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The construction industry is one of the least automated industries. In the aspect of automation, the technical understanding is very dominant. Focus has mostly been on tools, robots and industrialisation. sociomaterial design shows us that what may first appear technologically deterministic can be replaced and actually call for reinvisioning the traditional focus. The purpose of this study is to introduce the agency of a sociomaterial designer in construction.

This is a conceptual paper with an empirical example. To understand the sociomaterial complexity and dynamics of automation, practice theories are applied. To test this approach, the authors give an example from a Danish (global) supplier engaged in a development project about technical aid (tools) in mounting and assembling gypsum walls.

The sociomaterial-designer can help to understand and make innovation happen when doing automation in construction; as the centre of innovation in construction processes, she works all day with practice, together with practitioners, focusing on material arrangements as located not only in practice, but also in the artefacts. She can help the supplier of construction materials in understanding different professional practices and the transformation to use smarter tools.

This research is within a new practice domain “sociomaterial-design” and it has to follow up with an empirical study that covers a development project with a sociomaterial-design approach.

Developing competences (agency) as a sociomaterial-designer when linking the sociotechnical understanding of Automation with practice.

This research showcases how sociomaterial perspectives can inform automation in construction.

Smartphones play an integral part in many children's lives. Their constant presence in various contexts and the multitude of affordances they present have a tremendous effect on how childhoods are lived today. One important aspect is the way children's interaction with smartphones can affect relationships and particularly generational relations. In this explorative study, we investigated Azerbaijani children's interaction with smartphones in the family and at school using the sociomaterial and relational approaches. Thinking relationally, we followed children's stories to unravel how smartphones can mediate different types of behavior and assist children in negotiating their place in generational order with the adults in their lives. Analyses suggest that smartphones can both present children with bargaining power to negotiate pleasure and fun as well as means to reinforce the generational order by children themselves. The findings point out that children often transfer social norms and expectations placed on them to the ways they use smartphones.

Business models can be considered as cognitive models that managers or analysts can use to describe, understand, or test business activities. However, the emergence of a new business model requires not only cognitive operations but also concrete modifications to the realities of a company’s operations and structures. In this paper, we adopt a sociomaterial view of organizational change based on actor-network theory, and underline the role of artifacts in the emergence of new business models. We base our discussion on a case study of a French leader in kitchen electric appliances. Despite the fact that the building of its new business model is still in progress, this empirical study provides important suggestions concerning the role of artifacts.

Since 1969, the Moroccan government has worked to convert irrigated collective land in the Gharb region into individual freehold tenure through cadastral, registration, and titling processes. The first titles were issued in 2017, the same year that a new compact between the Government of Morocco and the Millennium Challenge Corporation, a US foreign aid agency, entered into force to develop a streamlined privatization process for collective lands. In this chapter, I adopt the analytic of assemblage to investigate the historical construction of administrative frameworks, material landscapes, and systems of practice governing access to collective land. I assert that the shifting arrangements of sociomaterial relations related to collective land access in the Gharb have continuously assembled new practices of land access legible to state and market actors at a wider scale. This legibility was produced by administrative reforms and the deployment of new forms of knowledge production in the form of cadastral maps and titles deeds, which have worked to formalize and individualize access to collective land in the Gharb. The logic of legibility smooths the contradictions between the diverse objectives of state actors, including rural development to improve economic livelihoods, pursuit of a neoliberal development strategy focused on commodification and marketization of land, and the evolution of a patronage system that exchanges economic gain for political support.

The structures, procedures and relationships within schools both constrain and enable the ways that children and teachers can engage with the everyday ‘business’ of literacy learning. In schools and classrooms, the resources available to children, the spaces in which they work and how adults interact with them are often decided upon by others, including their teachers. In this chapter, we focus specifically on access to mobile digital resources and important spaces in the school, arguing that opportunities for children to be critical consumers and producers of text can be provided when children are afforded some control of decisions about how, where and when people, materials, tools and texts are used. Drawing from data collected as part of a larger study of learning to write in the early years of schooling, at two different schools in different Australian states, we examine two cases of ‘disruption’ negotiated by children and their teachers. We explore the potential of mobile technologies in children’s hands as key elements in changing the socio-spatial power relations around text production that usually hold in schools. These instances are explicit opportunities to study what is possible when young children and teachers work to change children’s relationships to materials, spaces and people in productive and provocative ways. We analyse the digital texts produced and the work of teachers and children to foreground digital literacies as a way to influence what goes on in their schools.

Standards are normative specifications for the steering of education policy and practice. They aim to clarify educational objectives, means and practice, by giving a shape to the worlds of education. They raise criticisms of oversimplification often splitting the discussion in unnecessary oppositions between pro and con standardisation. To escape from a fruitless antagonism, this chapter proposes the concept of waves of standardisation. Standards are essential characteristics of any organisation, including schools. Historically, standardisation of education increases with the emergence of modernity, and in particular with the unfolding and consolidation of mass schooling. Since then, however, waves of standardisation develop into diverse political scenarios and are oriented by different rationales. More than a standard world of education, a world of standards sustained by several circuits of expertise where competing logics of justifications are embedded in various political rationalities is illustrated.

Although scarce in the literature of entrepreneurship, the Aztec and Mayas (as well as the Incas), two of the most important civilizations in ancient Latin America, are considered by us as entrepreneurs. This is our departing point for understanding where entrepreneurship was born and built in Latin America. Unfortunately, its indigenous communities still are far behind in terms of labor, quality of life, poverty, and economic opportunities. From the ethnic entrepreneurship theory and after a deep literature review, a model is proposed for our region, a starting point to analyze and understand its processes in our region, thus making an impact on the development of public policies that can ultimately alleviate and improve the condition of this communities, and by going back to its roots, give a clearer picture of the reasons behind the present and future condition of entrepreneurship in Latin America.

This section focuses on Azerbaijan, Kazakhstan, Kyrgyzstan and Türkiye where knowledge on children and youth has been misconstrued as homogenous and ahistorical. To address this epistemic gap, authors explore the social, cultural and economic experiences of children and youth, their expectations, aspirations and risks under the premise that the region's imperial history, participation in the Soviet Union and postindependence transition, and postimperial present account for and produce social and historical continuities which persist and make for differently experienced childhood, adolescence and youth. Chapters in this section emphasize diverse and creative ways in which young citizens living in Central Asia and Caucasus (CAC) countries engage in negotiating, collaborating, adapting and confronting challenges and barriers presented by the rapidly changing social realities shaped by global labor market transformation, growing economic inequalities and advanced communication systems. This analysis is done from the standpoint of those on whose behalf research is conducted – the youth and children themselves.