Non-human actants such as a Bristol board and task instructions can subordinate students and render classroom talk non-dialogic¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2025 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In the analyzed episode, the Bristol board and instructions functioned as actants that exerted force on students, who complied with the board's demands instead of dialoguing. → Baruch B. Schwarz 2025
Evidence¶
Baruch B. Schwarz 2025¶
Baruch B. Schwarz, Udi Tsemach, Mirit Israeli, Erez Nir. (2025). Actor-network theory as a new direction in research on educational dialogues. Instructional Science. https://doi.org/10.1007/s11251-024-09669-5
q2 · i? · qualitative · r2
Qualitative ANT analysis of an episode from the third focus day's interdisciplinary session, in which a group of five girls arranged arguments on a Bristol board axis. The analysis shows the board and instructions acting as non-human actants that subordinated the students' actions.
"The Bristol board functions as an actor, which almost ''gives orders'' to the human actors, like in line 56 (''Let's split it into halves and then we will know'') as if the board 'says' ''split me in two halves and then you will know''"
Discussion¶
Related Claims¶
- SEDA identifies co-construction and dialogic shifts but does not explain their mechanisms, whereas ANT explains shifts via changing power relations among actors — a broader claim this one bears on
- A single student's open question can trigger dissolution of a non-dialogic network and autonomous dialogic argumentation — related
- Dialogic networks in classroom talk can dissolve into non-dialogic ones when task instructions and artifacts regain power over students — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
bristol-board-actant-subordinates-students |
title |
Non-human actants such as a Bristol board and task instructions can subordinate students and render classroom talk non-dialogic |
description |
Non-human actants such as a Bristol board and task instructions can subordinate students and render classroom talk non-dialogic |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
source_checked |
2026-10-19 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — baruch-b-schwarz-2025 |
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