Actor-Network Theory, ANTi-History and critical organizational historiography

Durepos, Gabrielle; Mills, Albert J.

doi:10.1177/1350508411420196

Cited by 99 publications

(118 citation statements)

References 47 publications

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“…It seeks to move the historical turn beyond accounts of knowledge of the past (and of the present) to understandings of the assembly of knowledge (Latour, 2005). This phase is exemplified in the work of Durepos and Mills (2012b) and Weatherbee et al (2012). Starting with Munslow's (2010) argument that the conflation of the past and history creates 'the-past-as-history', the focus here is on how notions of 'the-past-as-history' come to constitute knowledge; knowledge not simply of the past but of the present.…”

Section: Lessons From Historymentioning

confidence: 99%

“…Thus, even while we draw on Munslow (2010), Jenkins (1997b) and other postructuralist historians for understandings of the past/history conundrum, our point of departure lies in the notion that historical accounts are always multiple and adjudicated by individual historians (Fish, 1994). We argue instead for an approach that draws on the sociology of knowledge to explain how history-as-knowledge held by a community is produced through an historicized actor network (Durepos and Mills, 2012b) that allows us to 'follow the actors' in the development of MOS and its history. In that process, our embedded critique of materialism should only be read as a question of balance and emphasis.…”

Section: Towards An Epistemic Phase Of the Historical Turnmentioning

confidence: 99%

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Reassembling Weber to reveal the-past-as-history in management and organization studies

2013

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The purpose of this article is to unravel the link between the past and history to reveal the importance and the problems of developing a historically informed critical management studies (Booth and Rowlinson, 2006;Kieser, 1994). Drawing on Munslow (2010), we focus on the relationship between 'the past' and 'history' as 'ontologically dissonant' (p. 3) to argue for an 'epistemically skeptical,' relational approach to critical organizational history. These arguments are explored through analysis of the 'career' of Max Weber in management and organization studies (MOS).

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Section: Lessons From Historymentioning

confidence: 99%

Section: Towards An Epistemic Phase Of the Historical Turnmentioning

confidence: 99%

Reassembling Weber to reveal the-past-as-history in management and organization studies

2013

Self Cite

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“…According to ANT, the social nature is made of human and non-human actors (Akrich & Latour 1992;Brigham & Corbett, 1997), with both having the capacity to act upon or alter the other (Law, 1984) and each other's courses of action (Durepos & Mills, 2012). Within a MOOC perspective, ANT provides and understanding on how the social and technological dimensions are embedded in each other (Deimann, 2014).…”

Section: Actor Network Theory (Ant)mentioning

confidence: 99%

Bot-teachers in hybrid massive open online courses (MOOCs): A post-humanist experience

Bozkurt

Kilgore

Crosslin

2018

AJET

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Networked technologies have created many learning opportunities and led to new learning models such as massive open online courses (MOOCs). However, MOOCs are an evolving learning model that are even today changing according to learners' needs. First generation cMOOCs and second generation xMOOCs are now being followed by third generation hybrid MOOCs. In these evolution cycles, there are many experimental practices such as the use of bot-teachers. This study examines and explains hybrid MOOCs and then focuses on the use of bot-teachers within a post-humanist perspective, using teaching presence from the community of inquiry (CoI) and actor-network theory (ANT) as theoretical lenses. The research findings reveal that, while the use of bot-teachers is promising and beneficial in terms of facilitating and increasing discourse, it is ineffective in providing other components of teaching presence such as direct instruction, and/or design and organisation. However, analysis found that the use of bot-teachers is very helpful in increasing interaction within a learning community and can be used as an assistant during the teaching/learning process. Additionally, learners' positive behaviours indicate that botteachers seem to be working in some respects, indicating that they still hold promise as an educational tool.

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“…Initially, ANT was concerned with understanding how a series of disparate elements in laboratories came together to be transformed into a coherent and finished product (Durepos and Mills, 2012), and how scientists gained the support of others for their propositions about scientific facts (Van House, 2003). Since then, ANT has been used to analyze many different processes in which human and non-human actors take part to achieve particular goals so that their interests are represented.…”

Section: Antecedents Of Antmentioning

confidence: 99%

An actor-network theory perspective to study the non-adoption of a collaborative technology intended to support online community participation

González

Cox

2016

ARLA

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collaborative technology intended to support online community participation Abstract Purpose. The purpose of the paper is to explore the value of Actor-Network Theory as an approach to explaining non-adoption of collaborative technology.Design/Methodology/Approach. The notion of translation and related concepts from ActorNetwork Theory are used to explore the case of non-participation in an organizational online community. Semi-structured interviews were conducted with thirty HR professional of a Multi-campus University System in Mexico.Findings. The study shows that participation in the online community did not take place as expected by those promoting its use. An initial inductive analysis showed that the factors that undermine participation had to do with the interface design of the technology and the individual motivations and benefits derived from participation. A second analysis, using ANT showed how processes of negotiation, conflict, enrolment, alignment, and betrayal that occurred during the emergence and evolution of the new network played a critical role in technology adoption leading to the dissolution of the initiative to adopt the collaborative technology.Originality/Value. The study shows the value of ANT to better understand the adoption and use of a collaborative technology. The analysis goes beyond existing explanations of participation, which tend to focus attention on such matters as the interface design or the personal motivations and benefits derived from participation. It does so by moving away from solely looking at what occurs within the boundaries of a community and understanding the context within which it is being introduced. It prompts analysis of moments of problematization, interessement, enrolment and mobilization to explore the process of adoption, including the role of non-human actors.

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Actor-Network Theory, ANTi-History and critical organizational historiography

Cited by 99 publications

References 47 publications

Reassembling Weber to reveal the-past-as-history in management and organization studies

Reassembling Weber to reveal the-past-as-history in management and organization studies

Bot-teachers in hybrid massive open online courses (MOOCs): A post-humanist experience

An actor-network theory perspective to study the non-adoption of a collaborative technology intended to support online community participation

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