A sociomaterialist reaction to infrastructural theory: A comment on Westbury

Marguerite Koole

doi:10.82168/7nracy39

Commentaries

Vol. 1 No. 1 (2020): Debating the status of 'theory' in technology enhanced learning research

A sociomaterialist reaction to infrastructural theory: A comment on Westbury

Marguerite Koole^▸^▾

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DOI:: https://doi.org/10.82168/7nracy39
Submitted: 31 July 2026
Published: 25-08-2020

Abstract

As an academic working in the area of educational technology and having a great interest in sociomaterialism, I found myself contemplating why I had never heard about infrastructural theory. As Westbury (Westbury, 2020) notes, infrastructural theory is under theorised in technology-enhanced learning. Although Westbury’s work focuses on knowledge infrastructure, infrastructure is all around us at multiple levels and in multiple forms whether that be digital, physical/material, discursive, or otherwise. I agree, therefore, that it is an area in need of more consideration.

References

Barad, K. (2007). Meeting the universe halfway: Quantum Physics and the entanglement of matter and meaning. Duke University Press. http://www.dukeupress.edu/Meeting-the-Universe-Halfway/
Bowker, G. C., Baker, K., Millerand, F., & Ribes, D. (2010). Toward information infrastructure studies: Ways of knowing in a networked environment. In J. Hunsinger, L. Klastrup, & M. Allen (Eds.), International handbook of internet research (pp. 97–117). Springer. https://doi.org/10.1007/978-1-4020-9789-8_5
Jones, C. (2015). Networked learning: An educational paradigm for the age of digital networks (V. Hodgson & D. McConnell (eds.)). Springer International Publishing. https://www.springer.com/gb/book/9783319019338#aboutBook
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Sorensen, E. (2009). The materiality of learning: Technology and knowledge in educational practice. Cambridge University Press.
Westbury, M. (2020). Infrastructure and technology-enhanced learning: Context, agency, multiplicity. Studies in Technology Enhanced Learning, 1(1). https://doi.org/10.21428/8c225f6e.b49ff9c7

[1] Barad, K. (2007). Meeting the universe halfway: Quantum Physics and the entanglement of matter and meaning. Duke University Press. http://www.dukeupress.edu/Meeting-the-Universe-Halfway/

[2] Bowker, G. C., Baker, K., Millerand, F., & Ribes, D. (2010). Toward information infrastructure studies: Ways of knowing in a networked environment. In J. Hunsinger, L. Klastrup, & M. Allen (Eds.), International handbook of internet research (pp. 97–117). Springer. https://doi.org/10.1007/978-1-4020-9789-8_5

[3] Jones, C. (2015). Networked learning: An educational paradigm for the age of digital networks (V. Hodgson & D. McConnell (eds.)). Springer International Publishing. https://www.springer.com/gb/book/9783319019338#aboutBook

[4] LaTour, B. (1993). We have never been modern. Harvard University Press.

[5] Mol, A. (2003). The body multiple. Duke University Press.

[6] Mol, A., & Law, J. (1994). Regions, networks and fluids: Anaemia and social topology. Social Studies of Science, 24(4), 641–671. https://doi.org/10.1177/030631279402400402

[7] Sorensen, E. (2009). The materiality of learning: Technology and knowledge in educational practice. Cambridge University Press.

[8] Westbury, M. (2020). Infrastructure and technology-enhanced learning: Context, agency, multiplicity. Studies in Technology Enhanced Learning, 1(1). https://doi.org/10.21428/8c225f6e.b49ff9c7