Higher Education, Theory, and Modes of Existence: Thinking about Universities with Latour

Autor/in	Tummons, Jonathan
Titel	Higher Education, Theory, and Modes of Existence: Thinking about Universities with Latour
Quelle	In: Higher Education Research and Development, 40 (2021) 6, S.1313-1325 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tummons, Jonathan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2020.1804337
Schlagwörter	Higher Education; Educational Philosophy; Educational Theories; Educational Research; Affordances; Social Theories; Network Analysis; Epistemology; Inquiry; Ethnography; Educational Practices; Universities + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Bildungsforschung; Pädagogische Forschung; Gesellschaftstheorie; Netzplantechnik; Erkenntnistheorie; Ethnografie; Bildungspraxis; University; Universität
Abstract	In this article, I pick up established critical explorations of the role and use of theory in higher education research, focusing on the theoretical affordances of the work of Bruno Latour, one of the architects of actor-network theory. Actor-network theory is increasingly widely used within education research, although Latour has moved away from it and has now folded it within a larger project: "An Inquiry into Modes of Existence -- AIME." Framed as an empirical inquiry into the ontological and epistemological conditions of modernity, Latour argues for a radical shift in how 'truth' or 'meaning' is established within the world. In this article, I draw on AIME to illustrate how Latour's multi-realist ontology, augmenting and responding to criticisms of actor-network theory, can be used to explore higher education through ethnographic research, addressing the call for the generation of theoretically coherent accounts of higher education whilst at the same time addressing the necessity of encompassing a heterogeneous range of social actors in order to construct accounts of higher education practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01