Tara Fenwick is Emeritus Professor at the University of Stirling, UK, having recently retired from her post as Professor of Education and Director of ProPEL, an international network for research in professional practice, education and learning. Her research focuses on understanding learning and practice in the changing complexities of professional work, with particular interest in actor-network and complexity theories to understand the sociomaterial dimensions of practice. Her most recent book is Professional Responsibility and Professionalism: A Sociomaterial Examination (2016), and selected others include Reconceptualising Professional Learning (with Nerland, 2014), Governing Knowledge: Comparison, Knowledge-Based Technologies and Expertise in the Regulation of Education (with Ozga and Mangez, 2014), Emerging Approaches to Educational Research: Tracing the Socio-Material (with Edwards and Sawchuk, 2011) and Actor Network Theory in Education (with Edwards, 2010).

Richard Edwards is Emeritus Professor in the Faculty of Social Sciences at the University of Stirling, UK, where he was previously Professor and Head of the School of Education. He has researched and written extensively on lifelong learning and educational theory, with particular interests in poststructuralism and actor-network theory. His research projects have been funded by a range of organisations, including the British Academy, Economic and Social Research Council and the European Union and Wellcome Trust. His research projects have focused on areas such as literacy practices in colleges, curriculum making in colleges and schools, the hidden curriculum of code in digital education and learning through citizen science. His books include Postmodernism and Education (with Usher, 1994), Changing Places (1997), Globalisation and Pedagogy (with Usher, 2000) and Actor-Network Theory in Education (with Fenwick, 2010).

Introduction: How is actor-network theory contributing to educational research? A critical revisitation1. We Have Never Been Latourian: Archaeological Ethics and the Posthuman Condition2. Critique and Politics: A sociomaterialist intervention3. Resettling notions of social mobility: locating refugees as 'educable' and 'employable'4. Globalising assessment: an ethnography of literacy assessment, camels and fast food in the Mongolian Gobi5. Policy matters: de/re/territorialising spaces of learning in Victorian government schools6. Reflexivity and the politics of knowledge: researchers as 'brokers' and 'translators' of educational development7. Multiple enactments of method, divergent hinterlands and production of multiple realities in educational research 8. Short Cuts and Extended Techniques: Rethinking relations between technology and educational theory