abstract: Efforts to privilege STEM (Science, Technology, Engineering, and Mathematics) disciplines, initiatives, and industries in American discourse are arguably the foremost expressions of scientific authority in contemporary educational policy. Citing a diverse body of STEM literature, I discuss the histories and rationales that sustain the promotion of STEM. In doing so, I appropriate two concepts -Michel Foucault's Regime of Truth and Hayden White's Emplotment- for the purpose of analyzing the complex interests embodied by STEM discourse. I argue that the Sputnik Narrative is the prevailing story in STEM advocacy discourse. I claim that STEM advocates typically emplot this history as a Romance. Furthermore, I classify two major bases of appeal (rationales) that appear within this literature to justify STEM projects and proposals, "competition" and "equity." Throughout my writing, I cite discursive strategies for challenging and reimagining STEM history. My goal in indicating these sites of narrative possibilities is broaden the discursive field to new, perhaps liberating possibilities. / Dissertation/Thesis / M.A. Social and Philosophical Foundations of Education 2014
| Identifer | oai:union.ndltd.org:asu.edu/item:25154 |
| Date | January 2014 |
| Contributors | Geldis, Christopher Scott (Author), Harris, Lauren M (Advisor), Lyon, Edward (Committee member), Greenes, Carole (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Masters Thesis |
| Format | 64 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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