Malin Ideland

The tension between marketisation and academisation in higher education

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.

Different views on ethics: how animal ethics is situated in a committee culture

Research that includes 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, characterise the meetings. But committee traditions and priorities of interpretation as well are important to the decisions. The author discusses how “ethics” becomes situated and what implications this may have for committees’ decisions.

Secrets and lies : ''selective openness'' in the apparatus of animal experimentation

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.

Governing "Eco-Certified Children" through Pastoral Power: Critical Perspectives on Education for Sustainable Development.

This article analyses how ‘eco-certified children’ are constructed as desirable subjects in teaching materials addressing education for sustainable development. We are interested in how discourses structure this cherished practice and how this practice has become ‘natural’ and obvious for us. A discourse analysis is carried out by looking at the material through the lens of Foucault’s notion of pastoral power. The analysis departs from teaching material addressing issues on sustainable development: (1) textbooks for primary and secondary school; (2) games targeted at preschool and school children; and (3) children’s books about sustainable development. The results show that the discourse of education for sustainable development is characterized by scientific and mathematical objectivity and faith in technological development. It emphasizes the right of the individual and the obligation to make free, however ‘correct’, choices. In the teaching materials, the eco-certified child therefore emerges as knowing, conscious, rational, sacrificing and active. This child is constructed through knitting together personal guilt with global threats, detailed individual activities with rescuing the flock and the planet. In a concluding discussion, we discuss how ESD is framed in a neoliberal ideology. With the help of ESD, an economic discourse becomes dressed in an almost poetic language.

‘Our common world’ belongs to ‘Us’: constructions of otherness in education for sustainable development

The aim of this article is to analyse how good intentions in Education for Sustainable Development (ESD) discursively construct and maintain differences between ‘Us’ and ‘Them’. The empirical material consists of textbooks about sustainable development used in Swedish schools. An analysis of how ‘Us’ and ‘Them’ are constructed and maintained is done with help from critical race theory, whiteness studies and Popkewitz’ notion of double gestures, exclusion through intentions of inclusion. The analysis departs from five dichotomies: tradition/civilisation, dirtiness/purity, chaos/order, ignorance/morality and helped/helping. We consider these dichotomies as cogwheels operating in an ‘Otherness machinery’. Through this machinery, ‘We’ are constructed as knowing, altruistic, conscious and good. The Other is simultaneously constructed as ‘uncivilised’ or as a ‘bad’ Other in need of higher moral standards. With help from these two Others, ‘Swedish exceptionalism’ is formed. The ESD project could then be understood as a colonial and excluding project, and we ask how it is possible to avoid that ‘our common world’ only belong to ‘Us’?

Transgenic Silences: The Rhetoric of Comparisons and Transgenic Mice as ‘Ordinary Treasures’

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 valuable treasures in which are embedded 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 article 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 article 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.

Culturally equipped for socio-scientific issues? : a comparative study on how teachers and students in mono- and multiethnic schools handle work with complex issues

Socio‐scientific issues (SSI) are not only said to increase students’ interest in science, but they also strengthen the generic skills of teamwork, problem‐solving, and media literacy. At the same time, these skills are prerequisites for successful work with SSI. The aim of the study is to analyze what happens when SSI are implemented in science classrooms with various degrees of ethnic diversity and socio‐cultural status. We are also interested in knowing how teachers structure the SSI work from discourses on what suits different students. Quantitative and qualitative methods are combined, for example, questionnaires and ethnographic fieldwork, presented through partial least squares analysis and thick descriptions. We can notice discursive differences between ‘Us’ and ‘The Other’ and between mono‐ and multiethnic schools. In an earlier research, images of differences between the different student groups emerged, and we can find these in the results from the questionnaires. In an observation study, another pattern appeared that indicated similarities rather than differences between mono‐ and multiethnic classrooms. The students are first of all inside the discourse of ‘the successful student.’ Noteworthy is that the teachers’ roles correspond better with the discourse than with how students actually act. The study also shows that SSI articulate a collision between different discourses on education: a discourse on differences between students in multi‐ and monoethnic classrooms; a discourse on how to become a successful student; and a discourse on the school’s mission to educate participating citizens. It is suggested that schools should relate to, expose, and articulate discursive clashes that emerge when introducing new work forms.

PISA truth effects: the construction of low performance

This article seeks to unpack the taken-for-granted notion of low performance, arguing that performance and competency are not a given categories; rather they are “objects-for-thought” that receive their discursive and material contours through a chain of translations. As suggested previously by Gorur, PISA is analyzed through the lens of Latourian Science and Technology Studies. The arguments in this article are based on an analysis of situations constructed to observe how performance is enacted in socio-material practice, as 15-year-old students collaboratively solve PISA scientific-literacy items. As background a text analysis, concerning how scientific literacy and performance are discursively constructed in various PISA materials, is reported. We suggest the notion of ‘competency’ be linked to the historical event of trying to start to detect it and argue that PISA results are products of the situated adjustments that are enacted by students and items created in the very moments of scientific measurement.

Bringing in the controversy: re-politicizing the de-politicized strategy of ethics committees

Human/animal relations are potentially controversial and biotechnologically produced animals and animal-like creatures – bio-objects such as transgenics, clones, cybrids and other hybrids – have often created lively political debate since they challenge established social and moral norms. Ethical issues regarding the human/animal relations in biotechnological developments have at times been widely debated in many European countries and beyond. However, the general trend is a move away from parliamentary and public debate towards institutionalized ethics and technified expert panels. We explore by using the conceptual lens of bio-objectification what effects such a move can be said to have.In the bio-objectification process, unstable bio-object becomes stabilized and receives a single “bio-identity” by closing the debate. However, we argue that there are other possible routes bio-objectification processes can take, routes that allow for more open-ended cases. By comparing our observations and analyses of deliberations in three different European countries we will explore how the bio-objectification process works in the context of animal ethics committees. From this comparison we found an interesting common feature: When animal biotechnology is discussed in the ethics committees, technical and pragmatic matters are often foregrounded. We noticed that there is a common silence around ethics and a striking consensus culture. The present paper, seeks to understand how the bio-objectification process works so as to silence complexity through consensus as well as to discuss how the ethical issues involved in animal biotechnology could become re-politicized, and thereby made more pluralistic, through an “ethos of controversies”.

Imagination laboratory : making sense of bio-objects in contemporary genetic art

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 connections otherwise not articulated. In this article, the framework of ‘bio-objectification’ is enriched with Bennetts (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 Kacs Edunia, Lucy Glendinnings Feather Child, Patricia Piccininis Still Life with Stem Cells and Heather Dewey-Hagborgs Stranger Visions, we discuss how the intermingling of art, science, critics, art historians, science fiction, internet, and physical space, produce a variety of attachments 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.