Session Information
23 SES 12 C, International Comparisons
Symposium
Contribution
This paper focuses on science-society interaction – what is conceptualized as an agora in science and technology studies – to understand the mechanisms generated for problem-generating, problem-solving and knowledge production. The education agora is explored to consider how it’s different agents embody and create a form of expertise about "the nature" of society; and how that abstraction of "society" becomes educational facts given significance for policy-making. Our analyses show first, that ILSA research programs are historically situated and co-produced by research and by international and national organizations. Second, when viewed over time, the principles of correspondence between ILSA research and educational policy are stabilized through the categorizations and distinctions of what is but also what is desired as the problem of change. Third, the expertise of the ILSA constructs an abstraction about society as kinds of people and collective belonging that paradoxically denies the diverse social, cultural and political spaces and the historical interactions in which the abstraction of "society" is enacted. This denial and reterritorizing of the notion of society in ILSA research has implications and consequences for education policy-making, research and the articulation of the problem of change.
References
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