Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Industrial actors and their rationales for engaging in STEM education
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.ORCID iD: 0000-0002-5574-8636
2019 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839Article in journal (Refereed) Epub ahead of print
Abstract [en]

In science education, critical discussions on the engagement of industrial actors in STEM education are scarce. In this study, we take the perspective that industrial STEM education initiatives are an arena for governing STEM education. The aim is to contribute to a critical discussion on the involvement of industrial actors in STEM education by scrutinizing how they describe their engagement. More specifically, we look at the discursive repertoires industrial actors put forward as rationales for engaging in STEM education initiatives. The data consist of web materials wherein industrial actors describe and justify their engagements. We identify the following interpretative repertoires used by industrial actors when justifying their engagement in said initiatives: a) Securing competent labour, b) Securing economic growth, c) Improving the public image—marketing, d) Contributing to a bright future, e) Increasing interest in STEM, f) Increasing knowledge in and of STEM and g) Empowering young people. The repertoires are discussed in light of potential tensions between public and private good. The notion of ‘boundary repertoires’ is introduced to discuss repertoires which can be adapted across discursive practices and which afford industrial actors possibilities for speaking to a varied audience—shareholders as well as teachers.

Place, publisher, year, edition, pages
2019.
Keywords [en]
Industry, science education, STEM, governing, commercialization, science education policy
National Category
Didactics
Research subject
Science Education
Identifiers
URN: urn:nbn:se:su:diva-176056DOI: 10.1080/00220272.2019.1682055ISI: 000497014300001OAI: oai:DiVA.org:su-176056DiVA, id: diva2:1371063
Funder
Swedish Research Council, 2017-03657Available from: 2019-11-19 Created: 2019-11-19 Last updated: 2019-12-12Bibliographically approved

Open Access in DiVA

fulltext(1992 kB)10 downloads
File information
File name FULLTEXT01.pdfFile size 1992 kBChecksum SHA-512
14e8ac32f9663d775723823855026677865fa8db861b25e718048131ded964a340cb62bdaf93d854de1a6f80fd3e92ac58ca992f0ed44a6beaae9661d63b3097
Type fulltextMimetype application/pdf

Other links

Publisher's full text

Search in DiVA

By author/editor
Andrée, Maria
By organisation
Department of Mathematics and Science Education
In the same journal
Journal of Curriculum Studies
Didactics

Search outside of DiVA

GoogleGoogle Scholar
Total: 10 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 10 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf