ABSTRACT
The term actor-network was fi rst developed by Michel Callon in Paris between 1978 and 1982 (Law, 2009), though John Law pointed out that the approach itself is broad and could be considered itself a network, spread over time and place, so that its particular origin seems arbitrary. Other seminal scholars of ANT include Bruno Latour (1999a, 2005) in sociology, John Law (1999, 2003, 2009) in sociology of organisations, and Annemarie Mol (1999, 2010) in public health and policy. Recently, Tara Fenwick and Richard Edwards (2010) signalled the relevance of ANT to the study of education, conducting rather large and signifi cant reviews of what they deemed ANT and ANT-ish studies. Their contribution is signifi cant and seminal as it ploughs a trench in the fi eld of educational research for the legitimacy of
socio-material, and particularly ANT-informed, research by demonstrating the breadth to which its socio-material concepts may be applied to educational problems.
