Monopolising the STEM Agenda in Second-Level Schools: Exploring Power Relations and Subject Subcultures

Autor/inn/en	McGarr, Oliver; Lynch, Raymond
Titel	Monopolising the STEM Agenda in Second-Level Schools: Exploring Power Relations and Subject Subcultures
Quelle	In: International Journal of Technology and Design Education, 27 (2017) 1, S.51-62 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-015-9333-0
Schlagwörter	STEM Education; Human Capital; Social Class; Cultural Capital; Subcultures; Secondary Schools; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? STEM; Humankapital; Social classes; Soziale Klasse; Subculture; Subkultur; Sekundarschule; Ausland; Irland
Abstract	The ubiquitous and often pervasive expansion of the science, technology, engineering and mathematics (STEM) agenda across global education systems has largely gone uncontested. Strategic efforts to build on perceived natural subject synergies across the separate STEM disciplines are promoted as central to supporting the growth of economies through the development of human capital and by ensuring the supply of suitably trained individuals for vocational roles in these areas. However, these efforts are predicated on the assumption that such perceived natural subject synergies can easily support pedagogical complimentary and in so doing, often fail to acknowledge the social histories of the subjects involved. In this paper the authors examine the divergence in treatment of STEM subjects within the Irish second-level context through the lenses of subject hierarchies and social class. The cultural capital associated with studying each of the respective STEM subjects in school is considered and the objectives of the STEM agenda are problematised. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01