New Materialities and Maker Paradigms in Schools
Chapter 5. Participants and Site
← 98 | 99 →
· 5 ·
PARTICIPANTS AND SITE
This chapter introduces the teachers and administrators who shared their work with me in interviews and casual conversations, in the classrooms, hallways, cafeterias, and offices at the school, on buses, and during field trips away from the school, and even, once or twice, on the city sidewalks in the neighborhood surrounding the school. These were the primary participants of the study. Secondary participants included faculty and staff who worked at the school but did not explicitly contribute to the study; although they were not interviewed or directly observed, they nevertheless knew who I was, and were openly candid with me as we passed each other in the hallways and sat together in the cafeterias. Another class of participants includes the students. As discussed, I was studying teacher learning, so students were not interviewed or explicitly observed, but they were present, and their learning was indeed the explicit focus of every other participant’s work.
This chapter also introduces the space of the study, that is, the environment of the school, its situatedness as a learning ecology. The school cannot be considered merely a container of the study, a blank stage upon which various participants delivered their pedagogical lines, like a performance scripted by some director. Rather, following Latour (2005; Latour & Woolgar, 1979), and ← 99 | 100 → in alliance with ANT’s propensity for casting object relations as interlinked network effects, I hold the school as a densely interwoven...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.