Denna rapport från en forskningscirkel med deltagare från kulturhuset Drömmarnas Hus och Malmö högskola handlar om en sammansmältning av kulturpedagogik, äventyrspedagogik och undervisning för hållbar utveckling. Den beskriver arbetet med hur elever fick uppleva äventyret "Naturkrafternas dal", vilket syftade till att eleverna skulle uppleva känsla av sammanhang, handlingskraft, glädje, självstärkande grupprocesser och positiva upplevelser av och i skogen.

Many Western societies have a tendency to talk about how schools are failing in the science subjects. School science is often discussed as outdated, not interesting enough for young people and non-effective for the students’ learning. This discourse opens up for external actors such as industrial actors and NGOs to engage in the teaching of science. One example of this is when these actors provide teaching materials. Thus, “statework”, in terms of educational governance, becomes distributed within public and private networks. One example which is analysed in this chapter can be found with the web-based calculators from the environmental organisation, WWF, and the energy company, E.ON; both are used for calculating ecological footprints. The aim is to analyse what political rationalities are invited into classrooms through these ecological footprint calculators and by what means. Our analysis targets how a specific kind of citizen is “made up” through a “centre of calculations”, and what political ideology influences the making of a sustainable citizen. This is achieved through looking into how the desirable citizen is governed through the technologies of accounting, debt and ethics. Through the accuracy of numbers and the bookkeeping of debt, the calculators produce a specific ethical approach. As a result, they suggest that becoming a responsible person is achieved through individual consumption choices rather than taking the issues to the political level. This distributed statework opens up for neoliberal economic and ideological interests to enter the classroom. We claim that it is of the utmost importance that teachers and educational policy-makers be made aware of the governing elements behind the teaching materials provided by external actors.

Many Western societies have a tendency to talk about how schools are failing in the science subjects. School science is often discussed as outdated, not interesting enough for young people and non-effective for the students’ learning. This discourse opens up for external actors such as industrial actors and NGOs to engage in the teaching of science. One example of this is when these actors provide teaching materials. Thus, ‘statework’, in terms of educational governance, becomes distributed within public and private networks. Examples analysed in this chapter are web-based calculators from the environmental organisation, WWF, and the energy company, E.ON; both are used for calculating ecological footprints. The aim is to analyse what political rationalities are invited into classrooms through these ecological footprint calculators and by what means. Our analysis targets how a specific kind of citizen is ‘made up’ through a ‘centre of calculations’, and what political ideology influences the making of a sustainable citizen. This is achieved through looking into how the desirable citizen is governed through the technologies of accounting, debt and ethics. Through the accuracy of numbers and the bookkeeping of debt, the calculators produce a specific ethical approach. As a result, they suggest that becoming a responsible person is achieved through individual consumption choices rather than taking the issues to the political level. This distributed statework opens up for neoliberal economic and ideological interests to enter the classroom. We claim that it is of the utmost importance that teachers and educational policy-makers be made aware of the governing elements behind the teaching materials provided by external actors.

This study identifies and categorizes the discursive repertoires used by 9-10 year old children in Sweden and England during discussions about the socio-scientific issue of global warming. School science is a community of practice where student identities and discourses can be expressed and developed, and the research focuses on how the use of repertoires is related to the identities the students express in their discussions. It explores what repertoires become important in the discussions, which identities the students express, and what differences there are between children’s discussions in Sweden and England. The children discussed four possible options that a government might consider to help reduce global warming. Findings indicate that children in both countries use a range of similar repertoires when discussing global warming. When these repertoires are in conflict with each other, students have to ‘renegotiate’ their own identities. Socio-economic status appears to have an effect on the intensity and depth of argument in the Swedish schools, whereas in the English schools the level and quality of argument seemed to be more closely connected to children’s familiarity with a discursive classroom environment. Young children seem capable of applying a variety of arguments that are logical to them according to the repertoire(s) they employ, but we must encourage changes to pedagogical practice that enable all children to engage in such socio-scientific discussions.

There are only a few studies about how primary school students engage in socio-scientific discussions. This study aims to add to this field of research by focusing on how 9–10-year-olds in Sweden and England handle climate change as a complex environmental socio-scientific issue (SSI), within the context of their own lives and in relation to society at large. It focuses on how different interpretative repertoires were used by the students in discussions to legitimise or question their everyday lifestyles. They discussed four possible options that a government might consider to help reduce carbon dioxide production. Six main repertoires were identified: Everyday life, Self-Interest, Environment, Science and Technology, Society and Justice. The Everyday life repertoire was used when students related their discussion to their everyday lifestyles. Science and technology-related solutions were offered to maintain or improve things, but these were sometimes rather unrealistic. Arguments related to environment and health frequently appeared to have a superior status compared to the others. Findings also highlighted how conflicts between the students were actually productive by bringing in several perspectives to negotiate the solutions. These primary school students were, therefore, able to discuss and negotiate a complex real-world SSI. Students positioned themselves as active contributors to society, using their life experiences and limited knowledge to understand the problems that affected their everyday lives. Honing these skills within a school science community of practice could facilitate primary students’ engagement with SSIs and empower them as citizens.

With schools and universities closing across Europe, the Covid-19 lockdown left actors in the field of education battling with the unprecedented challenge of finding a meaningful way to keep the wheels of education turning online. The sudden need for digital solutions across the field of education resulted in the emergence of a variety of digital networks and collaborative online platforms. In this joint article from scholars around Europe, we explore the Covid-19 lockdowns of physical education across the European region, and the different processes of emergency digitalization that followed in their wake. Spanning perspectives from Italy, Germany, Belgium, and the Nordic countries, the article's five cases provide a glimpse of how these processes have at the same time accelerated and consolidated the involvement of various commercial and non-commercial actors in public education infrastructures. By gathering documentation, registering dynamics, and making intimations of the crisis as it unfolded, the aim of the joint paper is to provide an opportunity for considering the implications of these accelerations and consolidations for the heterogeneous futures of European education.

De senaste årens högskolepolitiska reformer har förändrat högskolor och universitet på flera sätt. Bologna-reformen innebar en målstyrd verksamhet och nya krav på lärare inom högre utbildning. Att vara högskolelärare innebär i allt högre utsträckning att vara examinator och garant för att utbildningens mål uppfylls. Därutöver råder ”nya ideal” angående lärarroll, lärandeaktiviteter och studentinflytande. Samtidigt, eller kanske som en följd av detta, har kraven på lärarnas högskolepedagogiska utbildning höjts och utbudet av kurser ökat. Men vilka avtryck får denna accelererande verksamhet på institutionerna och hur kan avtrycket förstås utifrån institutionens utbildningskultur? I detta runda bordssamtal kommer vi att presentera ett pågående forskningsprojekt om hur personer i ledningsfunktioner talar om högskolepedagogik och dess betydelse för institutionen. Senare kommer också empiriska data gällande högskolelärare att innefattas. Syftet med projektet är att belysa hur pedagogisk utbildning för högskolelärare uppfattas inom olika institutionskulturer. I detta fall handlar det om hur personer i ledningsfunktion menar att den ”nya” lärarrollen passar med olika intellektuella stilar och ämnens karaktär. Vilka skillnader kan vi se mellan t.ex. klassisk ”fil fak”-utbildning och professionsutbildningar? Vilka kopplingar finns mellan studentsyn, syn på framtida yrken, och uppfattningar om hur utbildningen bör organiseras? Vi intresserar oss även för huruvida kravet på 10 veckors högskolepedagogisk utbildning ses som ett direktiv uppifrån, kanske till och med som ett nödvändigt ont, eller om den betraktas som meriterande för utbildningsmiljön och/eller något som faktiskt förändrar den pedagogiska praktiken. Genom att bidra med kunskaper om olika föreställningar om högskolepedagogik ökar möjligheten för att förankra utbildningarna på olika institutioner. Men vi vill även peka på vikten av att föra en kritisk diskussion om högskolepedagogikens syfte och innehåll. Deltagarna i runda bordssamtalet kommer att aktiveras genom ett rollspel där deltagarna får anta roller som ledare och lärare inom olika områden och ämnen. Rollerna och upplägget för rollspelet kommer att inspireras och struktureras utifrån forskningsprojektets resultat. Genom att organisera ett rollspel av detta slag kommer vi att kunna diskutera föreställningar och fördomar om olika ämnes- och institutionskulturer och deras syn på studenter och hur utbildning bör organiseras.

Under de senaste decennierna har högre utbildning i Sverige genomgått en rad politiska reformer. Bolognareformen innebar att utbildningarna blev målstyrda, med vidhängande krav på dokumentation av att målen uppfylls och utvärdering av Högskoleverket. Dessutom medförde reformen ökade krav på anställningsbarhet. Därutöver ställs ökade krav på forskningsanknuten utbildning, samtidigt med ökad samverkan med samhället. Vi vill påstå att svensk högre utbildning på 2000-talet befinner sig i ett spänningsfält mellan två olika utbildningsdiskurser, här kallade marknadifiering och akademisering. Forskarsamhället har starkt kritiserat att den ekonomiska styrningen har blivit starkare. Denna diskussion har framförallt förts fram av företrädare för ett mer klassiskt universitet. Många av studierna har rört sig på en makronivå, dvs förändringar i utbildningspolicy, ofta under begreppet New Public Management. Denna studie undersöker istället hur förändringarna uttrycks på institutionsnivå, hur de samtida kraven på marknadsanpassning och vetenskaplig anknytning har skapat spänningar mellan och inom lokala institutionskulturer. Syftet med studien som ligger till grund för detta paper är att diskutera hur förändrade utbildningsvillkor för högskolan uttrycks och hanteras på prefektnivå. Prefekternas organisatoriska position är belysande. Klämda mellan krav uppifrån och nedifrån fungerar deras sätt att beskriva verksamheten som ett lackmuspapper på hur olika institutionskulturer svarar på förändringar. Därför har vi intervjuat 16 prefekter vid en högskola och analyserat hur diskurserna om akademisering och marknadifiering uttrycks på institutionsnivå. I analysen av intervjuerna blir det tydligt att prefekterna befinner sig i det spänningsfält där det formuleras krav på att hålla en hög akademisk nivå samtidigt som utbildningen ska vara ”nyttig”. Studien visar att spänningarna mellan akademisering och marknadifiering emellertid ser olika ut beroende på institutionskultur. Vi kan peka på stora skillnader mellan teoretiska utbildningar och professionsutbildningar. Utifrån dessa resultat vill vi diskutera vikten av att förstå hur krav på förändringar inom högre utbildning hanteras i lokala institutionskulturer. Vi hävdar att den vanligast förekommande forskningsdiskursen om att marknadsanpassning hotar högre utbildnings signum inte är generell. I professionsutbildningar med stor andel verksamhetsförlagd utbildning är marknadifiering ett begränsat problem. Dessa institutionskulturer har sedan länge bidragit med en kunskapsproduktion som når utanför den egna institutionen. Prefekterna i professionsutbildningarna uttrycker istället en frustration över kravet på akademisering, dvs starkare forskningsanknytning i utbildningen och högre andel disputerade lärare. I en tradition där yrkesverksamma har stått för stor del av undervisningen och där det praktiska handlaget har stor betydelse blir utbildningens identitet hotad av kraven på forskningsanknytning och vetenskapliga arbeten. Akademiseringen har även inneburit en omställning till mer tvärvetenskapliga forskningsmiljöer. Prefekterna har ”tvingats” rekrytera vetenskapligt kompetent personal från en rad områden eftersom det inte finns starka traditioner att forskarutbilda sig. Tvärvetenskapen skapar också spänningar i den lokala institutionskulturen då normer och traditioner utmanas av nya perspektiv och andra kunskapstraditioner. Vad som tydligt framträder i denna studie är att det är omöjligt att tala om förändringar i en ny akademi. Olika typer av utbildningar ställs inför olika utmaningar i förändringsprocessen. Dessa är kopplade till utbildningens syfte, traditioner, akademisk förankring och personalsammansättning. Vi menar att man måste praktisera kulturellt inkännande förändringsstrategier istället för att tänka sig att ”one size fits all”.

Contemporary changes in higher education in Sweden are characterised by two educational discourses: marketisation and academisation. Demands to meet market requirements, as well as to make education more scientific, have created tensions between and within institutional cultures. Using interviews with 16 heads of departments, the authors investigate how tensions between marketisation and academisation were handled in discipline-oriented and professional-oriented departments. The heads of discipline-oriented departments experienced marketisation as a threat to the university trademark, because it was seen to challenge academic autonomy. On the other hand, heads of professional-oriented departments felt that academisation was the main issue to be dealt with, as it shifted focus from practical skills towards academic meritocracy. Consequently, it is not possible to discuss these changes without considering that conditions differ substantially across the university. Responses to these changes can be countered by culturally sensitive strategies, rather than by adopting a ‘one size fits all’ approach.

Ska man vaccinera sig mot influensa, även om det finns risk för biverkningar? Är strålningen från mobiltelefoner farlig eller inte? Och vad stoppar vi i oss? Kan vi lita på att maten vi köper är bra? Även om de flesta grundskoleelever inte kommer att välja en naturvetenskaplig yrkesbana kommer de att möta den här typen av frågor, som kallas för samhällsfrågor med naturvetenskapligt innehåll (SNI). Denna bok erbjuder både en teoretisk ram och konkreta exempel på hur man kan jobba med SNI i skolan. Elever tycker ofta att frågorna är intressanta, men de fastnar lätt i att diskutera personliga värderingar och det finns en risk att det naturvetenskapliga innehållet och samhällskontexten går förlorad. Läraren behöver därför stödja eleverna i arbetet med att formulera frågor, arbeta källkritiskt, argumentera, planera undersökningar samt värdera resultat och information. Syftet med arbetsmetoderna är att stärka elevernas möjligheter att använda sig av dessa kunskaper i vardagslivet. Författarna har under tre år bedrivit ett forskningsprojekt om SNI i grundskolan. Erfarenheter och resultat från detta projekt ligger till grund för boken.

The aim of this paper is to describe a conceptual framework to be used as a tool for analyzing work with socio-scientific issues (SSI) and for constructing SSI cases in secondary school. The framework consists of six components describing the more detailed characteristics of SSI. The components were chosen to reflect what we know from research about what might have an impact on students’ learning and interest in science. Six socio-scientific cases were then constructed and these are discussed in the article. The cases are relevant in that they both display the characteristics of SSI and meet the requirements of the Swedish national curriculum. The components and the cases are described in a table. This work is the first step in an evidence-based research project aiming at investigating if, how and why students and teachers in secondary school develop knowledge and interests when working with SSI.

Development of a conceptual framework for modelling socio-scientific cases A report from the research project “Science for Life” Introduction This paper describes the first step of a research project aiming at investigating how pupils and teachers develop interest and knowledge in science when working with socio-scientific issues. Background, Aims and Framework There is need to develop science education in order to develop pupils’ interest and knowledge in science (Aikenhead, 2006; EU, 2007). One way is to bring in a humanistic perspective (Aikenhead, 2006) and to focus more on scientific literacy than science literacy Roberts (2007). Ratcliffe & Grace (2003) have characterized socio-scientific issues (SSI) as important for society and with basis in science. They involve forming opinions, are frequently media-reported, involve values and ethical reasoning, may require some understanding of probability and risks and there are no “right” answers. In studies about SSI pupils have usually been working with an issue typically including a dilemma. They have been observed and/or interviewed and their written reports have been analysed (Aikenhead, 2007; Jimiénez-Aleixandre & Pereiro-Munoz, 2002; Grace & Ratcliffe, 2002; Kölstø. 2001). Aikenhead (2006) summarises in a research review that pupils working with SSI generally sought little scientific fact, weighing values more heavily than science. Lewis and Leach (2006) report hat pupils need scientific knowledge, but they can engage in issues about gene technology with relatively modest science knowledge, if the content is well designed and contextualised Another question deals with whether or not the pupils develop conceptual understanding in science when working with SSI. It seems that an issue with social relevance is more motivating to the students. However SSI are often complex and therefore more difficult to understand (Aikenhead, 2006). On the other hand motivation can overcome complexity and lead to greater achievement on traditional science tests (Sadler, 2004). Research project We need to gain more detailed knowledge about what features in content and organization affect the development of interest, knowledge and self-efficacy among the pupils. As reported above, most research concerning work with SSI in science does not particularly discuss characteristics of the content. The aim of this evidence-based research project is to learn more about what importance the features of the actual case or issue as well as factors in classroom work, have for the impact on students’ interest and learning. Another aim is to gain more detailed knowledge about teachers’ experiences with teaching SSI. We are interested in knowing more about what importance the features of issue has for the impact on teachers as well as students. The project is conducted in three steps. In step one, reported in this paper, a conceptual framework, consisting of six components (table 1), is developed and operationalized into a number of authentic cases for science in school. Aikenhead (2006) draws the conclusion that most work attempting to change school practice has failed as a result of problems arising when researchers try to transfer the success of one research project to a new context. Most studies are small-scale studies involving only a few volunteer science teachers to initiate the novel project. Therefore in step two we have a quantitative research approach. About 100 school classes in Sweden with approximately 1500 pupils worked with one or several cases during 2007 (data on how the task characteristics relate to students’ affective and cognitive experiences during work will be available spring 08). Methods and Samples The aim of this paper is to describe how a conceptual framework, which can be used as an analytical tool for understanding and constructing socio-scientific cases, was developed. The framework focuses on content and features of the SSI. It will be used as a tool for analyzing what components of the tasks are related to, and most influential on, interest and learning in work with socio-scientific issues in secondary school. The six omponents are chosen to reflect what we know from research literature about what might have an impact on interest and learning. It is possible to find variants within each component. For example SSI should be authentic but what importance does the specific authentic context have? Results The framework consists of a grid with the six components and the six cases. We will describe the model in detail and how it can be used for construction of cases and analyses of the work in school. Starting-point (authentric situation), school science subject, nature of scientific content, social content, use of scientific knowledge and level of co conflict of interest. Components 1. Starting-point (authentic situation), - TV-programme, newspaper articles, personal homepage, a novel, the pupils’ family situation and the school cantina 2. School science subject - biology, chemistry, physics ant technology 3. Nature of the scientific knowledge-base and evidence - e.g. well agreed upon, contradictory reports 4. Social content - e.g. economy, ethics, media 5. Use of scientific knowledge - decision-making, suggestions, critical scrutinizing, investigating 6. Level of conflict – individual, the societal and the structural level Conclusions and Implications The six cases developed from the model are briefly described. 1. You are what you eat? Anna Skipper is the host of the Swedish version of the TV- production “You are what you eat”. In each programme a person with weight problems, usually over-weight, gets advice about how to change lifestyle to get fit. The pupils’ mission is to scrutinize the advice given and to compare the information about food, exercise and health with other sources. The pupils make decisions about their personal life style. Teachers and pupils decide together how the result should be reported. 2. Laser treatment and near sightedness On a personal homepage Susi tells about how much she hates wearing glasses and that she finally has gone through laser treatment for her near sightedness. It cost lots of money and the costs are not covered by the social insurance system. The mission is to decide if it is worthwhile go through such a treatment and about who should pay – the individual – or society. Teachers and pupils decide together how the result should be reported 3. To hear or not to hear? In an excerpt from the novel Talk, talk by T.S. Boyle, Dana who is deaf since birth and her hearing boyfriend Bridger discuss if cochlea implant is a solution for Dana. She is very hesitant as she feels that hearing or not has to do with her identity. This is very difficult for Bridger to understand. The mission is to analyse different ways to judge this situation and to take out arguments for different views. We do not find it appropriate to encourage the pupils to have a personal opinion on what Dana should do. Teachers and pupils decide together how the result should be reported 4. Me, my family and global warming The mission is to find ideas for how the pupils’ families can contribute to decreasing carbon dioxide emissions. The pupils start out by mapping the family’s need for transportation, what kind of motor-driven vehicles there are in the family, and how these are used. After that they test different alternatives considering ecological, scientific, economical and social aspects. The mission is to produce a realistic plan for how to decrease the carbon dioxide emissions of the family. 5. Are mobiles hazardous? Starting from two articles from the same newspaper – one saying that are no risks with mobiles and the one saying that the risk for developing a brain tumour is considerable. The pupils should find out what information there is, how it is provided and by whom. The mission is to make a decision about the consequences for their own use of a mobile and/or how they would choose when buying a new one. Teachers and pupils decide together how the result should be reported 6. Climate-friendly food in school? The mission is for class to check how food, served in the school canteen, affects the climate and if there are better alternatives to some examples of food. The mission is to suggest a change and to write a letter to the headmaster and ask him to consider. Bibliography Aikenhead, Glen. (2006). Science Education for Everyday Life: Evidence-Based Practice. New York: Teachers College Press. EU (2007). Science Education in Europe Grace, Marcus, & Ratcliffe, Mary. (2002). The science and values that young people draw upon to make decisions about biological conservation issues. International Journal of Science Education, 24(11), 1157-1169. Jimiénez-Aleixandre, M-P, & Pereiro-Munoz, C. (2002). Knowledge producers or knowledge consumers? Argumentation and decision making about environmental management. International Journal of Science Education, 24(11), 1171-1190. Kolstø, S. D. (2001). 'To trust or not to trust,...'-pupils' ways of judging information encountered in a socio-scientific issue. International Journal of Science Education, 23(9), 877-901 Lewis, J. & Leach, J. (2006). Discussion of Socio-scientific Issues. The Role of Science Education. International Journal of Science Education, 28 (11). 1267-1287. Ratcliffe, Mary, & Grace, Marcus. (2003). Science Education for Citizenship. Teaching Socio-Scientific Issues. Maidenhead: Open University Press. Roberts, Douglas, A.(2007). Scientific Literacy/Science Literacy. In Abell & Lederman (Eds.). Handbook of Research on Science Education. Mahwah, New Jersey: LEA Publishers Sadler, T. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching 41 (5).,513-536

This article addresses the fabrication of the eco-certified citizen, an ideal – rather than real – citizen constructed through requirements of both needed knowledge and a kind of personhood, with specific qualities. The societal demands of knowledge-response to environmental problems are studied, as well as the student’s (future citizen’s) responsibility in relation to these problems, in five subsequent national curricula for the Swedish compulsory school between 1962 and 2011. How does environmental education operate as a hub for constructing desirable citizens? From a theoretical framework of governmentality, the article explores how political rationalities for society and citizenship emerge. Our findings show how recent curricula, by using space and time metaphors, fabricate the eco-certified citizen as an individualistic, globalized person who is able and willing to use scientific knowledge to make decisions and develop opinions about the world. Citizenship has evolved as a competence rather than an ongoing practice, meaning that one has to prove oneself as a legitimate citizen. This emerging, post-political, citizenship differs from citizenship posited in 1960s’ curricula – a combination of traditional family values and democratic involvement in the local society.

A transgenic animal can be viewed as a boundary walker – or crawler – transgressing cultural boundaries, and hybridizing categories such as nature and culture, animal and human, organism and innovation, science and technology. Transgenic mice (it is most often mice that are used, even though all kinds of mammals and invertebrates have been modified – sheep, rats, dogs, fish etcetera) create certain dilemmas because they are “trans” – both a product and a process – and crawl over institutional as well as species boundaries. A transgenic mouse is of course also in many ways like any other laboratory mouse; purpose- and inbred, standardised, preferably pathogen free, in short, an animal constructed through history to suite experimental purposes. Our contribution to the anthology dwells on and explores what the bio-object concept can do in terms of further understanding the life (and death) of a transgenic animal, which is in Haraway’s terms “at once completely ordinary and the stuff of science fiction”. The ambiguous character of transgenic animals, captured so well in Haraway’s quote rarely becomes articulated, neither in laboratories and ethics committees, nor in interviews with people who represent these arenas. Perhaps the most striking result of the project is that people, who work with and/or ethically review research with transgenic mice, seldom articulate that there are any specific dilemmas for this branch. Transgenic animals have thus not become an “issue”, in contrast to for example genetically modified crops, cloned animals or genetic tests. We will illuminate the production of transgenic silences, and show how the silences in turn can be challenged by the bio-objects – the TG mice – themselves. The project builds on case studies, and the empirical data has been collected through ethnography, including observations and interviews, focusing on how researchers and members of animal ethics committees handle dilemmas with animal experiments in general and transgenic animals in particular.

Framtidsmöjligheter! Medicinsk revolution! Talet om transgena djur präglas många gånger av superlativer. Genom att förändra arvsmassan på djur hoppas många forskare få större förståelse för sjukdomsorsaker, förlopp och behandlingsmöjligheter. Problem med avel och användande av transgena djur såsom lidande, ”spill” och onödiga försök talas det mindre om. Forskningsrapporten Dilemman med transgena djur – forskningspraktik och etik belyser hur människor, som på olika sätt arbetar med försök med transgena djur, talar om etik, djur, djurförsök och transgenteknik. Här visas hur det kommer sig att vissa frågor, såsom djurförsökstekniska, ofta diskuteras medan frågor av mer abstrakt och svårlöslig karaktär hamnar i skymundan. Inom ramen för studien har fyrtio personer som arbetar med frågorna i forskningslaboratorier och/eller djurförsöksetiska nämnder intervjuats. Arbetet i laboratorierna och nämnderna har även observerats. Detta etnografiska fältarbete har gett underlag för att diskutera och reflektera kring de tolkningsföreträden som ligger till grund för vad man talar och inte talar om i frågan om transgena djur. Skälen till att tekniska och metodologiska frågor diskuteras medan mer övergripande frågor kring nytta med försöken blir tysta teman finns att hämta i såväl den etiska ansökans utformning som sammansättningen i djurförsöksetiska nämnder och i praxis i laboratorier och nämnder. I rapporten diskuteras möjliga sätt att utvidga diskussionen om etiska dilemman med djurförsök i allmänhet och transgena djur i synnerhet. Den sätter framförallt ljuset på hur man kan aktualisera nya frågor genom att dels använda sig av så kallade utvidgande metaforer för att tala om de transgena djuren, dels betrakta djurförsöksetik som situations- och relationsbunden där ansvar och omsorg styr arbetet vid sidan av etiska principer.

Varför pågår det inte längre några offentliga debatter om genteknik, stamcellsforskning och hybrider mellan människor och djur? Hur ska vi förstå hur högljudda debatter i slutet av1990-talet helt har tystnat och tekniker så då påstods utmana synen på liv och död, mänskligt och icke-mänskligt har normaliserats i den svenska kulturen. Varför intresserar varken politiker eller journalister sig längre för frågan? I den här artikeln analyseras hur nutida diskursiva tystnader gällande nya bioteknologier, t.ex. chimbrider och inducerade pluripotenta stamceller (iPSC) har möjliggjorts genom tidigare policyprocesser som har hanterat frågor såsom gränsen mellan mänskligt och icke-mänskligt, levande och icke-levande, subjekt och objekt. Genom att analysera policyprocesser och lagstiftning gällande xenotransplantationer och användandet av mänskliga embryonala stamceller från sent 1990-tal och tidigt 2000-tal, vill vi belysa hur stamcellers och xenografters så kallade "bio-identiteter" har stabiliserats och stagnerat genom att de har diskursivt konstruerats i termer av framtida förväntningar, brist på medicinska möjligheter samt definitioner av vad som räknas som "liv". Genom vad vi här benämner som bio-objektifieringsprocesser har debatter och beslutsfattande gällande bioteknologiska frågor förflyttats från offentligheten och politiker till slutna etiska nämnder och forskningsfinansiärer. Artikeln avslutas med en diskussion kring hur avpolitiska frågor återigen kan bli politiska och därmed också lyftas ut i offentligheten igen.

Public engagement in biotechnology has declined as cloning, genetic engineering and regenerative medicine have become socially and culturally normalized. Moreover, when debates occasionally emerge, scripts are strictly limited through established politico-moral discourses in which rationality and calculability of risks and benefits prevail. In order to vitalize debates on new technologies, we claim that there is a need for re-conceptualizations of biotechnological concerns and possibilities. Zooming in on existing bio-technological debates, this article turns to contemporary genetic art as sites for such ethical reflections. Art can be viewed as an “imagination laboratory”, a space through which un-framing and rupturing of contemporary rationalities are facilitated, and, in addition, enabling sense-making and offering fantastic connections otherwise not articulated. In this article, the framework of “bio-objectification” is enriched with Bennett’s (2001) notion of enchantment and the importance of wonder and openness to the unusual, in order to problematize modernity infused policy institutions’ belief in rationality and calculations. Our aim is to explore representations of biotechnology and new life forms in contemporary arts in order to highlight alternative matters of concern than articulated through conventional politico-moral discourse. How are notions of post-human futures explored, questioned and (de)stabilized? Drawing on a cultural sociological analysis of Eduardo Kac’s “Edunia”, Lucy Glendinning’s “Feather child”, Patricia Piccinini’s “We are family” and Heather Dewey-Hagborg’s “Stranger visions”, we expand on the metaphor of enchantment and discuss how the art works can be interpreted in terms of “magic”, “wands” and “spells”: 1) What kinds of affects are mobilized through the magic of art (disgust, fear, wonder); 2) What kinds of specific “wands” are used; (shock, warning, recognition) and 3) Which responses are fostered through cultural spells (protection, rejection, othering, inclusion)? The paper demonstrates that while some modern boundaries and rationalities are highlighted and challenged through the “imagination laboratory” of the art process, others are left untouched.

Public engagement in biotechnology has declined as cloning, genetic engineering and regenerative medicine have become socially and culturally normalized. Zooming in on existing bio-technological debates, this article turns to contemporary genetic art as sites for ethical reflections. Art can be viewed as an ‘imagination laboratory’, a space through which un-framing and rupturing of contemporary rationalities are facilitated, and, in addition, enabling sense-making and offering fantastic connec- tions otherwise not articulated. In this article, the framework of ‘bio-objectification’ is enriched with Bennett’s (2001) notion of enchantment and the importance of wonder and openness to the unusual, in order to highlight alternative matters of concern than articulated through conventional politico-moral discourse. Drawing on a cultural sociological analysis of Eduardo Kac’s Edunia, Lucy Glendinning’s Feather Child, Patricia Piccinini’s Still Life with Stem Cells and Heather Dewey- Hagborg’s Stranger Visions, we discuss how the intermingling of art, science, critics, art historians, science fiction, internet, and physical space, produce a variety of at- tachments that this article will unpack. The article demonstrates that while some modern boundaries and rationalities are highlighted and challenged through the ‘imagination laboratory’ of the art process, others are left untouched.

Konsten är ett frirum som kan utmana forskningen att förnya den etiska diskussionen kring exempelvis genteknik och stamcellsforskning.

Researchers and other (human) actors within the apparatus of animal experimentation find themselves in a tight corner. They rely on public acceptance to promote their legitimacy and to receive funding. At the same time, those working with animal experimentation take risks by going public, fearing that the public will misunderstand their work and animal rights activists may threaten them. The dilemma that emerges between openness and secrecy is fairly prevalent in scientific culture as a whole, but the apparatus of animal experimentation presents specific patterns of technologies of secrets. The aim of the paper is to describe and analyse the meanings of secrets and openness in contemporary animal experimentation. We suggest that these secrets – or “selective openness” – can be viewed as grease in the apparatus of animal experimentation, as a unifying ingredient that permits maintenance of status quo in human/animal relations and preserves existing institutional public/science relations.

This article unpacks the neat straightforwardness of the 'waste regime' of the circular economy of food waste and its main idea: 'waste as resource'. It explores the making of circularity by paying detailed attention to what is conceptualized as 'make-up' work, i.e. how interruptions and leaks along waste flows are handled in practice. Make-up work capitalizes on its double meaning. First, it highlights the covering of cracks needed in order to transform waste to energy. Second, make-up work pinpoints that the neatness of circularity is far from a straightforward technical system, but is continuously made. Through an interview-based study in Sweden, the article illuminates three steps of transformation of food waste into the commodity of biogas, analysing the material and cultural transformations, showing that the micro-management of preventing such interruptions is crucial. Problems such as lack of or misfit material, difficulties in sorting the substrate effectively, over/underproduction of gas and the political decisions steering the conditions for supply and demand are equally crucial and pose the threat that the production will be viewed as inefficient. Based on these results, the article emphasizes the need to problematize the paradigm of the circular economy and the zero-waste regime, on the one hand, and to recognize the work involved in striving for a sustainable society, on the other.

Sewage management is crucial to the functioning of cities, yet, in the global North, seldom acknowledged in public. Wastewater infrastructures are mainly hidden underground and human excrement is considered a private matter. However, to make sanitation stay invisible, its dysfunctionality (e.g., leaking pipes, aging wastewater plants) is sometimes in acute need of being highlighted. Moreover, the work essential to keep the infrastructures maintained needs to be recognized and compensated for. Based on interviews with actors in the sewage management sector in Sweden, news articles, and public information campaigns, the present article explores how political action and public engagement are mobilized through moves between visibility and invisibility. The analysis focuses on four different modes of problematization: inproblematization, problematization, deproblematization, and unproblematization. Inscribed in the research fields of urban infrastructures and public engagement, the article sheds light on how the public secret of managing feces is upheld, through balancing acts such as creating discursive space, negotiating infrastructural disruptions, making problems treatable, and individualizing solutions. These different modes of problematization are crucial to achieving the right public attention and political measures. 

The ethics as well as practices of the new genetics depend on the global context, but techno-science also changes in the face of emerging everyday dilemmas according to local conditions. The new project presented in this paper project intends to ascertain how the management of transgenic animals shapes and are shaped by, wider socio-cultural and techno-scientific change. We investigate the everyday handling in production of and experimentation with transgenic animals concerning the emergence and management of ethical, social and ecological dilemmas. Transgenic animals challenge well established boundaries and can thus be expected to give rise to new quandaries and concerns; about culture and nature, human and animal, risk and safety, innovation and organism, science and technology, just to mention some. The project also intends to analyse the expression and management of the somewhat paradoxical situation, that industrial as well as university based research increasingly require transgenic animals, and that the same intensified research contribute to a situation where the handling of the hybrid become more and more complex and problematic, both on a societal, cultural and a scientific level. This is due to the challenges to established species boundaries and worldviews that these animals present. The research problems are analysed in two different areas: The everyday, practical interaction between humans and non-humans in laboratory settings and at the institutional level of animal experimentation ethics committees and their members. The objectives are thus: 1) to explore and understand the processes through which novel natures frame and are framed by public and scientific perceptions and worldviews, in the case of transgenic animals in Sweden, and 2) through this knowledge be able to contribute to well informed decision making on different institutional levels.

There are, on the one hand, what can be called a constant noise when it comes to transgenic and GM technologies: in research and in public discourse, transgenic animals are portrayed as sources of future salvation from human illnesses. However, on the other hand, there are also striking silences when it comes to ethical and welfare concerns. In this paper, we will address how dilemmas with transgenic mice are handled in practice. These animals become dilemmatic at a cultural level, since they can be understood as boundary walkers – or crawlers – constantly balancing on the fine line between nature and culture, organism and innovation, reality and model, science and technology. They constitute forms of techno-scientific hybrids, and, as such, simultaneously challenge and confirm cultural categories and dichotomies. But at the same time, they are quite ordinary laboratory mice with ordinary needs. There are a number of ethical dilemmas involved in the production and handling of transgenic mice, and the paper discusses how these dilemmas sometimes get silenced, and how a re-instatement of the trans-concept may counteract such silences. The paper builds on field notes and interviews with laboratory workers and members of animal ethics committees in Sweden, and engages with feminist science studies, science and technology studies and human-animal studies.

This article addresses how people who handle transgenic animals in practice – laboratory workers and members of animal ethics committees – talk about and handle dilemmas with transgenic animals. It is shown how dilemmas associated with transgenic animals become back-grounded through rhetorical comparisons with “something else”. Through these comparisons, transgenic animals are framed as normal, ordinary and thereby unproblematic, on the one hand, and as exclusive treasures imbedded in hopes and expectations of future medical treatments, on the other. This tension builds up to a discourse on transgenic mice as ordinary treasures. Towards the end of the paper we discuss how this discourse tends to exclude possibilities of discussing specific dilemmas of genetically modified animals. Instead the discourse is contributing to certain transgenic silences. This paper is based on the project Dilemmas with transgenic animals, in which notions of culture and nature, risk and safety, innovation and organism, science and technology, are investigated in the scientific production, use and ethical evaluation of transgenic animals. The project builds on case studies in two different contexts; laboratories and animal ethics committees. The methods used are interviews and ethnographic fieldwork.

In a time when we fear overstepping the planet boundaries, circular economy appears as important for a sustainable society. Promising economic and environmental gain, it is promoted by political bodies as well as business companies. In the circular economy trash turns into valuable treasures; waste is recycled and filled with economic and cultural value. In an ongoing project the transformations of biological waste are examined in urban contexts. This paper explores the flows of waste water in a municipal organization, from “shit” to new commodities on the market. Where are the leaks in this supposed circular economy? How is economic and environmental value added to/removed from sewage during the process? Through the methodology of “trash-tracing”, we follow how waste water is valued, from flushed down from toilet to its end-up products: biogas and fertilizer. The study is based on an ethnography of wastewater management in a Swedish municipality, including interviews with twenty “waste workers” and observations of a treatment plant, a land fill site and a biogas plant. During the transformation of wastewater into products conflicts appear between 1) public and private logics; 2) environmental and economic gain; 3) nature and society. In these conflicts valuation processes of waste are ongoing, branding the municipality as sustainable city, employing new waste workers, but with limited economic and environmental value in the final products. We discuss the inherent conflicts of the circular economy as well as methodologies to explore societal infrastructure through a micro-perspective on culturally hidden phenomena such as waste water.

Social and educational scientists Drs Tora Holmberg, Malin Ideland and Shai Mulinari discuss their progress so far on a research project addressing the contemporary and controversial subject of cybrids and the discourse around them

I’ve spent a lot of time the last months trying to map what I have named the school’s external actor-network; companies offering to help Swedish schools with a line of experienced problems such as decreasing results in large-scale assessments, increasing segregation between schools and an educational system not preparing for a future job market. The help is said to be flexible and customized to the specific school and it often comes in the shape of coaching, digitalization or entrepreneurial learning. Always based in contemporary educational research such as John Hattie’s work, often offered by persons claiming to have many years of experience of Swedish educational system and now trying to help on a more general level through a private solution. Private companies solving the problems of public schools – is this a sign of a monster of economization terrorizing educational settings today? Or is there a monster of economization? Might it even be a savior in a time of a school that seems not to fulfill its obligations?

This is—as the title enlightens us—a handbook in sustainable development. This is not primarily a handbook for education for sustainable development (ESD—for that, you can find other handbooks). Neither is it only addressing scientific issues. Instead, it brings up four different dimensions of sustainability: institutional, environmental, social, and economic. Besides that, there are sections on the history as well as on the future of the field. So, why is it interesting for readers of Science & Education?

Vad innebär det egentligen att vara en miljömedveten människa? Vad innebär det att vara en förändringsagent? Är det att sopsortera, släcka lampor och välja KRAV-märkta varor i affären? Är det verkligen så att den som medvetet handlar den dyra ekologiska maten nödvändigtvis är mer miljövänlig än den som kanske inte har råd att köpa densamma? Den KRAV-märkta människan handlar om vad det är att vara en miljövänlig människa i vår tid. Boken problematiserar hur talet om hållbar utveckling och miljömedvetenhet bidrar till att skapa och upprätthålla normer för ”den önskvärda människan”. Hen som uppfyller KRAVen. Boken diskuterar hur denna idealbild samtidigt skapar en bild av ”den icke-önskvärda människan”, vars beteenden, livsstil, handlingar och känslor ses som problematiska. Den tar också upp barnens roll som förändringsagenter och de krav som drabbar dem i undervisning om hållbar utveckling där lösningarna av framtida miljöproblem ofta läggs på de ungas axlar. Till syvende och sist handlar boken om vad vi får ”på köpet” med de goda intentionerna att fostra barn och vuxna till att skapa ett hållbart samhälle? Hur kan vi förstå att idén om en gemensam värld och en gemensam framtid faktiskt också fungerar särskiljande – mellan människor, åldrar, sociala klasser, hudfärger och nationaliteter?

Research including non-human animal experimentation is fundamentally a dilemmatic enterprise. Humans use other animals in research to improve life for their own species. Ethical principles are established to deal with this dilemma. But despite this ethical apparatus, people who in one way or another work with animal experimentation have to interpret and understand the principles from their individual points of view. In interviews with members of Swedish animal ethics committees, different views on what the term “ethics” really means were articulated. For one member, the difficult ethical dilemma of animal experimentation is the lack of enriched cages for mice. For another, the ethical problem lies in regulations restraining research. A third member talks about animals’ right not to be used for human interests. These different views on “ethics” intersect once a month in the animal ethics committee meetings. There is no consensus on what constitutes the ethical problem that the members should be discussing. Therefore, personal views on what “ethics” means, and hierarchies among committee members, characterize the meetings. But committee traditions and priorities of interpretation as well are important to the decisions. In the present paper, I intend to discuss how “ethics” becomes situated and what implications this may have for committees’ decisions.

In the beginning of the pandemic, ed-tech business companies mobilized to "help" schools. Through a crisis, this business sector flourished in a disaster capitalism. However, also researchers capitalized on the crisis. This short piece reflects upon how the pandemic opened up possibilities for different actors within education.  

Vilken framtida människa kommer modern bioteknik att leda till? Den massmediala kristallkulan bjuder på åtminstone två möjliga scenarion. Å ena sidan presenteras en mardröm, biotekniken, med fosterdiagnostik och kloning i spetsen, kommer att bidra till ett samhälle där människovärdet har urholkats och endast ”perfekta människor” har rätt att leva. Å andra sidan visar kristallkulan en vision om ett samhälle där cancerns gåta är löst, parkinsonpatienter behandlas framgångsrikt och människor är friskare. Hot och hopp, mardrömmar och drömmar karaktäriserar med andra ord massmediernas berättelser om vilken framtida människa bioteknologin kan leda till. Med utgångspunkt i dessa mediala berättelser diskuteras i artikeln hur bilder av bioteknologins möjligheter och hot speglar kulturella föreställningar om naturens godhet, vetenskapens trovärdighet, arv och miljö samt människan som oersättlig.

Transgenic animals are organisms that have been genetically altered on purpose: genes are knocked out, knocked in or reinforced, and the effects can thus be studied in a living (or dead) whole animal. Above all, it is mice that are being used, and since the early 90s, the practice has spread like wildfire. A lot of hope is invested in the technique, through the mice scientists expect to understand diseases as well as treat them. But animal experimentation is fundamentally a dilemmatic enterprise and all research including animals has to be reviewed by an animal ethics committee. This paper explores metaphors used when members of animal ethics committees talk about transgenic animals. Its aim is to analyze possible discursive effects from metaphors concerning a) how the transgenic animals are considered and treated; b) how members in animal ethics committees position themselves against each other. The paper analyses meanings of talk about transgenic animals as models, instruments and individuals. A third aim of the paper is to discuss how so called extendable metaphors can be used to bring in further perspectives into the debate, how to put more focus on humans responsibilities against laboratory animals. By using Donna Haraway as a theoretical framework, the author analyzes possible meanings of talking about the transgenic mice as cyborgs and workers.

Swedish curriculum describes a strong intention to foster globally responsible citizens; it is expressed in general curriculum as well as in subject syllabi. Swedish education has the duty to not only qualify Swedish children for PISA tests and work life, but also to help them “form a personal position with respect to overarching and global environmental issues”. Knowledge about and a personal approach to other peoples’ living conditions all over the world are also emphasized – not at least in relation to Educations for Sustainable Development (ESD). My question here is, however, if this global responsibility is possible to teach beyond a colonial gaze? ESD is a practice that has grown from international efforts. In the UN decade for sustainable development, education is pointed out as an arena for change into a more sustainable society. This is of course an important project, with the best of intentions. Still, it is necessary to raise questions in what ways this is a “common” project for a “common world”, and in what ways it is a colonialization through western norms. From a study of Swedish teaching material for ESD, I will address how the global project of sustainable development transforms through a discourse of “Swedish exceptionalism”. Through this discourse, “Swedishness” is fabricated as knowing, altruistic, conscious and good. In a double gesture of inclusion and exclusion, the rest of the world appears in need of help, development, or – in some cases – higher moral standards. The including ESD project could thus be understood as a colonial, differentiating and excluding practice. One must ask if and how it is possible at all to escape this nationalistic perspective in a time of globalisation.

This article analyzes how a figuration of the teacher is made up within an ed-tech discourse and how it organizes how we think of teaching. It departs from an interview study with 25 ‘edupreneurs’ selling hardware, software, and/or professional development regarding digital tools to Swedish schools. The analysis illuminates how the ‘desired teacher’ is similar to what is conceptualized as a Silicon Valley culture, privileging characteristics valued in the IT sector. Such a teacher coaches rather than lectures, is flexible, and ready to work whenever and wherever. S/he customizes his/her work to the individual student and his/her needs of knowledge, location, and timeframes, emphasizing that education is a personal business. ‘Boring’ parts of the work (grading and assessment) are believed to be taken over by technology. The teacher should be the one promising fun and creativity in order to educate dreamers for the future and workers in a knowledge economy. With help from Castells’ theory of the network society, the study illuminates and discuss what this means for how we can think of school in terms of teacher authority, place and time. It also claims that a commercialized, neoliberal rationale is made possible in schools through the platforms.

This is a commentary of an article in the same journal, Robert Cowens "With the exception of Switzerland. Thoughts about the nation and educational research". In this article Cowen invites the reader to reconsider the notions of “nation” and “space” in educational research, in a time when comparative education and large scale assessments are colonizing the edu-political arena. From this point, I problematize the idea of international harmonization of education, and reflect upon how PISA has (even further) strengthened the idea of education as a na-tionalistic project. The main thesis is that through the rhetoric of internationalization, the nation as a unity become stabilized.

What becomes an ethical issue in animal ethics committees? And what does not become an ethical issue in the same context? There are seven animal ethics committees in Sweden. Each committee consists of six experts and six laypersons. In interviews with members different views on what “ethics” really mean have become articulated. For one member the difficult ethical dilemma of animal experimentation is the lack of enriched cages for mice. For another the ethical problem lies in regulations restraining research. A third member talks about animals’ right to not be used for human interests. These different views on “ethics” intersect once a month in the animal ethics committees. There is no consensus on what the ethical problem, that the members should be discussing, is. Therefore personal views - and hierarchies among the committee members - on what “ethics” means, and how it should be used, characterize the meetings. In this paper I intend to discuss how “ethics” become situated (cf. Benhabib 1992) and what implication that might have on the committees decisions. This case study is included in an ongoing study, Dilemmas with transgenic animals, in which notions of culture and nature, risk and safety, innovation and organism, science and technology, are investigated in the scientific production and use of transgenic animals.

Globala IT-företag har vunnit terräng inom skolan under pandemin. Att kommersiella krafter tar sig in i utbildningssystemets kärna och påverkar hur undervisningen bedrivs är olyckligt, anser Malin Ideland, professor i utbildningsvetenskap. Digitaliseringen fungerar dessutom som IT-jättarnas spionkamera in i svenska klassrum, skriver hon.

Kriser öppnar upp för samhälleliga förändringar, ibland nödvändiga andra gånger för att någon kapitaliserar på dem. Artikeln handlar om hur såväl kommersiella företag som forskare kapitaliserade på corona-pandemin. 

Vad är egentligen nyttig, relevant forskning? Vilken forskning kommer samhället bäst till gagn? Hur kan forskare inom det pedagogiska fältet bäst ta sig an olika samhällsutmaningar?  Frågan är egentligen helt rimlig med tanke på den enorma mängd och bredd av samhällsutmaningar som står till buds. Men hur står det till med svaren i dagens skolforskning och -debatt?

In recent years a lot of different areas in genetic research have been debated in the mass media. On the one hand ethical problems with amniocenteses, potential risks with genetically modified crops, problems with biologist arguments in gender-debates have been discussed for years. Other subjects, like chimera mice, designer babies and risks with stem cell therapy are on the other hand hidden in mass medial silence. How does that come? In this paper I would like to discuss some explanations of why some scientific and technological issues become "hot stuff" in media, described as conflicts, while other subjects aren’t discussed at all, they become non-conflicts. Since they have not been discussed, they haven’t either been exposed for the public "trial". This is the case in, for example, issues concerning stem cell therapy, transgenic animals and designer babies. These are examples of non-existing, or chill, debates in Swedish mass media. The explanations of how different debates emerge I will suggest are a) the starting point of a debate (cf. Ideland 2002a), b) what kinds of metaphors are used (cf. Haraway 2004, Martin 1994) and c) how expectations for medical cures are described (cf. Brown 2003). The paper is based on results from projects concerning media debates on embryonic stem cell research (Ideland 2002a), gene technology (Ideland 2002b) and ethical evaluation of experimentation on transgenic animals (Ideland 2007).

This paper aims to deconstruct how the practice of science is discursively attached to certain parts of the world and certain “kinds of people”. In empirical focus are how the history of science is made up in science textbooks and how the power technology of coloniality organizes the scientific content as well as how different categories of science students are acted upon in the science classroom. Through historicizing and illuminating how a colonial, legacy of science organizes cultural understandings of what science, and the science literate person, commonsensical understandings can be understood and disrupted.

Detta kapitel problematiserar naturvetenskapens kultur, ”The culture of no culture”. Det är vad vetenskapshistorikern Donna Haraway kallar naturvetenskapens sätt att betrakta och förmedla kunskaper (1997). Med detta menar hon att när naturvetenskapliga forsk- ningsresultat skrivs fram så skalas kulturen i vilken de har producerats bort. Forskningsresultaten beskrivs som ”objektiva”, producerade på ett ”rent” sätt där forskarnas personliga värderingar och kulturens normer inte har varit närvarande. Bilden av den naturvetenskapliga forskaren är att han (för bilden säger att det är en han, även om det lika ofta är en hon) bara är ett vittne som upptäcker naturliga fenomen, utan att själv ha någon betydelse för vad som ”upptäcks”. Haraway kritise- rar detta sätt att betrakta kunskapsproduktion och menar att man inte bara måste förstå ”nature of science” (som beskrevs i Johan Nelsons kapitel), utan även ”culture of science”. Man kan diskutera om dessa två begrepp egentligen skiljer sig åt, men om vi fokuserar på naturve- tenskapens kultur så avses vilka vanor, normer och värderingar som präglar forskarnas arbete. Haraway menar att istället för att försöka dölja att vetenskapliga resultat har tillkommit i en viss kultur bör man berätta om denna kultur, för att andra forskare, men även allmänhet och politiker, ska få bättre möjligheter att förstå resultaten och dess giltighet. Då blir resultaten helt enkelt mer trovärdiga och begripliga.

I läromedel och styrdokument är idealet att vara miljömedveten. Framtiden blir en fråga om individuella val, ett synsätt som förstärker orättvisor och skymmer problemens orsaker.

PISA-epidemin sprider sig. Dess påverkans syns allt tydligare i skolsystem runt om i världen. Malin Ideland beskriver vad som händer när vi börjar se skolan som PISA, och spår att 2017 bli det år PISA börjar förlora i inflytande. (red)

Political demands on Swedish school to be more “digitized” has increased the educational involvement of multi-national IT-companies. This is not unique for Sweden, neither for education; it is a global development changing the public sector. This paper discusses how Google’s learning platform G Suite for Education organize what school is; how and what students learn and how teachers teach and how future citizens are shaped. The study builds on interviews with 15 persons selling and implementing educational platforms and analyses of an online course for teachers. Theoretically it is inspired from studies on how education is governed through multilayered networks involving public authorities as well as business companies, humans as well as material actors. Educational technologies are not value free, they organize possible ways of “doing school”. The results show how entrepreneurial discourses organize school, through the digital tools as well as the people who sell them. There is a strong emphasis on skills as innovation, collaboration and creativity. The teacher is not seen as an authority but as guiding individual students in relation to supposed “learning capabilities”. Compared to traditional views in the welfare state, the focus is on the individual rather than the collective. Notably, the actors downplay the role of technology in itself. Soft skills are emphasized, as well as values and being able to “believe”. The paper illuminates how STS-theories and methods can be employed in the field of education and shed light on how school is shaped through cultural ideas and materializations of technology.

This article aims to analyze how science is discursively attached to certain parts of the world and certain "kinds of people," i.e., how scientific knowledge is culturally con- nected to the West and to whiteness. In focus is how the power technology of coloniality organizes scientific content in textbooks as well as how science students are met in the classroom. The empirical data consist of Swedish science textbooks. The analysis is guided by three questions: (1) if and how the colonial history of science is described in Swedish textbooks; (2) how history of science is described; (3) how the global South is represented. The analysis focuses on both what is said and what is unsaid, recurrent narratives, and cultural silences. To discuss how coloniality is organizing the idea of science eduation in terms of the science learner, previous studies are considered. The concepts of power/knowledge, epistemic violence, and coloniality are used to analyze how notions of scientific rationality and modernity are deeply entangled with a colonial way of seeing the world. The analysis shows that the colonial legacy of science and technology is not present in the textbooks. More evident is the talk about science as development. I claim that discourses on scientific development block out stories problematizing the violence done in the name of science. Furthermore, drawing on earlier classroom studies, I examine how the power of coloniality organize how students of color are met and taught, e.g., they are seen as in need of moral fostering rather than as scientific literate persons.

This paper aims to deconstruct how the practice of science is discursively attached to certain parts of the world and certain “kinds of people”. In focus is how the power technology of coloniality organizes the scientific content in textbooks as well as how different categories of science students are acted upon in the science classroom. The theoretical foundation is Foucault’s work on how power and knowledge are inseparable categories and operate together in the making of truth as well as (im)possible subjectivities. To deconstruct the power/knowledge system I use the concepts of epistemic violence and coloniality; how the entanglement of scientific reason, coloniality and the idea of modernity are constantly reproduced. Drawing on these theories, the paper discusses how science and coloniality shape the images of the world and of science. This is done through analyzing science textbooks from the following themes: 1) if and how the colonial history of science is described in Swedish textbooks; 2) how science history is described and; 3) how the global South is represented. Furthermore, to understand how the power technology of coloniality organize science classrooms, I use previous studies on the image of the science learner from inside and outside the context of Sweden. The analysis shows that what has been – and still is – made in the name of science in the colonial project is not present in the science textbooks. Noisier is the talk about science as necessary for the development, i.e. colonialism is more or less absent in the science textbooks, while coloniality organizes the content. Furthermore, the biology lessons differs depending on the color and/or ethnic background of the children. Racialized children are objected to “civilization” in the name of science: eat better, sleep better and take care of their hygiene (e.g. Ideland, Malmberg & Winberg, 2011).