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Session Submission Type: Symposium
This session approaches the concern over the better use of research by examining the practices of knowledge making which separate experts from lay people—policymakers from scientists. By following the practices of policy actors, it attempts to reduce the fissure between numbers, policymakers, experts, and the public. Using empirical data from the US, Australia, Belgium and from the international comparative study PISA, the four papers make a compelling argument for research to go beyond quantifiable data – “matters of fact”– to messier “matters of concern.” Drawing upon science and technology studies (STS), actor-network theory (ANT), and political sociology, the papers call for a different approach to “doing” policy and make scholarly contributions by showing how collective policy learning might be accomplished.
Planning Sciences, Policy, and Conserving as the Problems of Change: Should We Take Seriously the Cautions of Foucault and Rancière? - Thomas S. Popkewitz, University of Wisconsin
Equity Measurement as a “Matter of Concern”: The Case of PISA (Programme for International Student Assessment) in Australia - Radhika Gorur, Victoria University - Victoria Institute for Education Diversity and Lifelong Learning
How (Not) to Talk About Education Today? From Evidence-Based to Concern-Oriented Policy - Mathias Decuypere, K.U. Leuven; Maarten Simons, University of Leuven; Carlijne Ceulemans, University of Antwerp
Seeing Through Transparency: Controversy as Collective Learning - Jill P. Koyama, University at Buffalo - SUNY; Radhika Gorur, Victoria University - Victoria Institute for Education Diversity and Lifelong Learning