Actor-network theory as a reflexive tool: (inter)personal relations and relationships in the research process

Sheehan, Rebecca

doi:10.1111/j.1475-4762.2011.01000.x

Cited by 15 publications

(11 citation statements)

References 38 publications

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“…A second important feature of ANT is that the perspective does not embrace classical levels of analysis (i.e., micro, macro) and participant (actor) sampling processes (Sheehan ). Traditional interpretations of concepts like levels of analysis or scale do not exist within ANT.…”

Section: Methodological Considerations For Using Ant In Nursing Reseamentioning

confidence: 99%

Actor‐Network Theory as a sociotechnical lens to explore the relationship of nurses and technology in practice: methodological considerations for nursing research

et al. 2015

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Actor-Network Theory is a research lens that has gained popularity in the nursing and health sciences domains. The perspective allows a researcher to describe the interaction of actors (both human and non-human) within networked sociomaterial contexts, including complex practice environments where nurses and health technology operate. This study will describe Actor-Network Theory and provide methodological considerations for researchers who are interested in using this sociotechnical lens within nursing and informatics-related research. Considerations related to technology conceptualization, levels of analysis, and sampling procedures in Actor-Network Theory based research are addressed. Finally, implications for future nursing research within complex environments are highlighted.

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Section: Methodological Considerations For Using Ant In Nursing Reseamentioning

confidence: 99%

Actor‐Network Theory as a sociotechnical lens to explore the relationship of nurses and technology in practice: methodological considerations for nursing research

et al. 2015

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“…In the following section I provide a discussion of the ways that my relative and changing positionalities and privilege as a researcher within different actor networks (Sheehan ) shaped my research agenda, access, analysis, and ultimately the narratives that I constructed from this study.…”

Section: Description Of the Studymentioning

confidence: 99%

“…On the one hand, I was studying the ways in which the military industrial complex shaped the educational experiences of students at the ground level—specifically in this underserved community—which might be construed as “studying up.” On the other hand I was interviewing students, parents, teachers, and recruiters who were vulnerable subjects to varying extents. I hoped that studying the aforementioned practices and policies from the multiple perspectives of research participants, documents, and artifacts, while engaging in “cogent reflexivity” (Sheehan ), constituted as “studying through.” However, I wondered whether particular instances within the research project gave rise to problematic power relations that resembled a “studying down” project. What were the complexities of this particular study?…”

Section: Issues Of Disclosurementioning

confidence: 99%

“…Complicating these questions of involvement and documentation is whether it is the role of the researcher to get involved or to rescue. (I am not invoking here one's position and role simply as an academic researcher but also one's dynamic positionality shaped continuously within different actor‐networks [Sheehan ] by race, ethnicity, social class, gender, sexual orientation, ideology, etc.) Is the horror that one is observing only horrendous to the observer?…”

Section: Introductionmentioning

confidence: 99%

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Documenting Militarism: Challenges of Researching Highly Contested Practices within Urban Schools

Abajian¹

2016

Anthropology & Education Quarterly

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This paper provides a discussion of the challenges and possibilities of conducting critical research on highly contested practices, such as militarism and military recruitment, in schools serving vulnerable and nondominant communities. The discussion is grounded in data collected from a year‐long qualitative case study of an urban school in Southern California serving predominantly Latin@ students. Specifically, the paper explores tensions regarding positionality, consent, disclosure, and representation that the researcher encounters in her work.

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“…Qualitative researchers have long recognised subjectivity in research (Sheehan, 2011). As a means to account for the researcher's position, many scholars incorporate reflexive practices into their research design.…”

Section: Reflexivitymentioning

confidence: 99%

Infrastructuring Place: A Case Study of Citizen-Led Placemaking Practices in Two Urban Gardening Projects

Frangos¹

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A proliferation of citizen-led placemaking practices, characterised by peer-to-peer production, collective intelligence and participatory design, has challenged expert-led development practices, and encouraged alternative forms of urban governance and land use. From large-scale projects to temporary urban interventions, citizens are exploring new ways of working together to reshape their communities and make place. This study builds on emerging concepts in participatory design by answering the question, How do two urban gardening groups make place? Through sketch mapping, focus group interviews and document analysis, this study combines two research traditions in an interdisciplinary analysis of the material practices and social impact of commons-based approaches to placemaking. It emphasises the important role that citizens play in creating, designing and maintaining the commons, and demonstrates that individuals working outside a professional urban design context can (and do) innovate to create meaningful community places, by advancing open and decentralised forms of participation, production and knowledge. This has been an incredible journey, one that I would not have been able to complete without the help and support of a number of people. First and foremost, I would like to thank my family, my partner Joanne Lehrer and our children Ariella Frangos-Lehrer and Noah Frangos-Lehrer, whose patience, love and understanding allowed me to overcome difficulties along the way. I would like to acknowledge my supervisors, Professors Thomas Garvey and Irena Knezevic, for their unwavering support, patience and tireless efforts in helping me see this study to completion, especially during the final, critical moments. I appreciate the lengthy (and sometimes late night) phone calls, meetings, as well as verbal and written feedback that guided me along my path, and challenged me when I needed to be challenged. In addition, I would like to thank my partner, Joanne, for her detailed feedback, comments and edits. I would also like to thank Valerie Daly, who provided unparalleled administrative support, encouragement, advice and motivation; Professors Lorenzo Imbesi and Paul Thibaudeau for their support during the early stages of this research; and the graduate students in my cohort for their encouragement and emotional support: (in alphabetical order) Daniel Bianchi,

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Actor-network theory as a reflexive tool: (inter)personal relations and relationships in the research process

Cited by 15 publications

References 38 publications

Actor‐Network Theory as a sociotechnical lens to explore the relationship of nurses and technology in practice: methodological considerations for nursing research

Actor‐Network Theory as a sociotechnical lens to explore the relationship of nurses and technology in practice: methodological considerations for nursing research

Documenting Militarism: Challenges of Researching Highly Contested Practices within Urban Schools

Infrastructuring Place: A Case Study of Citizen-Led Placemaking Practices in Two Urban Gardening Projects

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