Autore: Müller, Ruth
Titolo: What Can STS Contribute to Justice-Oriented Education Research? Insights from a Case Study
Periodico: Scuola democratica : strategie educative e territorio
Anno: 2024 - Volume: 36 - Fascicolo: 3 - Pagina iniziale: 513 - Pagina finale: 527

In this text, I examine how Science and Technology Studies (STS) can contribute to justice-oriented education research, focusing on the shared concerns of both fields with equity, inclusion, and social justice in educational settings. Despite their complementary interests, collaboration between STS and education research has been limited so far. I argue that STS, with its critical attention to knowledge-power relations and the co-construction of science and society, offers valuable concepts and approaches for reimagining educational research and practice. To exemplify potential synergies, I draw on collaborative research with Martha Kenney that explores how actors in education and juvenile corrections in the US Pacific Northwest have mobilized research on the biological implications of early life adversity in order to open doors for trauma-informed and restorative justice interventions in their work with children and youth. I illustrate how STS frameworks can enhance our understanding of how scientific knowledge is mobilized in educational contexts and with what kinds of social and political implications. Finally, I put forward the need for intensified collaboration between STS and education research to advance equity-driven frameworks that respond to the pressing challenges of inclusion, diversity, and justice in contemporary educational settings.




SICI: 1129-731X(2024)36:3<513:WCSCTJ>2.0.ZU;2-5
Testo completo: https://www.rivisteweb.it/download/article/10.12828/116210
Testo completo alternativo: https://www.rivisteweb.it/doi/10.12828/116210

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