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- Blaise, M., et al.
(författare)
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CREATIVELY ATTENDING TO UNFINISHED BUSINESS, EVERYDAY SEXISMS, COVID-19, AND HIGHER EDUCATION : The #FEAS fake journal
- 2024
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Ingår i: The Routledge International Handbook of Transdisciplinary Feminist Research and Methodological Praxis. - : Taylor & Francis. - 9781003847601 - 9781032301297 ; , s. 380-382
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- COVID-19 amplified the everyday sexisms that academics experience in higher education, including women’s submission of publications. This chapter shows how a creative and transdisciplinary intervention, #FEAS FAKE JOURNAL, made space for feminist academics whose scholarship was affected by the pandemic to take part in a project that privileged “unfinished business”. A creative methodology was used that moved beyond the traditional research narrative that relies on mastery and certainty. Seventeen feminist academics participated in the project by submitting an abstract to a fake journal about an unfinished work. Several creative components were used to solicit and support personal, political, and creative accounts to the pandemic. These accounts show how feminist academics were affected by lockdowns, how they managed, and in some cases how they connected with each other. Findings show how transdisciplinary feminist creative activism made space for participants to reflect on the effects of the pandemic and to consider what is worth finishing. This paper shares a rare glimpse into the behind the scenes of knowledge making and doing as unfinished business. It shows how transdisciplinary feminist art activism can be enacted with care and solidarity with others.
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| 2. |
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| 3. |
- Gorur, Radhika, et al.
(författare)
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Politics by other means? : STS and research in education
- 2019
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Routledge. - 0159-6306 .- 1469-3739. ; 40:1, s. 1-15
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- 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.
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| 4. |
- López, Cristina Alarcón, et al.
(författare)
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Dancing with Covid : Choreographing examinations in pandemic times
- 2021
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 20:4, s. 403-422
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we explore the improvisations made in examination practices in higher education during the pandemic of 2020. Drawing on STS, we start from the theoretical assumption that examinations constitute an obligatory passage point in universities and colleges: a sacred point which students need to pass if they want to gain recognized qualifications. We base our analysis of higher education examinations on cases from six countries around the world: Australia, Belgium, Chile, India, Sweden and the UK. We use the analytical heuristic of choreography to follow the movements, tensions and resistance of the 'emergency examinations' as well as the re-orderings of actors and stages that have inevitably occurred. In our analytical stories we see the interplay between the maintenance of fixed and sacred aspects of examinations and the fluidity of improvisations aimed at meeting threats of spreading Covid-19. These measures have forced the complex network of examinations both to reinforce some conventional actors and to assemble new actors and stages, thus creating radically new choreographies. Although higher education teaching and didactics are being framed as a playground for pedagogical innovation with digital technologies, it is clear from our data that not all educational activities can be so easily replicated.
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| 6. |
- Mikhaylova, Tatiana, 1981-, et al.
(författare)
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Reading as a Societal Desire and a Scientific Fact
- 2024
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Konferensbidrag (refereegranskat)abstract
- Reading is said to have a unique place in human civilization, transcending times and cultures. It is considered crucial for school performance and the development of democratic citizens (Skolverket, 2022). However, according to the Programme for International Reading Literacy Study (Skolverket, 2023) reading habits in Sweden are declining. Overall, the act of reading is perceived to be at risk – a concern that has been eloquently articulated within and beyond the Nordic context. Declining reading habits are seen as a major challenge in contemporary societies, with potential negative effects on children’s cognitive, emotional, and personal development as well as on the formation of a well-rounded, critically thinking, and informed citizens. In examining how reading is produced as a societal, scientific and political concern (cf. Latour, 2004a), we have elsewhere introduced the concept of the ‘reading industrial complex’ (Sundström Sjödin, et al., in press). This concept posits reading as a multifaceted matter involving a wide range of actors, each holding their own view of what reading is, what it entails, and why we should care about it. The present study focuses more narrowly on the role of science in shaping perceptions of reading as a valued activity, influencing policies, and informing pedagogical practices.Theoretically, the study is inspired by Latour’s concepts of matters of facts and matters of concern (Latour, 2004a, 2004b, 2014) to explore how scientific knowledge about reading is constructed and transformed into established ‘facts’ or ‘concerns’. This involves uncovering the desires and aspirations behind research initiatives and examining the ‘laboratory life’ (Latour et al., 2013) of reading science. To achieve this aim, we trace the shifting epistemologies of reading research as reflected in the Journal of Literacy Research from 1969 to 2022. For that, we selected over 200 articles which we coded in accordance with our analytical interest and the purpose of the study. Of particular interest was to explore how the value of reading is constructed within selected articles. Preliminary findings indicate significant shifts in reading research over time. These include expanded conceptions of what counts as reading and literacy, increased interest in contexts and the use of qualitative research methods. Nevertheless, reading continues to be treated as essentially one thing, albeit complex and multifaceted, that can be observed, measured, and assessed, often at the level of the individual. In Latourian terms, then, we can say that while reading is widely recognized as a political and societal concern, it still tends to be approached as a matter of fact.
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| 7. |
- Persson, Magnus, et al.
(författare)
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r
- 2022
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- I detta nya VR-finansierade projekt undersöker vi på vilka sätt litteraturläsning motiveras som något värdefullt i det offentliga samtalet och vilka didaktiska konsekvenser olika sätt att motivera olika typer av läsning får. Vi avser undersöka hur samhälleliga institutioner, praktiserande lärare och forskning resonerar och argumenterar om nödvändigheten av att läsa. Från att läsning historiskt ofta har motiverats med hjälp av humanistiska ideal ser vi att läsning allt oftare motiveras med hjälp av 'siffror' som tagits fram genom olika mätningar och kvantifieringar. Litteraturläsning handlar därmed alltmer om läsfärdighet, och denna övergång får påtagliga didaktiska konsekvenser. Litteraturläsning som humanistiskt bildningsideal kan och har problematiserats från både litteraturdidaktiskt håll och från litteracitetsforskning, något som driver och utvecklar litteraturundervisningen. Vad händer då när legitimeringen av litteratur i undervisning övergår till att bli en fråga om kognitiva och kvantifierbara färdigheter, såsom ordförråd? Med hjälp av teoretiska perspektiv som utgår från science-and technology studies (STS) avser vi spåra och kartlägga olika aktörer som deltar i legitimering och värdering av läsning, och därmed undersöka på vilket sätt och med hjälp av vilka aktörer läsning blir ett naturaliserat samhälleligt problem som skolan förväntas lösa. Projektet består av tre empiriska case: (1) en bibliometrisk analys av förskjutningar i talet om läsning i vetenskapliga artiklar; (2) en kartläggning av viktiga offentliga aktörer inom läsfrämjande; (3) intervjuer med lärare om deras attityder till och erfarenheter av litteraturundervisning.I denna presentation kommer vi att visa empiriska exempel från och göra analytiska nedslag i case 2.
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| 9. |
- Sundström Sjödin, Elin, et al.
(författare)
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Assembled teaching : A sensitized conceptualisation of didactics
- 2022
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Ingår i: Comparative and international education (re)assembled. - : Bloomsbury Academic. - 9781350286825 - 9781350286832 - 9781350286849 ; , s. 183-200
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Bokkapitel (refereegranskat)abstract
- The aim of this chapter is to contribute to a widened and at the same time sensitized concept of didactics, illustrated by three cases that we mirror against traditional didactic triangle models. We describe assemblages of actors, both human and non-human (Latour, 2007), involved in these three specific teaching situations, how they perform and what effects they have. These cases are not presented as being representative of something larger, or as something that fits easily into comparisons, with corresponding or equivalent entities in other countries or other practices, but rather as phenomena in their own right, which nonetheless can provide more sensitized comparative research: “as incitement to ask questions about difference and similarity, about what alters in moving from one place to another” (Law and Mol 2002, p. 16). Whereas comparative research usually makes use of context as having explanatory features, our analytical focus is on the details of the assembled didactic situations, on the actors and effects of their relationships. We see didactics as a relational and situated endeavor. However, even if the actors and relations within one didactic situation does not mean the same in other situations, this approach can offer comparative insights about what assemblages that become possible and the different effects that different assemblages have and what contexts can be created from there.
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