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
Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Politics by other means?
T2 - STS and research in education
AU - Gorur, R.
AU - Hamilton, M.
AU - Lundahl, C.
AU - Sjödin, E.S.
N1 - 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
PY - 2019
Y1 - 2019
N2 - 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.
AB - 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.
KW - Actor-Network Theory (ANT)
KW - education
KW - knowledge practices
KW - politics of the mundane
KW - Science and Technology Studies (STS)
U2 - 10.1080/01596306.2018.1549700
DO - 10.1080/01596306.2018.1549700
M3 - Journal article
VL - 40
JO - Discourse
JF - Discourse
SN - 0159-6306
IS - 1
ER -