LAUSR

This special issue presents a collection of articles that multiplies Science and Technology Studies (STS) with Educational Studies, in an attempt to think differently about science, technology, engineering, and mathematics (STEM) education. We hope this cross product of the two fields amplifies the philosophical insights from each, stretching scholarship in new directions and across disciplines. While diligently refusing reductive scientisms, we open up this manifold space so as to cultivate discussions of a possible rapprochement between the physical and social sciences (Wilson, 2015). This work responds to the changing theoretical landscape across the humanities or posthumanities, following the ontological turn and the shift to consider more-than-human agencies. This work is thus highly relevant for the field of educational studies and the social foundations of education, providing insights into alternative onto-epistemologies, and tracking the impact of these across education policy, research, and curriculum. As part of the shifting theoretical terrain, we see philosophers today exploring newmixtures of politics and nature by looking to mathematics (Badiou, 2011; Kirby, 2011; Meillassoux, 2010), the physical sciences (Bennett, 2010; Braidotti, 2013; Coole&Frost, 2010; DeLanda, 2011, 2015) as well as indigenous cosmologies (Avelar, 2013; Chakrabarty, 2009, 2014; Danowski & Viveiros