Search for: All records

This article explores the subjective and temporal modes of organizing underlying science-based social movements through an analysis of two mother-led movements in Argentina. The Abuelas de Plaza de Mayo appropriated forensic anthropology and nascent DNA technologies to identify their disappeared grandchildren during the 1976–83 dictatorship. The Madres de Ituzaingó Anexo developed community-led epidemiology studies and agrochemical contamination mapping to argue for a causal relation between intensive pesticide use and high rates of childhood illnesses. We focus on how these movements delineate visions of time, responsibility, and collective action by closely examining the underlying histories and practices of each social movement as they politicized motherhood and appropriated scientific practice. We offer the concept ofmother-led sciencethrough the temporal registers of constancy,desgaste, and durability to illuminate the iterative relationship between care work, creating sustainable communities and institutions, and the fragile processes of stabilizing facts. Mother-led science, with its dual claims to scientific authority in an epistemic register and maternal authority in an affective register, articulates a potent form of scientific organizing. We suggest that these affective temporalities may be present across all science-based social movements but can be obscured by narratives of linear progress toward objective truths. 

Opening up RRI to values and ways of knowing and doing beyond its European and Anglophone origins has become a focal area for scholars and practitioners. This article addresses the role of RRI pedagogy within the broader scope of this transformation, an under-examined topic in the literature. Drawing on the theoretical framework of critical resistance, we explore how RRI pedagogy might offer engaged scholars and educators opportunities to ‘risk themselves’ by intentionally destabilizing their authority as knowers. We offer a case study of a multinational, multilingual, multi-institutional learning initiative drawing from decolonial thinking to resist Anglophone epistemic hegemony in responsible research education. Our case study points to tactics for unsettling pedagogical habits by working across language differences, centering learners’ contexts, attending to the labor of teaching itself, and ‘searching for decoloniality’. 

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? 

Abstract In the 1970s, Latin America became a global laboratory for military interventions, the cultivation of terror, and ideological and economic transformation. In response, family groups and young scientists forged a new activist forensics focused on human rights, victim-centered justice, and state accountability, inaugurating new forms of forensic practice. We examine how this new form of forensic practice centered in forensic genetics has led to a critical engagement with Indigeneity both within and outside the lab. Drawing on ethnographic fieldwork with human rights activists and forensic scientists in Argentina, Guatemala and Mexico, this paper examines the relationship between forensic genetics, Indigenous organizing, and human rights practice. We offer the concept of ‘genetic syncretism’ to attend to spaces where multiple and competing beliefs about genetics, justice, and Indigenous identity are worked out through (1) coming together in care, (2) incorporation, and (3) ritual. Helping to unpack the uneasy and incomplete alliance of Indigenous interests and forensic genetic practice in Latin American, genetic syncretism offers a theoretical lens that is attentive to how differentials of power embedded in colonial logics and scientific practice are brokered through the coming together of seemingly incompatible beliefs and practices. 

This article (written in Portuguese) offers design principles for a decolonizing pedagogy within STS. Analyzing a pedagogical experiment using digital tools to conduct a bilingual, collaborative online course, the article describes the potential and pitfalls of this approach emphasizing the importance of slow, ethical collaborations.