Participation as Post-Fordist Politics: Demos, New Labour, and Science Policy.

IF 3.2 2区 哲学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Minerva Pub Date : 2010-12-01 Epub Date: 2010-11-20 DOI:10.1007/s11024-010-9157-8
Charles Thorpe
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引用次数: 0

Abstract

In recent years, British science policy has seen a significant shift 'from deficit to dialogue' in conceptualizing the relationship between science and the public. Academics in the interdisciplinary field of Science and Technology Studies (STS) have been influential as advocates of the new public engagement agenda. However, this participatory agenda has deeper roots in the political ideology of the Third Way. A framing of participation as a politics suited to post-Fordist conditions was put forward in the magazine Marxism Today in the late 1980s, developed in the Demos thinktank in the 1990s, and influenced policy of the New Labour government. The encouragement of public participation and deliberation in relation to science and technology has been part of a broader implementation of participatory mechanisms under New Labour. This participatory program has been explicitly oriented toward producing forms of social consciousness and activity seen as essential to a viable knowledge economy and consumer society. STS arguments for public engagement in science have gained influence insofar as they have intersected with the Third Way politics of post-Fordism.

作为后福特主义政治的参与:德莫斯、新工党和科学政策》。
近年来,英国的科学政策在科学与公众关系的概念上发生了 "从赤字到对话 "的重大转变。科技研究(STS)这一跨学科领域的学者作为新的公众参与议程的倡导者,一直具有影响力。然而,这种参与议程更深层次的根源在于 "第三条道路 "的政治意识形态。20 世纪 80 年代末,《今日马克思主义》杂志提出了 "参与 "这一适合后福特主义条件的政治框架,20 世纪 90 年代,Demos 智囊团发展了这一框架,并影响了新工党政府的政策。在新工党执政期间,鼓励公众参与和讨论科技问题是实施更广泛的参与机制的一部分。这一参与性计划的明确导向是产生被视为对可行的知识经济和消费社会至关重要的社会意识和活动形式。公众参与科学的 STS 观点与后福特主义的 "第三条道路"(Third Way)政治交织在一起,从而获得了影响力。
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来源期刊
Minerva
Minerva Multiple-
CiteScore
5.20
自引率
4.30%
发文量
26
期刊介绍: Minerva is devoted to the study of ideas, traditions, cultures and institutions in science, higher education and research. It is concerned no less with history than with present practice, and with the local as well as the global. It speaks to the scholar, the teacher, the policy-maker and the administrator. It features articles, essay reviews and ''special'' issues on themes of topical importance. It represents no single school of thought, but welcomes diversity, within the rules of rational discourse. Its contributions are peer-reviewed. Its audience is world-wide.
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