03 SES 11 C JS, Comparative Educational Knowledge and Knowledge Production: A technology of appearance: Interactional acts of education Part 1
Joint Symposium NW 03 and NW 23 to be continued in 03 SES 14 C JS
In this presentation, we address and explore the intimate relations between educational research and its social and political embedding. Our case is communication in international comparisons at the education agora. More broadly, and referring to changes in science systems and scientific knowledge production, these intimate relations have been recognized as being radically transformed and new kinds of regulations and forms of knowledge production arising (Funtowitcz & Ravetz, 1993; Gibbons et al, 1994; Etzokowitz & Leydesdorff, 2000; Nowotny et. al. 2003; Rip, 2004). Generally speaking, despite differences in scholars’ perspectives and foci and the known and debated doubts over the scope and generality of such re-arrangements, there is a strong support for the idea of “re-thinking” science-society relations. Additionally, there is equally strong support for the idea that this re-thinking has taken place in science systems around the globe, making us believe that what we have observed has also been performed. In our search for the social and scientific rationalities of educational research (Foss Lindblad & Lindblad, 2016), we analyze how the re-thinking of science-society relations has been actioned in the Swedish context. Our case of international comparisons and the governing of education goes back to the 1960s and expands rapidly at the education agora during the last decade. We show that this is a dual process, in which educational research responds to governing problematics, e.g. in terms of globalization and incomplete decision-making (Ahrne & Brunson, 2004), and that research results are selectively transformed into policy agendas and political action. The concept of agora – public spaces in which science meets society – is important, as is ‘the society speaks back’ metaphor, which is central for explaining the consequences of the new arrangements (Nowotny, et al., 2005). The metaphor has given voice to warnings about the effects of science on society and nature and has opened up for discourses supporting ideas about scientific knowledge becoming more rigorous if the problems addressed and the solutions presented have been socially and politically negotiated. These discourses are now deeply embedded in education- and educational research policies. Our paper reveals a complex and differentiated picture of the social and scientific rationality of educational research and shows that the “society speaks back” metaphor has meanings that radically differ from those in the natural sciences. In our view, these differences need to be critically discussed.
References not available
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
Network 19. Ethnography
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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