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  1. (2 other versions)Translating the Prescribed into the Enacted Curriculum in College and School.Edwards Richard - 2011 - Educational Philosophy and Theory 43 (S1):38-54.
    Drawing upon concepts from actor‐network theory (ANT), this article explores how the principle of symmetry can provide alternative readings of the translations of the prescribed into the enacted curriculum, without reducing understanding to explanation. The paper explores the contrasting ways in which the prescribed curriculum is translated into the enacted curriculum as certain organisations, individuals and artefacts become enrolled through networks of school and college. It points to the ways in which a position which eschews conventional distinctions e.g. between the (...)
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  • The social construction of copyright ethics and values.Sheila Slaughter & Gary Rhoades - 2010 - Science and Engineering Ethics 16 (2):263-293.
    This study is based on analysis of copyright policies and 26 interviews with science and engineering faculty at three research universities on the topic of copyright beliefs, values, and practices, with emphasis on copyright of instructional materials, courseware, tools, and texts. Given that research universities now emphasize increasing external revenue flows through marketing of intellectual property, we expected copyright to follow the path of patents and lead to institutional emphasis of policies and practices that enhanced universities’ intellectual property portfolios, accompanied (...)
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  • (2 other versions)Translating the Prescribed into the Enacted Curriculum in College and School.Richard Edwards - 2011 - Educational Philosophy and Theory 43 (S1):38-54.
    Drawing upon concepts from actor-network theory (ANT), this article explores how the principle of symmetry can provide alternative readings of the translations of the prescribed into the enacted curriculum, without reducing understanding to explanation. The paper explores the contrasting ways in which the prescribed curriculum is translated into the enacted curriculum as certain organisations, individuals and artefacts become enrolled through networks of school and college. It points to the ways in which a position which eschews conventional distinctions e.g. between the (...)
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  • From “Endless Frontier” to “Basic Science for Use”: Social Contracts between Science and Society.Gary Rhoades & Sheila Slaughter - 2005 - Science, Technology, and Human Values 30 (4):536-572.
    This article analyzes the National Science Study produced by the Republican-dominated U.S. Congress in the mid-1990s to see if the priorities of S&T policy were changing, if state agencies were being reorganized to achieve new priorities, and if universities were expected to work closely with industry in reconfigured agencies. Also analyzed was the economic composition of board members of eight S&T policy organizations that informed the National Science Study. It was found that, generally, Republican policy supported both basic science and (...)
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  • Animated Bodies in Immunological Practices: Craftsmanship, Embodied Knowledge, Emotions and Attitudes Toward Animals.Daniel Bischur - 2011 - Human Studies 34 (4):407-429.
    Taking up the body turn in sociology, this paper discusses scientific practices as embodied action from the perspective of Husserl’s phenomenological theory of the “Body”. Based on ethnographic data on a biology laboratory it will discuss the importance of the scientist’s Body for the performance of scientific activities. Successful researchers have to be skilled workers using their embodied knowledge for the process of tinkering towards the material transformation of their objects for data production. The researcher’s body then is an instrument (...)
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