1. Provocations from the ‘STS as a Critical Pedagogy’ Workshop
- Author
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Shannon N. Conley, Emily York, Eleanor Armstrong, Marisa Brandt, Anita Chan, Martin Perez Comisso, Shelby Dietz, Rachel Douglas-Jones, Max Etka, Courtney Forberg, Anna Geltzer, Monamie Haines, Nolan Harrington, Matthew Harsh, Alexa Houck, Eric Kennedy, Ali Kenner, Crystal Lee, James Malazita, Nicole Mogul, Sharlissa Moore, Cora Olson, Elizabeth Reddy, Kathleen Sheppard, Ashley Shew, Ranjit Singh, sam smiley, Lindsay Smith, Ellan Spero, David Tomblin, Danica Tran, Raquel Velho, Andrew Webb, Aubrey Wigner, Damien Williams, Matthew Wisnioski, Hong-An Wu, Kari Zacharias, and Malte Ziewitz
- Subjects
Technology ,Science - Abstract
This research article is a collaborative set of reflections and provocations stemming from the National Science Foundation (NSF) funded workshop on STS as a Critical Pedagogy, hosted online during the summer of 2021 by Shannon N. Conley and Emily York at James Madison University. The workshop occurred over four separate sessions, bringing together forty participants (including six undergraduate students who contributed as both facilitators and research assistants). Participants self-organized into panels, leading the workshop collective to engage a host of questions, challenges, methods, and practices related to STS and critical pedagogy. Questions included the following. What characterizes critical STS pedagogies? How are critical STS pedagogies enabled and constrained by our institutional and disciplinary locations? What makes STS pedagogies travel? How might we imagine STS pedagogies otherwise? How do our pedagogies shape our research and engagement in the world? How might we critically interrogate the boundaries between research, teaching, service, and engagement, and what becomes visible when we do so?
- Published
- 2024
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