* * * apologies for unintended crosspostings * * *
<br>
<br>
<br>
<br>Education and/as its making
<br>Vulnerabilities in the sociomaterial worlds of learning
<br>
<br>8th STS Italia Conference
<br>18-20 June 2020, University of Trieste (Italy)
<br>
<br>
<br>
<br>Convenors
<br>
<br>Assunta Viteritti, “Sapienza” University of Rome
<br>(assunta.viteritti@uniroma1.it)
<br>
<br>Leonardo Piromalli, “Sapienza” University of Rome
<br>(leonardo.piromalli@uniroma1.it)
<br>
<br>
<br>
<br>New vulnerabilities arise in all fields of education and learning today.
<br>This track aims at dis/entangling them in their proximal and distal
<br>effects.
<br>
<br>(Meta)data and infrastructures deluge as tools for researching and
<br>governing education (Williamson & Piattoeva, 2019) at policy and
<br>practice levels. Educational apps and platforms sculpt users’
<br>subjectivities, enact learning regimes and perform relationships thus
<br>making ‘platform societies’ operative (Decuypere, 2019; Van Dijck et
<br>al., 2018). Standards are adopted in ‘governing at a distance’ efforts
<br>as assurances of objectivity, transparency and trustworthiness (Landri,
<br>2018). Networks composed by experts, edu-businesses, edtech stakeholders
<br>emerge as new macro-actors doing governing work on education beyond the
<br>state boundaries and the formal sphere (Normand, 2016; Williamson,
<br>2019). Knowledge and disciplines are constantly in the making as
<br>unstable effects of translations and inscriptions of practical
<br>accomplishments which are materially, discursively, aesthetically,
<br>affectively mediated (Fenwick, 2015; Taylor, 2018; Gherardi, 2019).
<br>Policies too are entangled with such complex and multiple processes as
<br>fast, mobile, unpredictable assemblages that are always on the verge of
<br>becoming something different (Gorur, 2011; Cort, 2014; Williamson,
<br>Rensfeldt, Player-Koro & Selwyn, 2019). Power-laden discourses and
<br>theories are translated across multiple scalar levels through laws,
<br>casual chatting, scientific papers, research methods and techniques
<br>(Nespor, 1994; Ozga & Gerwitz, 1994).
<br>
<br>Various effects emerge from the unstable relationships connecting these
<br>f/actors within the increasingly intricate space-times of educational
<br>processes and practices. The end of the programme institutionnel of
<br>modernity (Dubet, 2008) brings new tensions that call into question the
<br>relations between humans and non-humans in the fields of education. On
<br>the one hand, processes of democratisation of knowledge emerge which
<br>lead to the co-construction of spaces of inclusion. On the other, new
<br>vulnerabilities and forms of exclusion arise through processes of
<br>datafication, dataveillance, blackboxing, commensuration, gender
<br>discrimination, etc.
<br>
<br>This track aims at performing a shared space for reflection about
<br>education and/as its making in vulnerable societies. We thus welcome
<br>contributions which deploy empirical cases, theories, methods and
<br>sensitivities for doing work in and on the world(s) where education is
<br>governed, practised, assembled (Law & Singleton, 2013).
<br>
<br>Possible topics of interest include the following:
<br>
<br>· what does the ‘platformisation’ of education do today?
<br>
<br>· how do standardisation and standards in school and university
<br>generate vulnerability?
<br>
<br>· how (where?) do education policies morph when they move (Staunæs
<br>et al., 2018)?
<br>
<br>· what methods, techniques and practices to engage with and
<br>contrast vulnerabilities in education?
<br>
<br>· how can spaces, objects, texts, etc., of education and learning
<br>produce or/and reduce vulnerabilities?
<br>
<br>
<br>
<br>Deadline for submission: 9 February 2020
<br>
<br>Details for submissions:
<br>https://www.stsitaliaconf2020.com/call-for-abstracts
<br>
<br>Conference website: https://www.stsitaliaconf2020.com/
<br>
<br>
<br>
<br>
<br>
<br>--
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