[Joe Deville nos comparte la muy buena noticia del lanzamiento de los primeros cuatro libros de la nueva editorial Mattering Press. Los libros son: On Curiosity: The Art of Market Seduction de Franck Cochoy, Modes of Knowing: Resources from the Baroque, editado por John Law & Evelyn Ruppert; Practising Comparison: Logics, Relations, Collaborations, editado por Joe Deville, Michael Guggenheim & Zuzana Hrdličková; e Imagining Classrooms: Stories of Children, Teaching and Ethnography, de Vicki Macknight. Los libros están disponibles en formato impreso y de libre acceso digital. La mejor de las suertes con esta muy buena iniciativa!]
Mattering Press, a new Open Access book publisher and registered charity, has launched. Four years in the making, the press will produce major new contributions that engage the field of Science and Technology Studies. All books are available freely as ebooks and as printed books to purchase for around £15 / $20.
The first four books include two monographs and two edited collections. Perhaps of particular interest to readers of Estudios de Economía is the publication in English for the first time of Franck Cochoy’s book On Curiosity: The Art of Market Seduction. The book takes readers on a journey through the world of curiosity, looking at some of the many ways this misunderstood force has been used to push and pull us towards markets. The book is a translation of De la curiosité, published in French by Armand Colin in 2011.
The other books include Modes of Knowing: Resources from the Baroque, a collection edited by John Law and Evelyn Ruppert. This book asks how we might think differently, bringing together leading social scientists interested in non-standard modes of knowing and drawing on the baroque as a methodological and theoretical resource.
The second collection is Practising Comparison: Logics, Relations, Collaborations, edited by Joe Deville, Michael Guggenheim, Zuzana Hrdličková. As a collection, it is similarly interested in how knowledge is produced. But rather than the baroque, it looks to the opportunities and challenges of a venerable social scientific method: comparison. The book compares things, objects, concepts, and ideas, while also being about the practical acts of doing comparison. Comparison, it argues, is not something that exists in the world, but a particular kind of activity.
The final book is Imagining Classrooms: Stories of Children, Teaching and Ethnography, a monograph by Vicki Macknight. The book goes into Australian classrooms, bustling with nine and ten year old children. Each classroom is a part of a different type of school: a Steiner school, an exclusive private school, a middle-class government school, a diverse catholic school, and a school for intellectually disabled ‘special’ children. The book’s particular focus is on imaginative practices. On the one hand, how does imagination happen in each of these very different places? But, on the other, how do, and how could, researchers imagine differently. How are academic practices both material and imaginative? How might we make sure our work is both as accurate and as ethical as possible?