Historically, the core of sociology of education has been and still remains the understanding of the production and (re)production of inequality (Gewirtz and Cribb, 2009). On the other hand, sociology of education like any scientific investigation is a construction that may change in so far as the conditions of its productions change as well (Ball, 2000). In a interesting account of changing conditions of sociology of education Ball (2009) describes some sociologies of education over time from 'Political Arithmetic' (1930s/1960s), to  the 'New Sociology of Education' (1970s) and  to the ‘flight to policy studies’ in the 80s. This suggest the possibility of performing multiple sociologies of education: I explored here some overlaps for  developing a materialistic sociology of education that may include the post-humanistic positions of social studies of science and technologies (Hackett; Amsterdamska; Lynch, and Wajcman J., 2007, Fenwick and Edwards, 2010; Fenwick and Landri, 2012) . In that interference, the production of inequality is analysed in order to forefront the situated and material conditions producing and reproducing learning and educational processes responsible at the same time of the inclusion and the exclusion processes. Socio-material accounts invite to pay attention to how education has a spatial dimensions (envelops, architectures, etc.) mobilizing multiplicities of humans and non-humans, included those complex heterogeneous networks that define the scientific disciplines. That way, they are also helpful in considering the influence (and the responsibility of) of the disciplines (and in that case, of the sociological knowledge) on the objects/subjects under investigation, that is in creating conditions for supporting or modifying what is at stake in educational relationship, or education policy.  Socio-material approaches, here, share common fundamental theoretical resources (Bourdieu,  Foucault for example are important key figures for sociology of education and for STS), yet have elaborated position that may contain also possibilities of collapses and re-thinking that are still under the debate with respect to basic theoretical concepts (think about for example the notion of 'habitus') . Those frameworks have the effect of transforming the research questions: a) how (in)equalities are concretely performed in the current practice of education ? b) how sociomaterial assemblages emerge locally in defining the practice of education ? c) how this sociomaterial assemblages stabilise ? d) what are the effect of these collectives (here considered 'gatherings' of human and non-humans) in terms of (in)equalities ? That way, we are interested in describing how  the fabrication of local education orders is accompanied by a situated, and in some way, contested moral of inclusions and exclusions.

Dale, R. (2001) The Sociology of Education over 50 Years in J. Demaine (ed) Sociology of Education Today, London: Palgrave. Gewirtz, S. and Cribb, A. (2009) Understanding Education: A Sociological Perspective, Cambridge: Polity Press. Ball, S. J. (ed) The Sociology of Education (London, Falmer 2000) Ball, S.J. (2008) Some Sociologies of Education: a History of Problems and Places, and Places, Segments and Gazes, Sociological Review, 56(4). Fenwick, T. and Edwards, R. (2010) Actor-Network Theory and Education. London: Routledge. Fenwick, T. and Landri, P. (2012) Special Issue on “Materialities, Textures and Pedagogies: Socio-Material Assemblages in Education”, Pedagogy, Culture, and Society (forthcoming). Hackett, E. J., Amsterdamska, O., Lynch M. and Wajcman J. (eds.) (2007) The Handbook of Science and Technology Studies, Third Edition. Cambridge, MA and London: MIT Press Simons, M., Masschelein, J. (2010). Hatred of democracy... and of the public role of education? Introduction to the special issue on Jacques Rancière. Educational Philosophy and Theory, 42 (5-6), 509-522