Industrial actors and their rationales for engaging in STEM education.

Autor/inn/en	Andrée, Maria; Hansson, Lena
Titel	Industrial actors and their rationales for engaging in STEM education.
Quelle	In: Journal of curriculum studies, 52 (2020) 4, S. 551-576Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2019.1682055
Schlagwörter	Industrie; Mathematik; Politik; Technologie; Kommerzialisierung; Naturwissenschaftliche Bildung; Mathematik; Naturwissenschaftliche Bildung; Technologie; Politik; Industrie; Kommerzialisierung; Ingenieurwesen
Abstract	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.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2020/4