Bioscience and the sociology of education: the case for biosocial education

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Bioscience and the sociology of education : the case for biosocial education. / Youdell, Deborah.

In: British Journal of Sociology of Education, Vol. 38, No. 8, 2017, p. 1273-1287 .

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@article{0e2313805f004dbabdbc5f8839823340,
title = "Bioscience and the sociology of education: the case for biosocial education",
abstract = "This article makes a case for biosocial education as a field of research and as a potential framework for education practice. The article engages with sociology of education{\textquoteright}s contemporary interests in embodiment and affect, the possibilities offered by concept studies, and uses of assemblage and complexity theory for thinking about educational phenomena. It also considers broader social science and political theory engagements with epigenetics and neuroscience. The article examines the legacy of the biology/sociology split and the risks, limits, and potentialities of degrounded collaborative trans-disciplinary biosocial research. It considers developments in biosciences that may have particular resonance and promise for education, in particular the epigenetics of care and stress and the metabolomics of diet. The article argues that sociology of education should engage with bioscience to interrogate the folding together of the social, cultural, biographical, pedagogic, political, affective, neurological, and biological in the interactive production of students and learning.",
keywords = "Omega-3, degrounding, Biosocial, epigenetics, complexity, assemblage",
author = "Deborah Youdell",
year = "2017",
doi = "10.1080/01425692.2016.1272406",
language = "English",
volume = "38",
pages = "1273--1287 ",
journal = "British Journal of Sociology of Education",
issn = "0142-5692",
publisher = "Taylor & Francis",
number = "8",

}

RIS

TY - JOUR

T1 - Bioscience and the sociology of education

T2 - the case for biosocial education

AU - Youdell, Deborah

PY - 2017

Y1 - 2017

N2 - This article makes a case for biosocial education as a field of research and as a potential framework for education practice. The article engages with sociology of education’s contemporary interests in embodiment and affect, the possibilities offered by concept studies, and uses of assemblage and complexity theory for thinking about educational phenomena. It also considers broader social science and political theory engagements with epigenetics and neuroscience. The article examines the legacy of the biology/sociology split and the risks, limits, and potentialities of degrounded collaborative trans-disciplinary biosocial research. It considers developments in biosciences that may have particular resonance and promise for education, in particular the epigenetics of care and stress and the metabolomics of diet. The article argues that sociology of education should engage with bioscience to interrogate the folding together of the social, cultural, biographical, pedagogic, political, affective, neurological, and biological in the interactive production of students and learning.

AB - This article makes a case for biosocial education as a field of research and as a potential framework for education practice. The article engages with sociology of education’s contemporary interests in embodiment and affect, the possibilities offered by concept studies, and uses of assemblage and complexity theory for thinking about educational phenomena. It also considers broader social science and political theory engagements with epigenetics and neuroscience. The article examines the legacy of the biology/sociology split and the risks, limits, and potentialities of degrounded collaborative trans-disciplinary biosocial research. It considers developments in biosciences that may have particular resonance and promise for education, in particular the epigenetics of care and stress and the metabolomics of diet. The article argues that sociology of education should engage with bioscience to interrogate the folding together of the social, cultural, biographical, pedagogic, political, affective, neurological, and biological in the interactive production of students and learning.

KW - Omega-3

KW - degrounding

KW - Biosocial

KW - epigenetics

KW - complexity

KW - assemblage

U2 - 10.1080/01425692.2016.1272406

DO - 10.1080/01425692.2016.1272406

M3 - Article

VL - 38

SP - 1273

EP - 1287

JO - British Journal of Sociology of Education

JF - British Journal of Sociology of Education

SN - 0142-5692

IS - 8

ER -