09 SES 12 D JS, Intellectualizing and Organizing Knowledge: The Construction of Educational Facts
Joint Symposium NW 09 and NW 23
Relations between science and society are vital for capturing preconditions and social significance of educational research. Historically, there has been a strong relationship in networks and cultural/social principles within national contexts and social science (e.g. Heilbron, 2015; Nye, 1999; Levine, 1995; Wagner et al. 1991). This condition has changed with the creation of new international agencies concerned with comparative strategies to standardize and measure various societal sectors, which is a development tended to function under the radar of science studies. To explore relations of science and society, our analyses focuses on the concept of dynamic tandem processes in science and society as dealing with production and use of knowledge (Nowotny et al. 2003). We note several strategies to utilize educational research for political and professional action that emerge in the changes in which international agencies function with national institutions and science. We also note support for different kinds of educational research in order to improve or reform education on national as well as international levels. In this paper we present an analysis based on three specific fields. We start with (a) current policy discourses in Sweden, based on a selection of policy documents 1948-2015 (e.g. Erikson & Jonsson, 1996; Husén, 1962) and analyses of the history of ILSA research (Pettersson, 2014; Lawn et al. 2008), dominated by statements on school performances and social segregation as measured by international assessments and translated by international experts into national contexts and problems (Lindblad, Pettersson & Popkewitz, 2015) Further, we carry out up-stream analyses on (b) policy articulations on the problematics of educational qualities and social segregation, and (c) developments of international large scale assessments, and (d) the exploration of the epistemic principles that intersect among policy, international assessments, and research. We identified a changing education agora (Nowotny et al. 2003) populated by agents with different relations to each other. During the studied period the articulations of educational problematics were redesigned - from political to economical legitimations. In parallel, the emphasis in rationalities (Weber, 1971) changed from value rationalities (e.g. in terms of democracy) to technical rationalities (efficiency, international competitiveness). In addition, there were replacements and additions of national and international agents at the education agora. Further, entrepreneurial agencies increased arguing in terms of technical rationalities. Stated otherwise, our analyses are significant for an improved understanding of education policy in a changing educational landscape more activated through greyzone activities (Lindblad, Pettersson & Popkewitz, 2015).
Erikson, R., & Jonsson, J. O. (Eds.). (1996) Can education be equalized?: The Swedish case in comparative perspective. Westview Press: Heilbron, J. (2015) French Sociology. Cornell University Press: Ithaca. Husén, T. (1962) Problems of differentiation in Swedish compulsory schooling. Stockholm. Lawn, M. (Ed.). (2008) An Atlantic crossing? the work of the International Examination Inquiry, its researchers, methods and influence. Symposium Books Ltd Lindblad, S, Pettersson, D. & Popkewitz, T. (2015) International Comparisons of School Results: A Systematic Review of Research on Large Scale Assessments in Education. Vetenskapsrådet: Stockholm Nowotny, H., Scott, P. & Gibbons, M. (2003) Introduction:Mode 2'revisited: The new production of knowledge. Minerva, 41(3), 179-194. Nye, D. (1999). American technological sublime. MIT Press: Cambridge. Pettersson, D. (2014) The Development of the IEA: The Rise of Large-scale Testing. Nordin & Sundberg (Eds.) Transnational policy-flows in European education: Conceptualizing and governing knowledge. Symposium Books: East Greenwich. Solovey, M & Cravens, H. (2012) Cold War social science: Knowledge production, liberaldemocracy, and human nature. PalgraveMacMillan: New York. Wagner, P., Weiss, C. Witrock, B. & Wellmann, H. (1991) Social sciences and modern states: National experiences and theoretical crossroads. Cambridge University Press: Cambridge. Weber, M. (1946/2009) From Max Weber: essays in sociology. Routledge: London.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
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Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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