Using Neuroscience in Education: A Qualitative Inquiry in Ethics, Power, and Participation

This theoretical proposal seeks to use new materialism as a lens to inquire more deeply to understand participants’ experiences with the educational neuroscience lab at a large southeastern university. In an effort to assemble data according to the new materialist goal of invoking the intra-actions of bodies, objects, and institutions, undergraduates will be observed and interviewed about their experiences participating in electroencephalogram (EEG) studies, which includes wearing an EEG cap both in the lab and to their math classes. Although the phenomena is student-centered around them, it includes classmates, instructors, and research lab assistants who will be interviewed about their perceptions of this technology, how the technology affects their behavior, and how likely they are to participate in a similar experience. This study explores students’ experiences with neuroscience both in a scientific setting and in their normal routine, considering how brain data comes to matter (Barad, 2007). This project also seeks to understand how neuroscience research techniques inform educational research and the potential ethical and methodological dilemmas.