Development of teaching materials - examined through actor-network theory
DOI:
https://doi.org/10.7146/lt.v10i17.164572Keywords:
Learning materials, Danish L1, actor-network, ethnographic fieldwork, literature didacticAbstract
This article investigates how the intended didactics of an educational resource is shaped in the initial and decisive phase of developing a literature-didactic learning material for Danish (L1) in lower secondary school. Using actor–network theory (ANT) as an analytical sensibility, learning-material development is conceptualized as a relational network of human and non-human actors, where intention is not understood as an inner property of the individual but as an effect of negotiations and translations. The article is based on ethnographic fieldwork and analyzes four months of editorial work in which ideas, formats, and target groups are negotiated among actors. Through panoramic descriptions, network visualizations, and an analysis of problematization, the article shows how the learning material’s didactic intention is stabilized as an obligatory passage point, mobilizing actors around a shared problem field.
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