Provocations from the ‘STS as a Critical Pedagogy’ Workshop
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?
Authors
- David Tomblin (ORCID: https://orcid.org/0000-0002-9748-2346)
- Nolan Harrington
- Cora Olson
- Rachel Douglas‐Jones (ORCID: https://orcid.org/0000-0001-9562-6572)
- Martín Pérez Comisso (ORCID: https://orcid.org/0000-0001-6454-4064)
- Emily York (ORCID: https://orcid.org/0000-0001-9253-9174)
- Matthew Wisnioski
- Kathleen L. Sheppard
- Matthew Harsh
- Damien Williams (ORCID: https://orcid.org/0000-0003-2227-9789)
- Nicole Mogul
- Sam Smiley
- Elizabeth Reddy (ORCID: https://orcid.org/0000-0003-0673-1173)
- Eric B. Kennedy (ORCID: https://orcid.org/0000-0003-0056-1521)
- Lindsay Smith (ORCID: https://orcid.org/0000-0003-0708-0317)
- Eleanor S. Armstrong (ORCID: https://orcid.org/0000-0002-8739-0448)
- Malte Ziewitz (ORCID: https://orcid.org/0000-0002-6643-195X)
- Aubrey Wigner (ORCID: https://orcid.org/0009-0004-3820-1673)
- Ranjit Singh (ORCID: https://orcid.org/0000-0001-6453-8676)
- Ellan F. Spero
- Hong-An Wu
- Monamie Bhadra Haines (ORCID: https://orcid.org/0000-0002-7724-4893)
- James W. Malazita (ORCID: https://orcid.org/0000-0003-3206-3682)
- Sharlissa Moore (ORCID: https://orcid.org/0000-0002-7892-7194)
- Alison Kenner (ORCID: https://orcid.org/0000-0002-4941-9115)
- Ashley Shew (ORCID: https://orcid.org/0000-0002-9812-0873)
- Shannon N. Conley (ORCID: https://orcid.org/0000-0002-5919-4706)
- Marisa Brandt
- Shelby B. Dietz
- Kari Zacharias
- Crystal Lee (ORCID: https://orcid.org/0000-0001-5452-6997)
- Anita Chan (ORCID: https://orcid.org/0009-0002-3187-3560)
- Andrew C. Webb
- David Tran
- Courtney Forberg
- Anna Geltzer
- Alexa Houck
- Raquel Velho
- Max Etka
Institutions
- University of North Carolina at Charlotte (US)
- University of Notre Dame (US)
- James Madison University (US)
- Pacific Northwest National Laboratory (US)
- University of Illinois Urbana-Champaign (US)
- Stockholm University (SE)
- Rensselaer Polytechnic Institute (US)
- Colorado School of Mines (US)
- University of Dallas (US)
- York University (CA)
- Missouri University of Science and Technology (US)
- Cornell University (US)
- Cal Poly Corporation (US)
- Data & Society Research Institute (US)
- University of Manitoba (CA)
- Arizona State University (US)
- Massachusetts Institute of Technology (US)
- University of Maryland, College Park (US)
- Drexel University (US)
- IT University of Copenhagen (DK)
- Virginia Tech (US)
- Michigan State University (US)
- Technical University of Denmark (DK)
Publication Details
- Journal
- Engaging Science Technology and Society
- Published
- 2024-12-01
- DOI
- https://doi.org/10.17351/ests2023.1927
- Citations
- 1
- Primary Topic
- Service-Learning and Community Engagement
- Type
- article
- Field-Weighted Citation Impact
- 2.10
Funders
- National Science Foundation
- James Madison University