制作和执行STS的微认证

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Learning Communities-International Journal of Learning in Social Contexts Pub Date : 2020-11-01 DOI:10.18793/lcj2020.26.10
M. Spencer
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引用次数: 2

摘要

当来自学术知识传统的研究人员进行跨学科研究时——也就是说,认真对待与学院学科相当陌生的知识实践的研究——科学和技术研究可以帮助解开他们研究实践中嵌入的一些假设。社会技术被理解为不可分割的社会和技术现象,对社会技术的分析允许研究人员在澳大利亚偏远的北领地的许多独特背景下,认真对待土著知识当局的理解和方法,并与他们合作和产生。在本文中,来自北领地教育、语言、政治、住房和健康研究合作的例子探讨了STS分析概念“社会技术”的效用。在每个例子中,我们的方法都确定了实践之间的紧张关系——包括认识论——这些紧张关系仍然没有解决,除非它们可能指向解决当前问题的策略。原住民主权可以被视为理解跨学科工作中学术研究者立场的关键,从概念上讲,社会技术提供了一种尊重和参与原住民长者祖先知识实践和权威的手段。
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Micro-credentialing as making and doing STS
When researchers from an academic knowledge tradition undertake transdisciplinary research – that is, research which takes seriously knowledge practices quite alien to the disciplines of the academy – science and technology studies can help unpick some of the assumptions which are embedded in their research practice. The analysis of sociotechnologies, which are understood as phenomena which are indivisibly both social and technical, allows a researcher in the many unique contexts of Australia’s remote Northern Territory, to take seriously the understandings and methods of Aboriginal knowledge authorities, and work collaboratively and generatively with them. In this paper, examples from research collaborations in education, language, politics, housing and health in the Northern Territory explores the utility of the STS analytic concept ‘sociotechnology’. In each example our methods identify tensions between practices – including epistemics – which remain unresolved except insofar as they may point towards strategies to address problems of the moment. Aboriginal sovereignty can be seen as a key to understanding the position of the academic researcher in transdisciplinary work, and conceptually sociotechnology offers a means to respect and engage with the ancestral knowledge practices and authority of Aboriginal elders.
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