Instructional Technologies: Agency, Governing, and Imaginaries

20 12 2005

 

Session Invitation/Call for Papers


 

Reviewing Humanness: Bodies, Technologies and Spaces, EASST Conference, 2006

University of Lausanne, Switzerland, 23rd-26th August 2006
http://www2.unil.ch/easst2006/

Session organizers

Ulf Mellström, Linköping University, ulfme@tema.liu.se
Francis Lee, Linköping University, frale@tema.liu.se
Jörgen Nissen, Linköping University, jorgen.nissen@ituf.liu.se
Lennart Sturesson, Natl. Institute for Working Life,
    lennart.sturesson@arbetslivsinstitutet.se

Abstract

In the ongoing discourse on different spatialities and multiple versions of
imaginary through informational flows, educational and instructional technologies
as technological systems are rarely given visibility or recognition. Our aim
in this session is to give notion to the variety of ways that educational and
instructional technologies can be regarded as different forms of redistributed
thought, governing, and new versions of spatial imaginaries.

We would like to open up for a critical STS-intervention into educational systems
where technology plays a crucial part. From archaeological findings on ‘writings
in sand’ to contemporary on-line learning communities, artifacts and the way
they distribute and redistribute thought is a leitmotif for learning, teaching
and thinking in a number of layers in various forms of education, whether it
be university campus education, distance and correspondence education or youth
education. Such instructional and educational technologies are far from independent
from the thought systems to which they belong. Rather, ‘they model styles
of thought’ (Turkle 1997). In what ways are instructional and educational
technologies actually linked to governing systems of thought? Are there specific
regimes of practice in technologically mediated technology? In what ways are
information and communication technologies generally part of new ways of learning
or are there new ways of learning? This session is organized around three broad
themes in the intersection of education and STS. We invite papers that touch
on one or several of the themes, but also papers which transverse the themes
in apparent and non-apparent ways.

Theme 1: Governing and Practice. Technology in education creates multiple
and specific power relations between school, teacher, student and the state.
For example: In correspondence education, responsibility for discipline and
learning is shifted from state and school to the individual level through inscribed
technological devices; or online learning platforms prescribe certain sanctioned
teaching practices to the teacher which circumscribes the afforded spaces of
action sharply. Visual simulations in technical and medical education steer
the students’ incorporation of the ‘correct’, and easily visualized
knowledge. The question is how these practices are enacted? Which are the forms
of rationality that are employed in governing? Which visualizations and apparatuses
are used? How are the subjectivities that are presupposed and shaped in these
practices done?

Theme 2: Agency, Technology and Education. The question of agency
is closely linked to the assignment of responsibilities in the educational process.
In a mediated and technified education agency is distributed in complex and
heterogeneous network. The responsibility for learning flows in different directions
depending on the specific configuration of the network. The ordering of the
network thus creates different ways of understanding who is responsible for
educating and who is responsible for learning. Is this retraceable in contemporary
and historical practices?

Theme 3: Imaginaries, Globalization and Eduscapes: Contemporary knowledge
trajectories are a major force in globalization flows and students and scholars
migrate on a global scale due to various factors such as diasporic imaginaries,
money, knowledge thirst and dreams of a sustainable life. ICTs are the driving
force in the increase of spatiality. People commute worldwide according to such
‘eduscapes’. They study and teach on a global scale through distance
education, virtual campuses and collect degrees from different continents. In
this respect education going global is shrinking the world but also stratifies,
creating new and neo-colonial patterns of inequality and competition. In the
globalization and concurrent massification of higher education knowledge trajectories
are being redirected, but in what ways and through which means? We encourage
and invite critical contributions considering ICTs, education and different
form of knowledge trajectories.





Sweden’s Top Universities 2005

30 11 2005
Sweden’s Top 11 Universities
1 Karolinska Institutet Stockholm
2 Uppsala Universitet
3 Stockholms Universitet
4 Lunds Universitet
5 Göteborgs Universitet
6 Kungliga Tekniska Högskolan
Chalmers Tekniska Högskola
  Sveriges Lantbruksuniversitet
  Umeå Universitet
7 Linköpings Universitet
  Handelshögskolan i Stockholm

According to the Institute
of Higher Education at Shanghai Jiao Tong University
.





STS Wiki

30 11 2005

Bryan Pfaffenberger has launched a new STS Wiki.
I have been thinking along the same lines for a while, but Bryan actually didi
it! It’s a great initiative. A Wiki is a collaborative encyclopedia, where
visitors to the site can contribute. Using the STS Wiki you can find STS
departments
, look up other STS
scholars
(or add yourself), find other STS
blogs,
contribute with your knowledge about the STS field, or just use it
as an encyclopedia. Great work Bryan!





Testing Pills, Enacting Obesity

19 11 2005

pj.jpg A new great STS thesis published from the department. Petra Jonvallen passed her
Ph.D. defense today for her dissertation: Testing Pills, Enacting Obesity
– The work of localizing in a clinical trial
. Petra investigates how
different tools are localized and discipline practice in order to organize work
and produce reliable data. She uses Annemarie Mol’s concept enactment to understand how obesity is done in different ways in the clinical trial.





How To Go About Academic Publishing

4 07 2005

I’m trying to get some kind of understanding of academic publishing. How should you go about it? What’s important to succeeding? What journals to submit to?

I found some advice through Google:
Getting Published Guide
Simple advice for academic publishing
Simple Advice for Academic Publishing: A Protege Talks Back

Now I’m trying to find good lists of journals in the STS field. Any tips? Please email me or leave a comment.





First Ph.D. in gender studies

18 06 2005

cissi.jpg Yesterday the first Ph.D. in gender studies (in Sweden?) was awarded to my great
friend Cecilia Åsberg at the Department of Gender Studies at the Tema Institute.
She had Merete Lie from the Nowegian Insitute for Interdisciplinary Culture Studies
in Trondheim as opponent. Cecilia handled the defense elegantly. Her dissertation
is called Genetiska föreställningar: Mellan genus och gener i populär/vetenskapens
visuella kulturer (Genetic representations: Between Gender and Genes in Popular/Scientific
Visual Culture). She uses STS, Culture Studies, Visual Culture, and Intersectional
theories to illuminate how genes are represented. The party afterwards was a blast.
I have rarely been to a party where there were so many tributes. Go Cissi!





ACSIS: National Culture Studies Conference

16 06 2005

dsc00254-thumb.jpg
I’m back from three days of wonderful conferencing in Norrköping. It was
the Advanced Culture Studies Institute that arranged the conference. I co-arranged
a session on combining actor-network theory with discourse analysis, and it
went splendidly well. It was really inspring having such an intelligent audience
and session. We had arranged for Marianne Winther-Jørgensen to comment
on the papers, and she did a marvelous job of reading and discussing the papers.

I met my fellow STS/blog person Gustav
Holmberg
(on the picture) at the conference. We agreed that bloggers are charmingly
interesting people, and discussed if it had to do with communicative writing
as a personality trait. I think it might.

Gustav presented a paper at my fiancée Jenny’s session on the
genealogy of food. It seems that food studies and STS might have a lot of interesting
meeting points. I’m thinking about the discussions that me and Jenny have had,
and also about John Law’s writing about foot and mouth disease in Great
Britain. Inspiring.





Back from Oslo

18 05 2005

I have returned from the course with John Law and Vicky Singleton in Oslo.
The course was a five-day action-packed adventure (batteries not included).
We had 16 hours of lectures in one week, an ample reading list, and one day
devoted to a very short collaborative research project. I really enjoyed the
lectures by John Law and Vicky Singleton, both of them being very talented lecturers.

It really felt like I had some missing pieces from a puzzle filled in by the
course. Especially the link between Foucault, post-structuralism and ANT was
valuable. The emphasis on material relationality connected with discursive relationality
kind of made ANT’s goals and method clearer in my head.

John Law’s reading of Shapin and Shaffers article ‘Pump and Circumstance’
was also quite extraordinary. It connected Donna Harraway’s remake of
the modest witness to the enlightenment project, and to our contemporary view
of science, as well as Bruno Latour’s slide from Shapin and Shaffers ‘matters
of fact’ to a new focus on ‘matters of concern’. Moving STS
from deconstruction to re-production. Whatever that may come to mean.





What is an Actant?

15 04 2005

Actant, narratological term introduced by A.J. Graimas for someone or something
which plays one of the typical roles in a traditional story.

Nationalencyklopedin

The so-called actant model was originally worked out by A.J. Greimas on the
basis of V. Propp’s morphological investigations of Russian folk-tales. It
supplies a first general and simple diagram of some positions, relations, and
functions common to narrative developments; the most important characters and
their mutual relations. The general model helps us making precise observations
in the specific text. An actant is a genre-related type of fictional characters
like e.g. the Troll, the Princess, or the young Man in the folk-tale in general,
while an actor is the specific version of the type in the individual tale.

The
Actant Model

Algirdas Julien Greimas [was the man] who created something which is referred
to as the "actantial
model" or the "actant model" which is a way of breaking down what happens
in myths, folktales and other types of stories. Here’s a shitty
diagram
of it on another site. Wait, here’s a better
page about it
. Before I look at that page though, let me summarize what
I understand of it so far…

In this model, you can identify six elements
common to certain types of stories. These elements are referred to as "actants," rather
than actors because they may or may not be personified, or even characters.
But they do drive the action in the story. The six actants he identifies
are:

  1. Subject – looking for the Object
  2. Sender – of the Subject on its quest for the Object
  3. Object – looked for by the Subject
  4. Helper – of the Subject
  5. Opponent – of the Subject
  6. Receiver – of the Object to be secured by the Subject

This is easier to understand if you assign characters to each actant role. Another
site
does that using a generic folktale and I’ll use their examples.
The only tricky part is that multiple actant-roles may be assigned to a
character. Anyway, they refer to the young man or "hero" of a folktale
as the subject. The king is the sender, because he sets the hero out on
his quest. His quest is to locate the object. In their example, the object
of his quest is the Princess. She is the thing which the king sends the
hero to locate. Along the way, the hero is helped in his quest by a wise
old man. The opponent whom he must overcome in order to acquire the object
(rescue the princess) is a troll. The role of receiver is one that gets
doubled up on a character. In their model, the hero is both the subject,
as well as the receiver. When the hero rescues the princess, he is rewarded
with her hand in marriage.

http://www.timboucher.com/

I propose to call whoever and whatever is represented actant. …
The micro-organisms on which Pasteur depended were made to betray him: they
appeared spontaneously [in the sterilized glass flasks] thus supporting Pouchet’s
position. In this case, the actants change camps and two spokesmen are supported
at once.

Latour, Science in Action, 1987, p. 84

The ‘things’ behind the scientific texts are thus similar to
the heroes of the stories we saw at the end of Chapter 1: they are all defined
by their performances. Some in fairy tales defeat the ugliest
seven-headed dragons or against all odds they save the king’s daughter;
others inside laboratories resist precipitation or they triumph over bismuth….
At first, there is no other way to know the essence of the hero. This does
not last long however, because each performance presupposes a competence which
restrospectively explains why the hero withstood all the ordeals. The hero
is no longer a score list of actions; he, she or it is an essence­ slowly
unveiled through each of his, her or its manifestations. ­

It is clear by now to the reader why I introduced the word ‘actant’ e­arlier
to describe what the spokesperson represents. Behind the texts, behind the
instruments, inside the laboratory, we do not have Nature – not yet,
the reader will have to wait for the next part. What we have is an array allowing
new extreme constraints to be imposed on ‘something’. This ‘something’ is
progressively shaped by its re-actions to these conditions. This is what
is behind all the arguments we have analyzed this far.

– – –

The act of defining a new object by the anwers it inscribes on the window
of an instrument provides scientists and engineers with their final source
of strength. It constitutes our second basic principle,
as important as the first in the order to understand science in the making:
scientists and engineers speak in the name of new allies that they have shaped
or enrolled; representatives among other representatives, they add these
unexpected resources to tip the balance of force in their favour. Guillemin
now speaks for endorphin and somatostatin, Pasteur for visible microbes,
the Curies for polonium, Payen and Persoz for the enzymes, Cantor for transfinites.
When they are challenged, they cannot be isolated, but on the contrary their
constituency stands behind them arrayed in tiers and ready to say the same
thing.”

Latour, 1987, pp. 89-90





Plagiarism Revealed

29 03 2005

Hilarious! :)

What follows is the epic saga of a random instant message that came to me
from a stranger this weekend, asking whether I wanted to be paid to write
a college paper for her. Bitch didn’t know she was fucking with a comedy
writer….

A Week of Kindness Blog








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