Abstract
This chapter is concerned with modes of authority and interaction in educational discourses and technologies. In particular, it explores, through an illustrative analysis of some of the assessment items of the Trends in International Mathematics and Science Studies, the construction of what may be referred to as mathematicoscience, a technology that may be associated with what may be publicly recognised as legitimate forms of relation to the empirical and legitimate forms of argument; it regulates, in other words, public forms of rationality. The globalising of this legitimating discourse through such mechanisms as international comparative studies of schooling performances, effectively privatises real concerns and seduces social criticism with its offer of an appearance on the global stage. The chapter also introduces two analytic frames (from Dowling’s broader organisational language) that enable the organisation and constructive description of educational technology and discourse
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Baudrillard, J. (1995). The gulf war did not take place. Sydney: Power Publications.
Becker, B., & Wehner, J. (2001). Electronic networks and civil society: Reflections on structural changes in the public sphere. In C. Ess (Ed.), Culture, technology, communication: Towards an intercultural global village (pp. 65–85). Albany, NY: State University of New York Press.
Bernstein, B. B. (1996/2000). Pedagogy, symbolic control and identity (1st and Rev. eds). London: Taylor & Francis.
Bernstein, B. B. (1999). Vertical and horizontal discourse: An essay. British Journal of Sociology of Education, 20(2), 158–173.
Bernstein, B. B. (1974). Class, codes and control, Volume I: Theoretical studies towards a sociology of language (2nd ed.). London: Routledge & Kegan Paul.
Bourdieu, P. (1991). Language and symbolic power. Cambridge: Polity Press.
Bourdieu, P., & Passeron, J. -C. (1977). Reproduction in education, society and culture. London: Sage.
Brown, A. J., Bryman, A., & Dowling, P. C. (forthcoming). Educational research methods. Oxford: Oxford University Press.
Brown, A. J., & Dowling, P. C. (1998). Doing research/Reading research: A mode of interrogation for education. London: Falmer Press.
Burbules, N. C. (n.d.). Web literacy: Theory and practice of reading and writing hypertext. http://mroy.web.wesleyan.edu/webliteracy/linktropics.htm.
Cooper, B. (1983). On explaining change in school subjects. British Journal of Sociology of Education, 4(3), 207–222.
Cooper, B. (1985). Renegotiating secondary school mathematics. Lewes: Falmer.
Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research process. London: Sage.
Crystal, D. (2003). English as a global language. Cambridge: Cambridge University Press.
Deleuze, G., & Guattari, F. (1984). Anti-Oedipus: Capitalism and schizophrenia. London: Athlone.
Donaldson, M. (1978). Children’s minds. Glasgow: Fontana/Collins.
Dowling, P. C. (1990). The shogun’s and other curricular voices. In P. C. Dowling & R. Noss (Eds.), Mathematics versus the national curriculum. Basingstoke: Falmer, 33–64.
Dowling, P. C. (1991a). A dialectics of determinism: Deconstructing information technology. In H. McKay, M. F. D. Young & J. Beynon (Eds.), Understanding technology in education. London: Falmer, 176–192,
Dowling, P. C. (1991b). The contextualising of mathematics: Towards a theoretical map. In M. Harris (Ed.), Schools, mathematics and work. London: Falmer.
Dowling, P. C. (1995). Discipline and mathematise: The myth of relevance in education. Perspectives in Education, 16(2), 209–226.
Dowling, P. C. (1996). A sociological analysis of school mathematics texts. Educational Studies in Mathematics. 31, 389–415.
Dowling, P. C. (1998). The sociology of mathematics education: Mathematical myths/pedagogic texts. London: Falmer.
Dowling, P. C. (1999, December). Basil Bernstein in frame: Oh dear, is this a structuralist analysis. Presented at the School of Education, Kings College, University of London. http://www.ioe.ac.uk/ccs/dowling/kings1999/index.html.
Dowling, P. C. (2001a). School mathematics in late modernity: Beyond myths and fragmentation. In B. Atweh, H. Forgasz, & B. Nebres, (Eds.), Socio-cultural research on mathematics education: An international perspective. Mahwah: Lawrence Erlbaum, 19–36.
Dowling, P. C. (2001b). Basil bernstein: Prophet, teacher, friend. In S. Power et al. (Ed.), A tribute to basil Bernstein 1924–2000 (pp. 114–116). London: Institute of Education.
Dowling, P. C. (2004a). Mythologising and organising. http://homepage.mac.com/paulcdowling/mythologising/index.htm.
Dowling, P. C. (2004b). ‘Mustard monuments and media: A pastiche.’ Working paper based on ‘Who Will Pay the HyperPiper’ presentation at the Media Research Centre, Yonsei University, Seoul (October 2003). http://homepage.mac.com/paulcdowling/ioe/publications/mmm/index.htm.
Dowling, P. C. & Brown, A. J (forthcoming). Doing research/reading research: Re-interrogating education. London: Routledge.
Dowling, P. C., & Noss, R. (Eds.). (1990). Mathematics versus the National curriculum. London: Falmer.
Fish, S. (1995). Professional correctness: Literary studies and political change. Cambridge, MA: Harvard University Press.
Flude, M., & Hammer, M. (Eds.). (1990). The education reform act 1988: Its origins and implications. Basingstoke: Falmer.
Foucault, M. (1972). The archaeology of knowledge. London: Tavistock.
Gee, J. P., et al. (2001). Language, class, and identity: Teenagers fashioning themselves through language. In Linguistics and Education, 12(2), 175–194.
Hasan, R. (1999). The disempowerment game: Bourdieu and language in literacy. Linguistics and Education, 10(1), 25–87.
Hayles, N. K. (1999). How we became posthuman: Virtual bodies in cybernetics, Literature and informatics. Chicago: University of Chicago Press.
Heath, S. B. (1986). Questioning at home and at school: A comparative study. In M. Hammersley (Ed.), Case studies in classroom research. Milton Keynes: Open University Press.
Holland, E. W. (1999). Deleuze and Guattari’s Anti-Oedipus: Introduction to schozoanalysis. London: Routledge.
Joyce, M. (1995). Of two minds: Hypertext, pedagogy and poetics. Ann Arbor: University of Michigan Press.
Kogan, M. (1978). The politics of educational change. Glasgow: Fontana/Collins.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Moon, B. (1986). The ‘New Maths’ controversy: An international story. Lewes: Falmer.
Moss, G. (2000). Informal literacies and pedagogic discourse. Linguistics and Education, 11(1), 47–64.
Shayer, M., Küchemann, D. W., & Wylam, H. (1992). The distribution of Piagetian stages of thinking in British middle and secondary school children. In L. Smith (Ed.), Jean Piaget: Critical Assessments. (Vol. 1). London: Routledge.
Sokal, A. (1996a). A physicist experiments with cultural studies. Lingua Franca, May/June 1996, pp. 62–64. http://www.physics.nyu.edu/faculty/sokal/lingua_franca_v4/lingua_franca_v4.html.
Sokal, A. (1996b). Transgressing the boundaries: Toward a transformative hermeneutics of quantum gravity. Social Text, #46/47, 217–252 (Spring/Summer 1996).
Sosnoski, J. (1999). Hyper-readers and their reading engines. In G. E. Hawisher & C. L. Selfe (Eds.), Passions, pedagogies and 21st century technologies. Logan: Utah State University Press.
Symonds, W.C. (2004, March 16). America’s failure in science education. Business week online. http://www.businessweek.com/technology/content/mar2004/tc20040316_0601_tc166.htm.
Weber, M. (1964). The theory of social and economic organization. New York: The Free Press.
Weber, M. (1968). Economy and society. New York: Bedminster Press.
Wolf, L. (2002). An environment that encourages change. IDB América. http://www.iadb.org/idbamerica/index.cfm?&thisid=353&pagenum=2
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2008 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Dowling, P. (2008). Quixote’S Science: Public Heresy/Private Apostasy. In: Atweh, B., et al. Internationalisation and Globalisation in Mathematics and Science Education. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-5908-7_10
Download citation
DOI: https://doi.org/10.1007/978-1-4020-5908-7_10
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-8790-5
Online ISBN: 978-1-4020-5908-7
eBook Packages: Humanities, Social Sciences and LawEducation (R0)