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"Pierce, Clayton"
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Education in the age of biocapitalism : optimizing educational life for a flat world
\"This book is an in-depth examination of the growing alignment between powerful global bioindustries and education reform in the U.S. Utilizing a biopolitical methodology, the book focuses on how value-added measures and other neoliberal strategies embedded in policies such as 'race to the top' are involving schools in a project to manage and regulate educational life for competing in a new 'flat world'. Understanding the educational present, this work argues, requires individuals to consider what advanced industrialized nations across the globe are viewing as the future. Biocapitalist development in areas such as genetic engineering, drug therapies, and cellular cloning is the promissory future driving nations like the U.S. to out-compete and out-educate one another at any cost. This book assesses the implications for education in the biocapitalist era and points to alternative futures not based on such a vision of life and its productive potential\"-- Provided by publisher.
Book
W.E.B. Du Bois and Caste Education: Racial Capitalist Schooling From Reconstruction to Jim Crow
This essay provides the first account and examination of caste education in the work of W.E.B. Du Bois. In so doing, I argue that caste education plays a central role in realizing the political and social goals of racial capitalist society for Du Bois. Using Du Bois's caste analytic, I take up and articulate three biopolitical governing strategies of the racial capitalist state/industrial schooling regime. The final section ties Du Bois's caste analytic to recent work in Afro-pessimist thought to look at the charter/choice debate. I argue here that Du Bois's caste analysis, when paired with Afro-pessimist thought, shows how even critical scholarship on charter/choice policies fall short in their reliance on a model democracy and humanism based on antiblackness.
Journal Article
effect of ambient humidity on the foraging behavior of the hawkmoth Manduca sexta
The foraging decisions of flower-visiting animals are contingent upon the need of an individual to meet both energetic and osmotic demands. Insects can alter their food preferences to prioritize one need over the other, depending on environmental conditions. In this study, preferences in nectar sugar concentrations (0, 12, 24 %) were tested in the hawkmoth Manduca sexta, in response to different levels of ambient humidity (20, 40, 60, and 80 % RH). Moths altered their foraging behavior when placed in low humidity environments by increasing the volume of nectar imbibed and by consuming more dilute nectar. When placed in high humidity environments the total volume imbibed decreased, because moths consumed less from dilute nectars (water and 12 % sucrose). Survivorship was higher with higher humidity. Daily foraging patterns changed with relative humidity (RH): moths maximized their nectar consumption earlier, at lower humidities. Although ambient humidity had an impact on foraging activity, activity levels and nectar preferences, total energy intake was not affected. These results show that foraging decisions made by M. sexta kept under different ambient RH levels allow individuals to meet their osmotic demands while maintaining a constant energy input.
Journal Article
Education in the age of biocapitalism : optimizing educational life for a flat world
Biocapitalism, an economic model built on making new commodities from existing forms of life, has fundamentally changed how we understand the boundaries between nature/culture and human/nonhuman. This is the first book to examine its implications for education and how human capital understandings of education are co-evolving with biocapitalism.
eBook
Learning about a fish from an ANT: actor network theory and science education in the postgenomic era
This article uses actor network theory (ANT) to develop a more appropriate model of scientific literacy for students, teachers, and citizens in a society increasingly populated with biotechnological and bioscientific nonhumans. In so doing, I take the recent debate surrounding the first genetically engineered animal food product under review by the FDA, AquaBounty Technologies’ AquAdvantage
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salmon, as a vehicle for exploring the ways in which the biosciences have fundamentally altered the boundary between nature and culture and thus the way the public understands both. In response to the new challenges of a postgenomic society, I outline three frameworks for using ANT literacies in classroom settings. Each frame, I argue, is foundational to the development of a scientific literacy that can trace and map actors involved in controversies such as the AquAdvantage
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salmon. In examining these frames I follow the actor of a salmon through an environmental history lens, the technoscientific literacy operating in AquaBounty’s FDA application and the National Academies new science education framework, and finally to a model of democracy rooted in an ethic of the common. The ultimate claim of this article is that until science education (and education in general) can begin to include nonhumans such as the AquAdvantage
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salmon as part of a common political framework, students, educators, and community members will continue to be at the mercy of experts and corporate stakeholders for defining the terms in which people heal, feed, and educate themselves now and in the future.
Journal Article
Marcuse's challenge to education
Marcuse’s Challenge to Education, a collection of unpublished lecture notes by the thinker himself as well as essays by scholars who have explicated his theories, examines Herbert Marcuse’s ground-breaking critique of education as well as his own pedagogical alternatives. Edited by Douglas Kellner, this compilation provides an overview of the various themes of Marcuse’s challenges to traditional education and connections with ideas of other radical thinkers ranging from Bloch and Freire to Freud and Lacan.
eBook
DESIGNING INTELLIGENT KNOWLEDGE: EPISTEMOLOGICAL FAITH AND THE DEMOCRATIZATION OF SCIENCE
In this essay, Clayton Pierce examines the epistemological standpoints of Intelligent Design (ID) and evolutionary science education, focusing specifically on the pedagogical question of how ID and modern science‐based education fail to promote democratic relations in how students learn, think, and associate with science and technology in society. Pierce explores the debate in education between ID and traditional science education that centers on the epistemological assumptions embodied in the modern scientific model. Turning to Bruno Latour’s recent work in the field of science studies, Pierce develops his argument that both expressions of knowledge fail to deliver an adequate theoretical and practical democratic framework for teaching and learning about knowledge systems and technologies in their social, political, and cultural environments.
Journal Article
Engineering Promissory Future(s): Rethinking Scientific Literacy in the Era of Biocapitalism
Welcome to the Biotechnology Basics Activity Book. This is an activity book for young people like you about biotechnology—a really neat topic. Why is it such a neat topic? Because biotechnology is helping to improve the health of the earth and the people who call it home. In this book, you will take a closer look at biotechnology. You will see that biotechnology is being used to figure out how to: 1) grow more food; 2) help the environment; and 3) grow more nutritious food that improves our health. As you work through the puzzles in this book, you will learn more about biotechnology and all of the wonderful ways it can help people live better lives in a healthier world. Have fun!
Book Chapter