Technology and the architecture of markets: re-configuring the Canadian equity market

This paper examines the relation between technical possibilities, liberal logics, and the concrete reconfiguration of markets. It focuses on the enrolling of innovations in communication and information technologies into the markets traditionally dominated by stock exchanges. With the development of capacities to trade on-screen, the power of incumbent market makers has been challenged as a less stable array of competing quasi-public and private marketplaces emerges. Developing a case study of the Toronto Stock Exchange, I argue that narrative emphasis on the performative power of sociotechnical innovations, the deterritorialisation of financial relations, and the erosion of state capacities needs qualification. A case is made for the importance of developing an understanding of: the spaces of encounter between emerging social technologies and property rights, rules of exchange, and structures of governance; and the interplay of orderings of different institutional composition and spatial reach in the reconfiguration of market architectures. Only then can a better grasp be gained of the evolving dynamics between making markets, the regulatory powers of the state, and their delimitations.

One thing leads to another: science in the news as a basis for curriculum and professional development

Science based news is widely reported in the media. The ability to interact critically with such news reports is increasingly seen as a legitimate part of the science education agenda. This paper reports the findings of two studies looking at the early response and subsequent usage of a resource promoting the integration of science-based news in secondary science curriculum in Northern Ireland. This paper charts the introduction of the resource into schools. The subsequent impact on the science curriculum and the implications for teacher professional development are considered. Many science teachers demonstrate willingness and aptitude to use primary media sources within their teaching. Some who adopted the resource demonstrate the capacity to sustain the development using the resource as a catalyst in ongoing curricular change. Insights gained in this study are relevant to policy makers and curriculum developers as well as teachers seeking to promote this aspect of science education