Introduction: How is Actor-Network Theory Contributing to Educational Research? A Critical Revisitation Tara Fenwick and Richard Edwards1. We Have Never Been Latourian: Archaeological Ethics and the Posthuman Condition Tim Flohr Sorensen2. Critique and Politics: A sociomaterialist intervention Richard Edwards and Tara Fenwick3. Resettling notions of social mobility: locating refugees as `educable' and `employable' Jill Koyama4. Globalising assessment: an ethnography of literacy assessment, camels and fast food in the Mongolian Gobi Bryan Maddox5. Target-driven reforms: Education for All and the translations of equity and inclusion in India Rahul Mukhopadhyay and Arathi Sriprakash6. Policy matters: de/re/territorialising spaces of learning in Victorian government schools Dianne Mulcahy7. Reflexivity and the politics of knowledge: researchers as `brokers' and `translators' of educational development Arathi Sriprakash and Rahul Mukhopadhyay8. Short Cuts and Extended Techniques: Rethinking relations between technology and educational theory Kurt Thumlert, Suzanne De Castell and Jennifer Jenson.

Actor-network theory (ANT) is enjoying a notable surge of interest in educational research. New directions and questions are emerging along with new empirical approaches, as educators bring unique sensibilities and commitments to the ongoing debates and reconfigurations that characterise ANT-inspired research. Ethics and politics are now figuring more prominently in ANT-related educational publications, as are educational policy and the critical studies of assessment practices. Research on digital technology in education has also attracted critical exploration with ANT approaches.

This book gathers together articles that address important educational issues while showing creative theoretical and methodological possibilities for ANT studies in education. This book aims to locate these contributions within broader trajectories of inquiry in education and sociomaterial approaches considered worthy of attention, given the challenges facing educators today. It also raises critical questions about what appear to be certain oversights or less helpful ideas in what is emerging in the field.