{"title":"Doing STS in STEM Spaces: Experiments in Critical Participation","authors":"Emily York","doi":"10.1080/19378629.2018.1447576","DOIUrl":null,"url":null,"abstract":"ABSTRACT This is a story of critical participation in engineering and applied science spaces that examines the challenges and opportunities of STS (Science and Technology Studies) experiments in relation to disciplinary identity, institutional values, and the power dynamics at work in the experiment. Comparing my experiences as an STS graduate student negotiating access in a research-oriented nanoengineering department geared toward capital formation, and as an assistant professor in a teaching-oriented applied science department geared toward holistic problem-solving, I highlight the necessity of creating mutual benefit and shared interest for STS approaches to gain traction in these spaces. At the same time, I describe the ways that institutional imperatives and power dynamics enable and constrain the possibilities for doing so. I argue that making STS relevant in STEM spaces requires paying close attention to the language through which scientists and engineers express their perspectives, values, and challenges, and it requires exercising a level of opportunism in identifying ways to make STS insights visible and legitimate. Teaching in a multidisciplinary curriculum builds on shared interest in education, potentially enabling disparate perspectives to come into dialogue as part of mutual world-building.","PeriodicalId":49207,"journal":{"name":"Engineering Studies","volume":"10 1","pages":"66 - 84"},"PeriodicalIF":2.0000,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19378629.2018.1447576","citationCount":"17","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Engineering Studies","FirstCategoryId":"5","ListUrlMain":"https://doi.org/10.1080/19378629.2018.1447576","RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 17
Abstract
ABSTRACT This is a story of critical participation in engineering and applied science spaces that examines the challenges and opportunities of STS (Science and Technology Studies) experiments in relation to disciplinary identity, institutional values, and the power dynamics at work in the experiment. Comparing my experiences as an STS graduate student negotiating access in a research-oriented nanoengineering department geared toward capital formation, and as an assistant professor in a teaching-oriented applied science department geared toward holistic problem-solving, I highlight the necessity of creating mutual benefit and shared interest for STS approaches to gain traction in these spaces. At the same time, I describe the ways that institutional imperatives and power dynamics enable and constrain the possibilities for doing so. I argue that making STS relevant in STEM spaces requires paying close attention to the language through which scientists and engineers express their perspectives, values, and challenges, and it requires exercising a level of opportunism in identifying ways to make STS insights visible and legitimate. Teaching in a multidisciplinary curriculum builds on shared interest in education, potentially enabling disparate perspectives to come into dialogue as part of mutual world-building.
Engineering StudiesENGINEERING, MULTIDISCIPLINARY-HISTORY & PHILOSOPHY OF SCIENCE
CiteScore
3.60
自引率
17.60%
发文量
12
审稿时长
>12 weeks
期刊介绍:
Engineering Studies is an interdisciplinary, international journal devoted to the scholarly study of engineers and engineering. Its mission is threefold:
1. to advance critical analysis in historical, social, cultural, political, philosophical, rhetorical, and organizational studies of engineers and engineering;
2. to help build and serve diverse communities of researchers interested in engineering studies;
3. to link scholarly work in engineering studies with broader discussions and debates about engineering education, research, practice, policy, and representation.
The editors of Engineering Studies are interested in papers that consider the following questions:
• How does this paper enhance critical understanding of engineers or engineering?
• What are the relationships among the technical and nontechnical dimensions of engineering practices, and how do these relationships change over time and from place to place?