*** Apologies for cross-posting ***
Dear all,
for this year's CASCA/AAA conference "Changing Climates" taking place in Vancouver (November 20-24, 2019), please consider submitting a paper abstract (max. 250 words) if the below panel resonates with your work and interest. Please send your abstract by March 25th, and any question to [log in to unmask]
I am generally also interested to connect with people that work in and across educational anthropology, anthropology of science & technology, and science & technology studies.
Many thanks, and all my best,
Mascha
Changing Climates of Education: engaging critical work across educational anthropology, anthropology of science, and science & technology studies
Institutional settings have been prominent sites for educational anthropologists to study knowledge formation and education. While in recent years much work has moved beyond such settings, many scholars point to a still prevalent conception of education as synonymous with institutions, with the school as default norm (Ingold 2018; Levinson 1999; Varenne 2008). Indigenous studies scholars in particular have questioned taken-for-granted epistemological and ontological assumptions of education (Brayboy et al 2015; Lomawaima & McCarty 2006). Scholars in anthropology of science and science & technology studies (STS) likewise started off by focusing on how institutions, like the lab or science policy committees, corroborate specific (technoscientific and technocratic) ways of knowing. Over time, activists and researchers have moved beyond the lab to sites where diverse actors challenge normative ways of knowing and expertise (Callison 2014; Epstein 1995). They have interrogated how expertise is defined by lived experiences and tacit forms of knowing (Felt & Wynne 2007; Lave 1988), pointing out that vast forms of knowledgeability often simply remain unregistered due to lacking resources or cultural capital (Gieryn 1999).
In these fields of study, there is a growing recognition of new or unregistered sites and ‘climates’ in which education (and expertise) emerge. In times of new information & communication technologies, what does it mean to ‘be educated’? What is meant by ‘educating the public’ in public policy schemes, e.g. aiming to democratize science & technology, or science communication (e.g. in museums) addressing wider publics? How does ‘getting an education’ receive new meaning when efforts to decolonize academia and curricula push for the recognition of epistemological difference and power struggles? Further examples include but are not limited to citizen science initiatives, Indigenous schooling, environmental and social movements, public relations work in the industry, governmental extension programs, as well as a general proliferation of educational institutions.
One way to approach these new formations is to follow educational anthropologists and ask how education sprawls into everyday life and practices, taking on new, or long existing but unrecognized cultural forms. Another way is to unpack education in ways STS scholars unpack science and technology: as situated in, and concurrently transforming sociocultural, economic or political realities. Just as technoscientific configurations are emergent forms of life that reshape politico-legal and socio-cultural realities (Fischer 2003), what new form of life has ‘education’ taken on? How, and what forms of ‘education’ do actors in these diverse settings claim in changing environmental, social, and political climates?
This panel seeks to engage critically with education through these diverse disciplinary approaches, within and beyond institutional boundaries and norms, as trans-institutional practices, as democratization or commercialization effort creating new institutions, as policy scheme, etc. It invites empirical, conceptual and theoretical work across and beyond these fields of study, which have rarely engaged, yet have much potential for fruitful exchange.
References
Brayboy, B.M.J. et al. (2015). Sovereignty and education: An overview of the unique nature
of Indigenous education. Journal of American Indian Education 54(1), 1–9
Callison, C. (2014). How Climate Change Comes to Matter: the Communal Life of Facts.
Durham & London: Duke University Press
Epstein, S. (1995). The Construction of Lay Expertise: AIDS Activism and the Forging of
Credibility in the Reform of Clinical Trials. ST&HV 20(4), 408–37
Felt, U. & Wynne, B. (2007). Science and Governance: Taking European Knowledge Society
Seriously. Expert Working Group report for European Commission.
Fischer, M. (2003) Emergent Forms of Life and the Anthropological Voice. Duke U Press
Gieryn, T. F. (1999). Cultural boundaries of science: Credibility on the line. Chicago: University of Chicago Press.
Ingold, T. (2018). Anthropology and/as Education. London: Routledge
Lave, J. (1988). Cognition in Practice: Mind, Mathematics and Culture in Everyday Life. Cambridge: Cambridge University Press.
Levinson, B.A. (1999). Resituating the Place of Educational Discourse in Anthropology. American Anthropologist 101(3), 594–604
Lomawaima, K.T. & McCarty, T.L. (2006). To remain an Indian: Lessons in democracy
from a century of Native American education. New York: Teachers College Press
Varenne, H. (2008). Culture, Education, Anthropology. Anthr. & Educ. Quart. 39(4), 356–68
Mascha Gugganig, PhD
Postdoctoral Researcher
Research Group "Innovation, Society and Public Policy" (ISPP)
Munich Center for Technology in Society
Technical University Munich
Phone: ++49 89 289 29238
Augustenstr. 46, 80333 Munich
https://visualvignettes.wordpress.com/
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