Engaging Science, Technology, and Society (Dec 2024)
Provocations from the ‘STS as a Critical Pedagogy’ Workshop
- 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,
- Malte Ziewitz
Affiliations
- Shannon N. Conley
- James Madison University
- Emily York
- James Madison University
- Eleanor Armstrong
- Stockholm University
- Marisa Brandt
- Michigan State University
- Anita Chan
- University of Illinois Urbana-Champaign
- Martin Perez Comisso
- Arizona State University
- Shelby Dietz
- Cornell University
- Rachel Douglas-Jones
- IT University of Copenhagen
- Max Etka
- Courtney Forberg
- James Madison University
- Anna Geltzer
- University of Notre Dame
- Monamie Haines
- Technical University of Denmark
- Nolan Harrington
- Cornell University
- Matthew Harsh
- Cal Poly
- Alexa Houck
- James Madison University
- Eric Kennedy
- York University
- Ali Kenner
- Drexel University
- Crystal Lee
- Massachusetts Institute of Technology
- James Malazita
- Rensselaer Polytechnic Institute
- Nicole Mogul
- University of Maryland College Park
- Sharlissa Moore
- Pacific Northwest National Laboratory
- Cora Olson
- Virginia Tech
- Elizabeth Reddy
- Colorado School of Mines
- Kathleen Sheppard
- Missouri S&T
- Ashley Shew
- Virginia Tech
- Ranjit Singh
- Data & Society
- sam smiley
- Lindsay Smith
- Arizona State University
- Ellan Spero
- Massachusetts Institute of Technology
- David Tomblin
- University of Maryland College Park
- Danica Tran
- James Madison University
- Raquel Velho
- Renssalaer Polytechnic Institute
- Andrew Webb
- Aubrey Wigner
- Colorado School of Mines
- Damien Williams
- University of North Carolina Charlotte
- Matthew Wisnioski
- Virginia Tech
- Hong-An Wu
- University of Texas Dallas
- Kari Zacharias
- University of Manitoba
- Malte Ziewitz
- Cornell University
- DOI
- https://doi.org/10.17351/ests2023.1927
- Journal volume & issue
-
Vol. 10,
no. 1–2
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?
