Provocations from the 'STS as Critical Pedagogy' Workshop

Shannon Conley; Emily York; Eleanor  Armstrong; Marisa Brandt; Anita Chan; Martín Comisso; Rachel Douglas-Jones; Shelby  Dietz; Maxwell Etka; Sean Ferguson; Courtney  Forberg; Anna Geltzer; Monamie Haines; Nolan  Harrington; Matthew Harsh; Alexa Houck; Eric Kennedy; Alison Kenner; Crystal Lee; James Malazita; Nicole Mogul; Sharlissa Moore; Cora Olson; Elizabeth Reddy; Kathleen Sheppard; Ashley Shrew; Ranjit Singh; Sam  Smiley; Lindsay Smith; Ellan  Spero; David Tomblin; Danica Tran; Raquel Velho; Andrew Webb; Aubrey Wigner; Damien Williams; Matt Wisnioski; Hong-An Wu; Kari Zacharias; Malte Ziewitz

doi:10.17351/ests2023.1927

Provocations from the 'STS as Critical Pedagogy' Workshop

Shannon Conley, Emily York, Eleanor Armstrong, Marisa Brandt, Anita Chan, Martín Comisso, Rachel Douglas-Jones, Shelby Dietz, Maxwell Etka, Sean Ferguson, Courtney Forberg, Anna Geltzer, Monamie Haines, Nolan Harrington , Matthew Harsh, Alexa Houck, Eric Kennedy, Alison Kenner, Crystal Lee, James MalazitaNicole Mogul, Sharlissa Moore, Cora Olson, Elizabeth Reddy, Kathleen Sheppard, Ashley Shrew, Ranjit Singh, Sam Smiley, Lindsay Smith, Ellan Spero, David Tomblin, Danica Tran, Raquel Velho, Andrew Webb, Aubrey Wigner, Damien Williams, Matt Wisnioski, Hong-An Wu, Kari Zacharias, Malte Ziewitz

Publikation: Artikel i tidsskrift og konference artikel i tidsskrift › Tidsskriftartikel › Forskning › peer review

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?

Originalsprog	Engelsk
Tidsskrift	Engaging Science, Technology, and Society
Vol/bind	10
Udgave nummer	1
Antal sider	31
ISSN	2413-8053
DOI	https://doi.org/10.17351/ests2023.1927
Status	Udgivet - 2024

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10.17351/ests2023.1927Licens: CC BY-NC-ND

https://estsjournal.org/index.php/ests/article/view/1927/811Licens: CC BY-NC-ND

Citationsformater

Conley, S., York, E., Armstrong, E., Brandt, M., Chan, A., Comisso, M., Douglas-Jones, R., Dietz, S., Etka, M., Ferguson, S., Forberg, C., Geltzer, A., Haines, M., Harrington , N., Harsh, M., Houck, A., Kennedy, E., Kenner, A., Lee, C., ... Ziewitz, M. (2024). Provocations from the 'STS as Critical Pedagogy' Workshop. Engaging Science, Technology, and Society, 10(1). https://doi.org/10.17351/ests2023.1927

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title = "Provocations from the 'STS as Critical Pedagogy' Workshop",

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?",

keywords = "STS pedagogy, critical pedagogy, collaborative formations, interdisciplinarity, critical participation",

author = "Shannon Conley and Emily York and Eleanor Armstrong and Marisa Brandt and Anita Chan and Mart{\'i}n Comisso and Rachel Douglas-Jones and Shelby Dietz and Maxwell Etka and Sean Ferguson and Courtney Forberg and Anna Geltzer and Monamie Haines and Nolan Harrington and Matthew Harsh and Alexa Houck and Eric Kennedy and Alison Kenner and Crystal Lee and James Malazita and Nicole Mogul and Sharlissa Moore and Cora Olson and Elizabeth Reddy and Kathleen Sheppard and Ashley Shrew and Ranjit Singh and Sam Smiley and Lindsay Smith and Ellan Spero and David Tomblin and Danica Tran and Raquel Velho and Andrew Webb and Aubrey Wigner and Damien Williams and Matt Wisnioski and Hong-An Wu and Kari Zacharias and Malte Ziewitz",

note = "Copyright (c) 2024 Emily York, Shannon Conley Authors of all content published in ESTS retain the copyright to their work and are responsible for choosing the appropriate license from the licenses supported by the journal: CC BY 4.0, CC BY-SA 4.0, or CC BY-NC-SA 4.0. Please refer to the footer of the full text to learn about the specific license applied to each piece.",

year = "2024",

doi = "10.17351/ests2023.1927",

language = "English",

volume = "10",

journal = "Engaging Science, Technology, and Society",

issn = "2413-8053",

publisher = "Society for Social Studies of Science",

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Conley, S, York, E, Armstrong, E, Brandt, M, Chan, A, Comisso, M, Douglas-Jones, R, Dietz, S, Etka, M, Ferguson, S, Forberg, C, Geltzer, A, Haines, M, Harrington , N, Harsh, M, Houck, A, Kennedy, E, Kenner, A, Lee, C, Malazita, J, Mogul, N, Moore, S, Olson, C, Reddy, E, Sheppard, K, Shrew, A, Singh, R, Smiley, S, Smith, L, Spero, E, Tomblin, D, Tran, D, Velho, R, Webb, A, Wigner, A, Williams, D, Wisnioski, M, Wu, H-A, Zacharias, K & Ziewitz, M 2024, 'Provocations from the 'STS as Critical Pedagogy' Workshop', Engaging Science, Technology, and Society, bind 10, nr. 1. https://doi.org/10.17351/ests2023.1927

TY - JOUR

T1 - Provocations from the 'STS as Critical Pedagogy' Workshop

AU - Conley, Shannon

AU - York, Emily

AU - Armstrong, Eleanor

AU - Brandt, Marisa

AU - Chan, Anita

AU - Comisso, Martín

AU - Douglas-Jones, Rachel

AU - Dietz, Shelby

AU - Etka, Maxwell

AU - Ferguson, Sean

AU - Forberg, Courtney

AU - Geltzer, Anna

AU - Haines, Monamie

AU - Harrington , Nolan

AU - Harsh, Matthew

AU - Houck, Alexa

AU - Kennedy, Eric

AU - Kenner, Alison

AU - Lee, Crystal

AU - Malazita, James

AU - Mogul, Nicole

AU - Moore, Sharlissa

AU - Olson, Cora

AU - Reddy, Elizabeth

AU - Sheppard, Kathleen

AU - Shrew, Ashley

AU - Singh, Ranjit

AU - Smiley, Sam

AU - Smith, Lindsay

AU - Spero, Ellan

AU - Tomblin, David

AU - Tran, Danica

AU - Velho, Raquel

AU - Webb, Andrew

AU - Wigner, Aubrey

AU - Williams, Damien

AU - Wisnioski, Matt

AU - Wu, Hong-An

AU - Zacharias, Kari

AU - Ziewitz, Malte

N1 - Copyright (c) 2024 Emily York, Shannon Conley Authors of all content published in ESTS retain the copyright to their work and are responsible for choosing the appropriate license from the licenses supported by the journal: CC BY 4.0, CC BY-SA 4.0, or CC BY-NC-SA 4.0. Please refer to the footer of the full text to learn about the specific license applied to each piece.

PY - 2024

Y1 - 2024

N2 - 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?

AB - 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?

KW - STS pedagogy

KW - critical pedagogy

KW - collaborative formations

KW - interdisciplinarity

KW - critical participation

U2 - 10.17351/ests2023.1927

DO - 10.17351/ests2023.1927

M3 - Journal article

SN - 2413-8053

VL - 10

JO - Engaging Science, Technology, and Society

JF - Engaging Science, Technology, and Society

IS - 1

ER -

Provocations from the 'STS as Critical Pedagogy' Workshop

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