ABSTRACT
Global knowledge migration is vital to sustain employment and to promote greater equity between what are termed developed and developing countries (Kale 2009). The aim of this article is to analyse knowledge migration in the work of software localisers and to suggest relevant implications for education futures. The article draws on the work of sociologist Knorr Cetina (1999, 2001, 2003, 2007) in the area of Science and Technology Studies (STS) to analyse data from an empirical study of workers whose activity is globally distributed and technologically mediated. STS is viewed as a relatively recent field (Camic, Gross, and Lamont 2011) that has focussed on studying the natural sciences. However, the present paper seeks to illuminate learning as part of the making of social knowledge: as Camic, Gross, and Lamont point out, ‘STS has yet to make social knowledge practices a core topic of empirical research’ (2011, 11).
