Message posted on 12/12/2019
CfA | Education and/as its making: Vulnerabilities in the sociomaterial worlds of learning (8th STS Italia Conf.)
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Education and/as its making
Vulnerabilities in the sociomaterial worlds of learning
8th STS Italia Conference
18-20 June 2020, University of Trieste (Italy)
Convenors
Assunta Viteritti, “Sapienza” University of Rome
(assunta.viteritti@uniroma1.it)
Leonardo Piromalli, “Sapienza” University of Rome
(leonardo.piromalli@uniroma1.it)
New vulnerabilities arise in all fields of education and learning today.
This track aims at dis/entangling them in their proximal and distal
effects.
(Meta)data and infrastructures deluge as tools for researching and
governing education (Williamson & Piattoeva, 2019) at policy and
practice levels. Educational apps and platforms sculpt users’
subjectivities, enact learning regimes and perform relationships thus
making ‘platform societies’ operative (Decuypere, 2019; Van Dijck et
al., 2018). Standards are adopted in ‘governing at a distance’ efforts
as assurances of objectivity, transparency and trustworthiness (Landri,
2018). Networks composed by experts, edu-businesses, edtech stakeholders
emerge as new macro-actors doing governing work on education beyond the
state boundaries and the formal sphere (Normand, 2016; Williamson,
2019). Knowledge and disciplines are constantly in the making as
unstable effects of translations and inscriptions of practical
accomplishments which are materially, discursively, aesthetically,
affectively mediated (Fenwick, 2015; Taylor, 2018; Gherardi, 2019).
Policies too are entangled with such complex and multiple processes as
fast, mobile, unpredictable assemblages that are always on the verge of
becoming something different (Gorur, 2011; Cort, 2014; Williamson,
Rensfeldt, Player-Koro & Selwyn, 2019). Power-laden discourses and
theories are translated across multiple scalar levels through laws,
casual chatting, scientific papers, research methods and techniques
(Nespor, 1994; Ozga & Gerwitz, 1994).
Various effects emerge from the unstable relationships connecting these
f/actors within the increasingly intricate space-times of educational
processes and practices. The end of the programme institutionnel of
modernity (Dubet, 2008) brings new tensions that call into question the
relations between humans and non-humans in the fields of education. On
the one hand, processes of democratisation of knowledge emerge which
lead to the co-construction of spaces of inclusion. On the other, new
vulnerabilities and forms of exclusion arise through processes of
datafication, dataveillance, blackboxing, commensuration, gender
discrimination, etc.
This track aims at performing a shared space for reflection about
education and/as its making in vulnerable societies. We thus welcome
contributions which deploy empirical cases, theories, methods and
sensitivities for doing work in and on the world(s) where education is
governed, practised, assembled (Law & Singleton, 2013).
Possible topics of interest include the following:
· what does the ‘platformisation’ of education do today?
· how do standardisation and standards in school and university
generate vulnerability?
· how (where?) do education policies morph when they move (Staunæs
et al., 2018)?
· what methods, techniques and practices to engage with and
contrast vulnerabilities in education?
· how can spaces, objects, texts, etc., of education and learning
produce or/and reduce vulnerabilities?
Deadline for submission: 9 February 2020
Details for submissions:
https://www.stsitaliaconf2020.com/call-for-abstracts
Conference website: https://www.stsitaliaconf2020.com/
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