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  • CDIS_A_1549700

    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Discourse on 31/12/2018, available online: http://www.tandfonline.com/10.1080/01596306.2018.1549700

    Accepted author manuscript, 292 KB, PDF-document

    Embargo ends: 1/07/20

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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Politics by other means?: STS and research in education

Research output: Contribution to journalJournal article

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<mark>Journal publication date</mark>2019
<mark>Journal</mark>Discourse
Issue number1
Volume40
Number of pages15
Publication statusPublished
Early online date31/12/18
Original languageEnglish

Abstract

Science and Technology Studies (STS) has been surprisingly slow to become widely known and deployed in the field of education. Yet STS has a rich array of concepts and analytical methods to offer to studies of: knowledge practices and epistemic cultures; the interrelationship between states and knowledge; regulatory practices, governance and institutions; and classrooms, pedagogy, teaching and learning. Most importantly, it provides a fresh perspective on how power operates in ordering societies, disciplining actors and promoting ideas and practices. In this paper, we provide an introduction to STS and elaborate what it offers education scholars. Using examples from the emerging body of STS work in the field of education, and in particular from the papers in this special issue, we argue that STS is not only useful, but an exciting and generative form of critique–one that is especially suited to investigating contemporary issues in education policies and practices.

Bibliographic note

This is an Accepted Manuscript of an article published by Taylor & Francis in Discourse on 31/12/2018, available online: http://www.tandfonline.com/10.1080/01596306.2018.1549700