ABSTRACT
This chapter discusses what it means to ‘cut the network’ and ‘follow the actor’. There are insights pertaining to the language of Actor-Network Theory (ANT), and how the research followed praxiography to address multiple worlds. ANT is an attractive theory to those of us who notice materials in practice. It is also an interesting theory in relation to education; the idea of learning as distributed, situated, assembled, provides an inspiring alternative to psychologised, individualised discourses that dominate learning in education. networks can be conveyed as fixed; the researcher cannot perceive the network as an ‘insider’; actor-network analysis has a tendency to represent only the most prominent actors; and there is a temptation to collapse everything into the network and not to exclude things which are not part of the network. In ANT terms, it could be said that there were existing networks relating to antibiotic prescription improvement and that the student’s activities reinforced of some of these.
