in the classroom.
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Actor-Network Theory

Actor-Network Theory stems from the broader branch of inquiry, Science and Technology Studies (STS). ANT shares the central interest of STS in the rapidly changing world of science and technology. ANT has been taken up in a multitude of ways within the discipline of sociology and beyond. However, there are a few commonalities, which tie most ANT studies together. They are as follows.

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