“Most workshops are dysfunctional–This one wasn’t” Interpreting, enacting, changing organized multi-person collaborative processes
This panel at the EASST meetings in July invites presentations or other interactive processes that explore various aspects of interpreting, enacting, changing organized multi-person collaborative processes—functional or dysfunctional; our own in STS as well as those of the researchers we study.
This open panel for the August/September 2018 meetings of 4S (the Society for Social Studies of Science) invites exploration of how to make sense of the biographical changes in changing contexts of radical scientists and of critics of science since the 1970s, as well as of STS interpreters of science influenced by them.
I have drafted a quick activity to get input that extends this multi-party conversation from 2000 about “How do we know there is a population-environment problem?” to bring in the following additional 3 discussants:
Novelo–Novelist concerned that climate change has been omitted from most literature
Futuro–Sci Fi writer concerned with gender and race as well as the usual fantasizing about scientific and technological developments
Litero–Interpreter of literature who is prepared to branch out from fictional literature to all discourses about knowledge.
I welcome comments on this blog post so as to a) glean ideas to weave into a Part 2 of this multi-party exchange and b) begin to address the issue Activo points to at the end: what are the “conditions make interactions among people from different fields as open as our were today”? (This activity relates to Project 2 in a course on gender, race, science, and literature.) Continue reading
Let me share the ambitious writing plan I formulated during a workshop last October, given the need I see to feel generative not only reactive when making one’s work and life in the turbulent politics of the USA today. Continue reading
Here are some quick reflections and questions about Situational Analysis (SA), a qualitative research approach based on grounded theory (Clarke 2005).
Central to SA are maps of the complexity of considerations, social worlds, relationships, and positions. The goal is to capture the situation as it is experienced and relevant to the people working and living in it. A key tension is how much theory informs the way the researcher identifies and conceptualizes what goes into the maps in contrast to how much theory and concepts emerge from the analysis. Continue reading
As I brushed off a 2011 talk “What to do if we think that researchers have overlooked a significant issue for 100 years?” to give again to philosophers of science and biologists together, a colleague mentioned the work of philosopher-historian of science, Hasok Chang, on complementary science. So I watched his 2013 Presidential Address to the British Society for History of Science. In this post I note that his list of reasons for science studies scholars to use critical judgement in engaging with the content of science could be expanded. Continue reading
Many links won’t work because they point to a blog accessible only to the students in the course.
Gender, Race, and the Complexities of Science and Technology
A Problem-Based Learning Approach
Graduate Consortium of Women’s Studies