My research has focused on professional work and learning in practice, professional/interprofessional education, and issues of professionalism and responsibility. I retired in August 2016 and am now living in Canada.I work with various approaches that some call ‘sociomaterial’, foregrounding the materiality of work practices, knowing, politics and subjectivities.
From 2010 I was Director of ProPEL, an international network for research in professional practice, education and learning: www.propel.stir.ac.uk . ProPEL's remit, now under new leadership at the University of Stirling since my retirement, remains broad and interdisciplinary:
(1) to promote innovative studies of professional knowledge, practices and learning across domains such as health care, management, policing, medicine, social care and education; and (2) to explore effective new approaches to support professional learning across contexts of higher education, workplace and community.My recent books include:
Revisiting actor-network theory in education(with R Edwards Routledge forthcoming 2017)
Professional responsibility and professionalism: A sociomaterial examination (Routledge 2016)
Reconceptualising professional learning: sociomaterial knowledges and practices (with M. Nerland, Routledge 2014)
Governing knowledge: comparison, knowledge-based technologies and expertise in the regulation of education (with E Mangez, J Ozga, Routledge 2013)
Materialities, textures, pedagogies (with P Landri, Routledge 2013)
Emerging approaches in education research: tracing the sociomaterial (with R Edwards and P Sawchuk, Routledge 2012)
Knowledge mobilization: politics, languages and responsibilities (with L Farrell, Routledge 2012)
Actor network theory in education (with R Edwards, Routledge 2010),
Doctoral SupervisionsI have recently supervised students who explored questions of knowledge production and everyday practices in changing work organisations, new technologies in professional practice and education, equity and politics in workplace education and learning, boundaryless professionals, social responsibility and ethics in professional practice, gendered conditions of work, and workplace literacy.
Fenwick T, Doyle S, Michael MK & Scoles J (2015) Matters of Learning and Education: Sociomaterial approaches in ethnographic research. In: Bollig S, Honig M-S, Neumann S, Seele C (ed.). MultiPluriTrans in Educational Ethnography: Approaching the Multimodality, Plurality and Translocality of Educational Realities, Bielefeld, Germany: Transcript Verlag/Columbia University Press, pp. 141-162.
Fenwick T (2014) Conceptualizing Critical HRD (CHRD): Tensions, Dilemmas, and Possibilities. In: Poell RF, Rocco TS, Roth GL (ed.). The Routledge Companion to Human Resource Development. Routledge Companions in Business, Management and Accounting, London: Routledge, pp. 113-123.
Fenwick T (2014) Corporate social responsibility and HRD: Uneasy tensions and future directions. In: Chalofsky N, Rocco T & Morris M (eds.) Handbook of Human Resource Development. New York: Wiley-Blackwell, pp. 164-180. http://eu.wiley.com/WileyCDA/WileyTitle/productCd-1118454022.html.
Fenwick T (2014) Rethinking Professional Responsibility: Matters of Account. In: Fenwick T & Nerland M (eds.) Reconceptualising Professional Learning: Sociomaterial knowledges, practices and responsibilities. London: Routledge, pp. 157-170. http://www.routledge.com/books/details/9780415815789/.
Fenwick T & Nerland M (eds.) (2014) Reconceptualising professional learning: Sociomaterial knowledges, practices and responsibilities. London: Routledge. http://www.routledge.com/books/details/9780415815789/.
Fenwick T & Edwards R (2014) Network alliances: precarious governance through data, standards and code. In: Fenwick T, Mangez E, Ozga J (ed.). World Yearbook of Education: Governing Knowledge: Comparison, Knowledge-based Technologies and Expertise in the Regulation of Education. World Yearbook of Education, 2014, London: Routledge, pp. 44-57.
Fenwick T (2014) Futures for community engagement: a sociomaterial perspective. In: Gibbs P & Barnett R (eds.) Thinking about Higher Education. Cham, Switzerland: Springer, pp. 109-122. http://link.springer.com/chapter/10.1007/978-3-319-03254-2_8.
Fenwick T (2014) Assessment of professionals’ continuous learning in practice. In: Billett S, Harteis C, Gruber H (ed.). International Handbook of Research in Professional and Practice-based Learning. Springer International Handbooks of Education, Dordrecht: Springer, pp. 1271-1297.
Fenwick T (2013) Work and learning: perspectives from Canadian adult educators. In: Nesbit T, Brigham SM, Taber N, Gibb T (ed.). Building on critical traditions: Adult education and learning in Canada, Toronto: Thompson Educational Publishing.
Fenwick T (2013) Older workers in the professions: learning challenges and strategies. In: Field J, Burke R & Cooper C (eds.) Sage Handbook of Aging, Work and Society. London: SAGE, pp. 300-313. http://www.uk.sagepub.com/books/Book237162?subject=F00&sortBy=defaultPubDate%20desc&fs=1#tabview=toc.
Fenwick T, Mangez E & Ozga J (eds.) (2013) Governing knowledge: comparison, knowledge-based technologies and expertise in the regulation of education. World Yearbook of Education 2014. London: Routledge.
Fenwick T (2012) Reading Educational Reform with Actor-Network Theory: Fluid Spaces, Otherings, and Ambivalences. In: Fenwick T, Edwards R (ed.). Researching Education Through Actor-Network Theory, London: Wiley-Blackwell, pp. 97-116.
Squires C, Eikhof DR, Fenwick T, Ray Murray P, Grindle M, Millar F, Mackenzie N, Michael MK, Berridge S, Beech N, Greig G & Carter S (2012) CReATeS - Consortium for Research into Arts and Technology in Scotland. Available from: http://www.creates.stir.ac.uk/.
Fenwick T (2012) Matterings of knowing and doing: sociomaterial approaches to understanding practice. In: Hager P, Lee A, Reich A (ed.). Practice, Learning and Change: Practice-Theory Perspectives on Professional Learning. Professional and Practice-Based Learning, 8, Dordrecht: Springer, pp. 67-83.
Fenwick T (2012) Ethics and experiments with art in mobilizing educational research. In: Fenwick T, Farrell L (ed.). Knowledge mobilization in educational research: politics, languages and responsibilities, London: Routledge, pp. 142-153.
Fenwick T (2011) Policies for the knowledge economy: Knowledge discourses at play. In: Malloch M, Cairns L, Evans K & O'Connor B (eds.) The SAGE Handbook of Workplace Learning. London: Sage, pp. 319-330. http://www.uk.sagepub.com/books/Book233097/toc#tabview=title.
Fenwick T & Farrell L (2011) Knowledge mobilization: The new research imperative (Introduction). In: Fenwick Tara, Farrell Lesley (ed.). Knowledge Mobilization and Educational Research: Politics, Languages and Responsibilities, London: Taylor & Francis (Routledge), pp. 1-13.
Fenwick T (2010) Normalising standards in educational complexity: A network analysis. In: Osberg Deborah, Biesta Gert (ed.). Complexity Theory and the Politics of Education, Rotterdam: Sense Publishers, pp. 57-68.
Fenwick T (2010) Trends in Workplace Learning Research. In: Peterson Penelope, Baker Eva, McGaw Barry (ed.). International Encyclopedia of Education, Third ed. International Encyclopedia of Education, 1, Elsevier, pp. 83-88.
Wallace J & Fenwick T (2010) Transitions in Working Dis/Ability: Able-ing Environments and Disabling Policies. In: Taylor Alison, Sawchuk Peter (ed.). Challenging Transitions in Learning and Work. The Knowledge Economy and Education, Rotterdam: Sense Publishers, pp. 309-324.
Fenwick T (2010) Beyond individual acquisition: Theorizing practice-based collective learning in HRD. In: van Woerkom M & Poell R (eds.) Workplace Learning: Concepts, measurement and application. Routledge Studies in Human Resource Development. New York: Routledge, pp. 26-40. http://www.routledge.com/books/details/9780415482622/.
Fenwick T (2008) Workplace learning: Emerging trends and new perspectives. In: Merriam SB (ed.). Third Update on Adult Learning Theory. New Dimensions for Adult and Continuing Education, 119, San Francisco, CA, USA: Wiley-Blackwell/Jossey-Bass, pp. 17-26.
Fenwick T (2008) Learning on the line: Skills, sociality and solidarity among garment workers. In: Livingstone DW, Mirchandani K, Sawchuk P (ed.). The Future of Lifelong Learning in Work: Critical Perspectives. The Knowledge Economy and Education, 1, Rotterdam: Sense Publishers, pp. 185-200.
Farrell L & Fenwick T (eds.) (2007) World Yearbook of Education 2007 - Educating for the global workforce: Knowledge, knowledge work, and knowledge workers. World Yearbook of Education. London: Routledge.
Fenwick T & Farrell L (2007) Educating a global workforce?. In: Farrell Lesley, Fenwick Tara (ed.). Educating the Global Workforce: Knowledge, Knowledge Work and Knowledge Workers. World Yearbook of Education 2007, Abingdon, Oxon: Taylor & Francis (Routledge), pp. 13-26.
Fenwick T (2007) In the between: Invention, caring connection, and mindful participation in Teachers’ Learning. In: Hebert Y, Berger J, Bosetti L, Malcolm G (ed.). Personalizing learning: The future of education in Canada.
Farrell L & Fenwick T (2007) Introduction. In: Farrell L & Fenwick T (eds.) World Yearbook of Education 2007 - Educating the global workforce: Knowledge, knowledge work, and knowledge workers. World Yearbook of Education. Abingdon: Routledge, pp. 1-10. http://www.routledge.com/books/details/9780415416030/
Fenwick T (2006) Book review of: Hidden knowledge: Organized labour in the information age, D.W. Livingstone & P. H. Sawchuk, Toronto: Rowman & Littlefield, 2004, 360pp. ISBN 978-0742529175;
Reading work: Literacies in the new workplace, M. E. Belfiore, T. A. Defoe,
S. Folinsbee, J. Hunter, & N. S. Jackson, Hillsdale, NJ: Lawrence Erlbaum,
2004, 600pp. ISBN 978-0805846218;
Voices from the margins: The stories of vocational high school students, J. P. Nagle, New York: Peter Lang, 2001, 135pp. ISBN 978-0820450322, Curriculum Inquiry, 36 (4), pp. 453-466.
Fenwick T (2006) Escaping/becoming subjects: Learning to work the boundaries in boundaryless work. In: Billett S, Fenwick T, Somerville M (ed.). Work, subjectivity and learning: Understanding learning through working life. Technical and Vocational Education and Training: Issues, Concerns and Prospects, 6, Dordrecht: Springer, pp. 21-36.
Fenwick T & Somerville M (2006) Work, Subjectivity and Learning: Prospects and Issues. In: Billett S, Fenwick T, Somerville M (ed.). Work, Subjectivity and Learning: Understanding Learning through Working Life. Technical and Vocational Education and Training: Issues, Concerns and Prospects, 6, Dordrecht: Springer, pp. 247-265.