28 SES 02, Some New Perspectives on European Inequalities
Parallel Paper Session
Historically, the core of sociology of education has been and still remains the understanding of the production and (re)production of inequality (Gewirtz and Cribb, 2009). On the other hand, sociology of education like any scientific investigation is a construction that may change in so far as the conditions of its productions change as well (Ball, 2000). In a interesting account of changing conditions of sociology of education Ball (2009) describes some sociologies of education over time from 'Political Arithmetic' (1930s/1960s), to the 'New Sociology of Education' (1970s) and to the ‘flight to policy studies’ in the 80s. This suggest the possibility of performing multiple sociologies of education: I explored here some overlaps for developing a materialistic sociology of education that may include the post-humanistic positions of social studies of science and technologies (Hackett; Amsterdamska; Lynch, and Wajcman J., 2007, Fenwick and Edwards, 2010; Fenwick and Landri, 2012) . In that interference, the production of inequality is analysed in order to forefront the situated and material conditions producing and reproducing learning and educational processes responsible at the same time of the inclusion and the exclusion processes. Socio-material accounts invite to pay attention to how education has a spatial dimensions (envelops, architectures, etc.) mobilizing multiplicities of humans and non-humans, included those complex heterogeneous networks that define the scientific disciplines. That way, they are also helpful in considering the influence (and the responsibility of) of the disciplines (and in that case, of the sociological knowledge) on the objects/subjects under investigation, that is in creating conditions for supporting or modifying what is at stake in educational relationship, or education policy. Socio-material approaches, here, share common fundamental theoretical resources (Bourdieu, Foucault for example are important key figures for sociology of education and for STS), yet have elaborated position that may contain also possibilities of collapses and re-thinking that are still under the debate with respect to basic theoretical concepts (think about for example the notion of 'habitus') . Those frameworks have the effect of transforming the research questions: a) how (in)equalities are concretely performed in the current practice of education ? b) how sociomaterial assemblages emerge locally in defining the practice of education ? c) how this sociomaterial assemblages stabilise ? d) what are the effect of these collectives (here considered 'gatherings' of human and non-humans) in terms of (in)equalities ? That way, we are interested in describing how the fabrication of local education orders is accompanied by a situated, and in some way, contested moral of inclusions and exclusions.
Dale, R. (2001) The Sociology of Education over 50 Years in J. Demaine (ed) Sociology of Education Today, London: Palgrave. Gewirtz, S. and Cribb, A. (2009) Understanding Education: A Sociological Perspective, Cambridge: Polity Press. Ball, S. J. (ed) The Sociology of Education (London, Falmer 2000) Ball, S.J. (2008) Some Sociologies of Education: a History of Problems and Places, and Places, Segments and Gazes, Sociological Review, 56(4). Fenwick, T. and Edwards, R. (2010) Actor-Network Theory and Education. London: Routledge. Fenwick, T. and Landri, P. (2012) Special Issue on “Materialities, Textures and Pedagogies: Socio-Material Assemblages in Education”, Pedagogy, Culture, and Society (forthcoming). Hackett, E. J., Amsterdamska, O., Lynch M. and Wajcman J. (eds.) (2007) The Handbook of Science and Technology Studies, Third Edition. Cambridge, MA and London: MIT Press Simons, M., Masschelein, J. (2010). Hatred of democracy... and of the public role of education? Introduction to the special issue on Jacques Rancière. Educational Philosophy and Theory, 42 (5-6), 509-522
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
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.