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Session Type: Symposium
The purpose is to produce a deepened understanding of education, science-society interaction and “post-truth knowledge”. It presents theoretical and empirical analyses of the interplay between knowledge production, agents, practices and positions at an “education agora”. Theoretically, the session is based on research traditions that integrate Science and Technology Studies (STS) and political sociology of knowledge. International Large-Scale Assessments are our empirical focus in national and international discourses. Agora is a concept referring to contextualization of research in a coproduction of science and society. Well-grounded analyses of the education agora are vital for improved understandings of educational research contextualization, of premises for knowledge production and for dealing with post-truth challenges and intellectual engagement concerning uses and abuses of educational research.
Science Speaks to Society? Arguments for Research Relevance and Validity in International Large-Scale Assessment Publications - Sverker S:son Lindblad, University of Gothenburg; Rita Foss Lindblad, University of Borås; Daniel Pettersson, Gävle University College
Comparative Examination of Media Discourses on PISA in China, India, and Germany - Sarbani Chakraborty, University of Wisconsin - Madison; Jingying Feng, University of Wisconsin - Madison; Anders Lindqvist, University of Gothenburg, Department of Education and Special Education
International Large-Scale Assessments in Political and Professional Decision Making in a Nordic Welfare State - Daniel Pettersson, Gävle University College; Gun-Britt Wärvik, University of Gothenburg
International Assessments and How Truth Is Visualized in an Era of Transnational Governance and "Post-Truth" - Thomas S. Popkewitz, University of Wisconsin