Social Scientization, Cultural Rationalization & Western State Making

In my historical sociological work, I use a combo of quantitative and natural language processing (NLP) techniques in analyzing archival data to better understand how the emergence of social science dramatically transformed Western culture and the modern nation-state.

Semantic Network of the UK Parliamentary Discourse Showing the Political Problematique of State Schooling (1851–1885)
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Papers

Smith, D.S. (2022a). Social scientization and the rise of the schooling state in UK parliamentary discourse, 1803–1909. Social Science History 46(1): 223–254
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Smith, D. S. (2022c, forthcoming). Visions of Deliverance: Social Science, Rationalization, and the Expanded Purposiveness of Schooling in the UK Parliament, 1803–1914. Social Science History.
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Smith, D.S. (2022f, forthcoming). The Making of the Modern State: Social Scientization and Education Legislation in the United Kingdom, 1800–1914. European Journal of Sociology.
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Smith, D.S. (2022g, under review). The Making of Mr. Gradgrind: Social Science and the Rationalization of Schooling in Official UK Political Discourse, 1803–1914.
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Smith, D.S. (2022h, in prep.). The translocal epistemic origins of the Western nation-state.
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Culture, Diversity & Power in Science & Education

In my sociology of science work, I explore the ways contemporary science and culture are entangled, particularly in gendered contexts.

The unstable social order of the 4th-grade classroom mediated by gender as practice
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Papers

Kim, L., Smith, D.S., Hofstra, B. McFarland, D. (2022b) Gendered Knowledge in Fields and Academic Careers. Research Policy 51(1): 1–15.
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Cheng, Magie, Smith, D.S., Xian Ren, Hancheng Cao, Sanne Smith, and Daniel A. McFarland. (2022d, revise & resubmit). The Diffusion of New Ideas in Science. American Sociological Review.
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Smith, D.S. & Bromley, P. (2022e, revise & resubmit) Women, World Society, and the Expansion of Academic Knowledge: The Study of Gender in Education, 1900–2022.
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Liang, W., Mahowald, K., Raymond, J., Krishna, V., Smith, D.S., McFarland, D., Zou, J. (2022j, in prep.). How random is the review outcome? A systematic study of the impact of external factors on eLife peer review.
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Bromley, P. & Smith, D.S. (2020). “Creating the Canon: The Meaning and Effects of Textbooks and Curricula” in T. Domina, B. Gibbs, L. Nunn, and A. Penner, Eds., Education and Society. University of California Press.
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Smith, D.S., Wendt, H., & Kasper, D. (2017). Social reproduction and sex in German primary schools. Compare: Journal of Comparative and International Education 47(2): 240-256.
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