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Message posted on 12/12/2019

CfA | Education and/as its making: Vulnerabilities in the sociomaterial worlds of learning (8th STS Italia Conf.)

- - apologies for unintended crosspostings *
    
    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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