The meaning of things. Didactic objects and the implementation of educational theory

Kalthoff, Herbert; Wiesemann, Jutta; Lange, Jochen; Roehl, Tobias

doi:10.1080/14681366.2019.1634124

Cited by 6 publications

(3 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Here, attention was given to the quasi-object or the player in connection with the ball (Serres [1980(Serres [ ] 2007. For the coaches (Paul and George), the ball became likened to what Kaltoff et al (2019) call a 'didactic object', as the assumptions of the passages were somewhat prescribed to the actors in the arrangement of the practices (hence, the 'handwork'). But a tension between the actors was made visible as shown in the second anecdote.…”

Section: Discussionmentioning

confidence: 99%

Coaching the beautiful game: an actor-network theory study of sport coaching

Maclean

2021

Studies in Continuing Education

View full text Add to dashboard Cite

Sport coaches continue to coach without reference to a conceptualisation of coaching. Indeed, coaching research has been caught in a chasm between process and practice conceptualisations, further widening the application of theory to practice. And coaches are often the protagonists in both of these accounts. Yet, as we will see, this is controversial for several reasons. Inspired by actor-network theory and the theory of the quasi-object (Serres, M. [1980] 2007. The Parasite. Minneapolis: Minnesota University Press), I go to the local, material, mundane sites where coaching is practiced and follow the ball (the 12th player!) in action. Three anecdotes are described: moving from the game towards a field of practice, to be seduced, and or not to be seduced. This article presents an innovative way of observing the coaching process that brings about new insights for how coaching is conceived, understood and practiced. I conclude with some implications of articulating the sociomaterialities for coaching education.

show abstract

Section: Discussionmentioning

confidence: 99%

Coaching the beautiful game: an actor-network theory study of sport coaching

Maclean

2021

Studies in Continuing Education

View full text Add to dashboard Cite

show abstract

“…Kalthoff et al (2020: 281, 283) argue that a focus on didactic objects makes visible how an ‘arsenal of artifacts’ prescribes actions for students, teachers, and situations, and ‘anticipate[s] the lesson they were developed and produced for.’ Introducing the notion of didactic objects, Kalthoff et al (2020: 281) ask us to learn more about objects, to challenge the taken-for-granted, ‘closed’ status of objects (Kalthoff et al, 2020: 284). Looking at the sex-map, we address what is defined as a ‘child-oriented’ approach in Kalthoff et al (2020: 286), to learn more about a specific didactic object (the sex-map) which is presented through different educational products (the movie Sex på kartan and versions of the teaching guidelines). By looking at several materials that conceptualize what the sex-map ‘is’ and suggest different actions in education, we gain the opportunity to learn more about complex and multiple realities—valued differently (Mol, 2013, 2021)—which are expected by and enacted via the sex-map.…”

Section: Methodology: Exploring Teaching Methods and The Sex-map As D...mentioning

confidence: 99%

“…As this brief overview of the research suggests, Sex på kartan is simultaneously enacted as a legitimate didactic object, a movie that is part of sex education, and an illegitimate object that risks satisfying a pedophilic gaze or being a force used by advocates of protecting children and young people from knowledge about sexuality. In this article, the focus is instead on what happens when we focus on the sex-map as a didactic object (Kalthoff et al, 2020), which takes an active role in the making of students’ sexuality in practice in education that is not necessarily seeking to reflect sexuality ‘out there’ (Allen, 2015; Sparrman, 2018). Exploring the sex-map as a didactic object relating to other didactic objects enables a focus on programs of action (Sonnenberg-Schrank, 2020: 19) that extend beyond passively consuming a movie in class.…”

Section: Introductionmentioning

confidence: 99%

The sex-map as didactic object: Ontonorms in Swedish sex education

Cardell,

Lindgren

2024

Childhood

View full text Add to dashboard Cite

This study explores the ‘sex-map’, a didactic object developed in Sweden. The analysis focuses on teacher guidelines and an animated movie for classroom use and how the sex-map becomes a method for emphasizing students as actors in defining sexuality. Building on Mol’s notion of ontonorms, the emphasis is on ways in which the ontology of young sexuality is associated with arguments about what is ‘good’ in and for sex education. The sex-map incorporates ideal students’ experiences, discoveries, and positive feelings. Via students, a critique is mounted against one-path sexuality, underscoring the importance of ‘good’ non-hierarchical sexuality as exemplary sex education.

show abstract

Zirkulierendes Wissen. Didaktische Lernmaterialien als Objekte trans-epistemischer Kooperation

Cress

Kalthoff

2022

Berlin J Soziol

Self Cite

View full text Add to dashboard Cite

ZusammenfassungSeit einigen Jahren beobachtet die sozialwissenschaftliche Schul- und Unterrichtsforschung die Rolle schulischen Lehr- und Lernmaterials. Fokussiert wird dabei vor allem die soziale Verwendung der meist bereits fertig vorliegenden Materialien im Vollzugsgeschehen des Unterrichts. Dieser Beitrag tritt einen Schritt zurück und beobachtet stattdessen die Herstellung und Verwendung solcher Objekte vor ihrer Produktreife. Anhand eines Fallbeispiels einer Kooperation zwischen zwei Schulen und einem bildungswirtschaftlichen Technologieunternehmen wird die Entwicklung und Erprobung einer Lernsoftware sowie dazugehöriger VR-Technologie untersucht. Es wird analysiert, wie Lehrkräfte und Firmenmitarbeiter/innen in die jeweils anderen Praxiskontexte eingebunden werden und dabei ihr technisches resp. didaktisches Wissen wechselseitig füreinander verfügbar machen. In der kooperativen Arbeit an digitalen didaktischen Objekten werden Grenzziehungen zwischen Schule und Unternehmen temporär transzendiert. Die Objekte, die auf dieser Basis anwendungsorientiert entwickelt werden, erweisen sich als Resultat einer trans-epistemischen kooperativen Regulation von didaktischen „Visionen“ und technischer „Machbarkeit“. Indem die verschiedenen Dimensionen der kooperativen gewerblichen Fertigung digitaler didaktischer Objekte sowie deren prototypisches Versuchsstadium in den Blick genommen werden, analysiert der Beitrag den Prozess der Digitalisierung von Unterricht als ein innovatives soziales Geschehen, das durch ökonomische, technische und didaktische Rationalitäten strukturiert wird.

show abstract

The meaning of things. Didactic objects and the implementation of educational theory

Cited by 6 publications

References 26 publications

Coaching the beautiful game: an actor-network theory study of sport coaching

Coaching the beautiful game: an actor-network theory study of sport coaching

The sex-map as didactic object: Ontonorms in Swedish sex education

Zirkulierendes Wissen. Didaktische Lernmaterialien als Objekte trans-epistemischer Kooperation

Contact Info

Product

Resources

About