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The postcolonial science and technology studies reader
Sandra Harding (ed.)
Durham: Duke University Press (2011)
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This paper explores the important role of critical science, and in particular of post-colonial and decolonial theories, in understanding and shaping the ongoing advances in artificial intelligence. Artificial intelligence is viewed as amongst the technological advances that will reshape modern societies and their relations. While the design and deployment of systems that continually adapt holds the promise of far-reaching positive change, they simultaneously pose significant risks, especially to already vulnerable peoples. Values and power are central to this discussion. Decolonial theories (...) use historical hindsight to explain patterns of power that shape our intellectual, political, economic, and social world. By embedding a decolonial critical approach within its technical practice, AI communities can develop foresight and tactics that can better align research and technology development with established ethical principles, centring vulnerable peoples who continue to bear the brunt of negative impacts of innovation and scientific progress. We highlight problematic applications that are instances of coloniality, and using a decolonial lens, submit three tactics that can form a decolonial field of artificial intelligence: creating a critical technical practice of AI, seeking reverse tutelage and reverse pedagogies, and the renewal of affective and political communities. The years ahead will usher in a wave of new scientific breakthroughs and technologies driven by AI research, making it incumbent upon AI communities to strengthen the social contract through ethical foresight and the multiplicity of intellectual perspectives available to us, ultimately supporting future technologies that enable greater well-being, with the goal of beneficence and justice for all. (shrink) | |
This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...) field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink) | |
This highly multidisciplinary collection discusses an increasingly important topic among scholars in science and technology studies: objectivity in science. It features eleven essays on scientific objectivity from a variety of perspectives, including philosophy of science, history of science, and feminist philosophy. Topics addressed in the book include the nature and value of scientific objectivity, the history of objectivity, and objectivity in scientific journals and communities. Taken individually, the essays supply new methodological tools for theorizing what is valuable in the pursuit (...) of objective knowledge and for investigating its history. The essays offer many starting points, while suggesting new avenues of research. Taken collectively, the essays exemplify the very virtues of objectivity that they theorize—in reading them together, the reader can sense various anxieties about the dangerously subjective in our age and locate commonalities of concern as well as differences of approach. As a result, the volume offers an expansive vision of a research community seeking a communal understanding of its own methods and its own epistemic anxieties, struggling to enunciate the key problems of knowledge of our time and offer insight into how to overcome them. -/- (Contributors: Alex Csiszar, Scott Edgar, Peter Galison, Ian Hacking, Sandra Harding, Moira Howes, Paolo Savoia, Judy Segal, Joan Steigerwald, and Alison Wylie). (shrink) | |
In this paper, I reply to Markus Arnold’s comment and Amanda Bryant’s comment on my work “Can Kuhn’s Taxonomic Incommensurability be an Image of Science?” in Moti Mizrahi’s edited collection, The Kuhnian Image of Science: Time for a Decisive Transformation?. Philosophers and scientists are social epistemic agents. As such, they ought to behave in accordance with epistemic norms governing the behavior of social epistemic agents. | |
Some Indigenous Australians have embraced developmental origins of health and disease (DOHaD) and epigenetic discourses to highlight the legacies of slow violence in a settler colonial context. Despite important differences between Indigenous and scientific knowledges, some Indigenous scholars are positioning DOHaD and epigenetics as a resource to benefit their communities. This article argues that time plays a crucial role of brokering disparate knowledge spaces in Indigenous discourses of postgenomics, with both Indigenous cosmological frames and DOHaD/epigenetics centring a circular temporal model. (...) Drawing on interview data with scientists who work in Indigenous health, and broader ethnographic work in Indigenous Australian contexts where epigenetics is deployed, this article explores how different circularities of space and time become entangled to co-produce narratives of historical trauma. We use the concept of biocircularity to understand the complex ways that Indigenous and postgenomic temporalities are separated and connected, circling each other to produce a postcolonial articulation of postgenomics as a model of collective embodiment and distributed responsibility. (shrink) No categories | |
In the “history of the Aztecs” scholarship, recent debates reveal how work seemingly aligned with anti-colonial and anti-imperialist objectives can nevertheless reproduce the view that western science and technology are the primary means of improving human life. This corresponds to a type of performa- tive postcolonial analysis that remains caught up in the power dynamics it seeks to dismantle. The essay’s goal is to show that in order to understand, compare, and contrast the technological differences between Mesoamericans and early modern (...) Spaniards, it is necessary to attend to the different ontological configura- tions that undergird their respective sociocultural renderings of “nature.”. (shrink) | |
Rural, remote, and northern Indigenous communities in Canada frequently face limited access to healthcare services with ongoing physician and staff shortages, inadequate infrastructure, and resource challenges. These healthcare gaps have produced significantly poorer health outcomes for people living in remote communities than those living in southern and urban regions who have timely access to care. Telehealth has played a critical role in bridging long-standing gaps in accessing healthcare services by connecting patients and providers across distance. While the adoption of telehealth (...) in Northern Saskatchewan is growing, its initial implementation faced several barriers related to limited and stretched human and financial resources, infrastructure challenges such as unreliable broadband, and a lack of community involvement and engaged decision-making. Emerging ethical issues during the initial implementation of telehealth in community contexts have been wide ranging including concerns around privacy that have also shaped patients’ experiences and particularly the need to consider place and space within rural contexts. Drawing from a qualitative study with four Northern Saskatchewan communities, this paper offers critical perspectives on the resource challenges and place-based considerations that are shaping telehealth in the Saskatchewan context and provides recommendations and lessons learned that could inform other Canadian regions and countries. This work responds to the ethics of tele-healthcare in rural communities in Canada and contributes perspectives of community-based service providers, advisors, and researchers. (shrink) | |
This special issue explores intersections of feminism, postcolonialism, and technoscience. The papers emerged out of a 2014 research seminar on Feminist Postcolonial Science and Technology Studies at the Institute for Research on Women and Gender, University of Michigan. Through innovative engagement with rich empirical cases and theoretical trends in postcolonial theory, feminist theory, and STS, the papers trace local and global circulations of technoscience. They illuminate ways in which science and technology are imbricated in circuits of state power and global (...) inequality and in social movements resisting the state and neocolonial orders. The collection foregrounds the importance of feminist postcolonial STS to our understandings of technoscience, especially how power matters for epistemology and justice. (shrink) No categories | |
AI technology is capturing the African imaginations as a gateway to progress and prosperity. There is a growing interest in AI by different actors across the continent including scientists, researchers, humanitarian and aid organizations, academic institutions, tech start-ups, and media organizations. Several African states are looking to adopt AI technology to capture economic growth and development opportunities. On the other hand, African researchers highlight the gap in regulatory frameworks and policies that govern the development of AI in the continent. They (...) argue that this could lead to AI technology exacerbating problems of inequalities and injustice in the continent. However, most of the literature on AI ethics is biased toward Euro-American perspectives and lack the understanding of how AI development is apprehended in the Global South, and particularly Africa. Drawing on the case study of the first African Master’s in Machine Intelligence program, this paper argues for looking beyond the question of ethics in AI and examining AI governance issues through the analytical lens of the raciality of computing and the political economy of technoscience to understand AI development in Africa. By doing so, this paper seeks a different theorization for AI ethics from the South that is based on lived experiences of those in the margins and avoids the framings of technological futures that simplistically pathologize or celebrate Africa. (shrink) | |
University education is full of promise. Indeed universities have the capacity to create and shape, through staff and students, all kinds of enthralling ‘worlds’ and ‘new possibilities of life’. Yet students are encouraged increasingly to view universities as simply a means to an end, where neoliberal education delivers flexible skills to directly serve a certain type of capitalism. Additionally, the universal challenge of technological unemployment, alongside numerous other social issues, has become educationalised and portrayed in HE policy, as an issue (...) to be solved by universities. The idea that more education can resolve the problem of technological unemployment is a political construction which has largely failed to deliver its promise. In this article, we look at educationalisation in hand with technologisation and we draw on a Critical Discourse Analysis of HE policies, to demonstrate the problems arising from taken for granted visions of neoliberal social development related to education,... (shrink) | |
COVID-19 has revealed that science needs to learn how to better deal with the irreducible uncertainty that comes with global systemic risks as well as with the social responsibility of science towards the public good. Further developing the epistemological principles of new theories and experimental practices, alternative investigative pathways and communication, and diverse voices can be an important contribution of history and philosophy of science and of science studies to ongoing transformations of the scientific enterprise. No categories | |
This commentary explores the potential consequence of latent racial formation in emergent climate finance data projects and draws from ethnographic research on climate finance governance conducted in Fiji. Climate finance data projects emerging in the Pacific aim to ease the flow of finance from the Global North to the South. These emergent data projects, such as renewable energy resource availability and investment mapping, are imbedded in the climate finance organizations that fund, develop, and use them. Thus, the commentary explores climate (...) finance organizations through the lens of Ray’s theory of racial organizations, highlighting the ways in which important climate-related resources are mediated through racial and colonial schemas. The racial mediation of two key resources are spotlighted in this discussion: the finance itself and knowledge. Given that the Pacific region is at the coalface of climate change’s existential effects, the just allocation of resources is imperative. In interrogating the ways in which emergent data projects may deny these resources based on hidden racial schemas, the paper cautions against new and old forms of colonization that may be mobilized through even well-meaning techno-benevolent fixes. (shrink) | |
What could a social-justice oriented, feminist data studies look like? The current datalogical turn foregrounds the digital datafication of everyday life, increasing algorithmic processing and data as an emergent regime of power/knowledge. Scholars celebrate the politics of big data knowledge production for its omnipotent objectivity or dismiss it outright as data fundamentalism that may lead to methodological genocide. In this feminist and postcolonial intervention into gender-, race- and geography-blind ‘big data’ ideologies, I call for ethical, anti-oppressive digital data-driven research in (...) the social sciences and humanities. I argue that a reflexive data scholarship can emerge from the reintegration of feminist and postcolonial science studies and ethics of care ideals. Although it is not a panacea for all ails of data mining, I offer a road map for an alternative data-analysis practice that is more power-sensitive and accountable. By incorporating a people-centric and context-aware perspective that acknowledges relationships of dependency, reflects on temptations, and scrutinises benefits and harm, an ‘asymmetrically reciprocal’ (Young, 1997) research encounter may be achieved. I bring this perspective to bear on experiences of a two-year research project with eighty-four young Londoners on digital identities and living in a highly diverse city. I align awareness of uneven relations of power and knowledge with the messy relation of dependency between human and non-human actors in data analysis. This framework productively recognises that digital data cannot be expected to speak for itself, that data do not emerge from a vacuum, and that isolated data patterns cannot be the end-goal of a situated and reflexive research endeavor. Data-driven research, in turn, shows the urgency for renewed feminist ethical reflection on how digital mediation impacts upon responsibility, intersectional power relations, human subjectivity and the autonomy of research participants over their own data. (shrink) No categories | |
A distinctive form of anticolonial analysis has been emerging from Latin America in recent decades. This decolonial theory argues that important new insights about modernity, its politics, and epistemology become visible if one starts off thinking about them from the experiences of those colonized by the Spanish and Portuguese in the Americas. For the decolonial theorists, European colonialism in the Americas, on the one hand, and modernity and capitalism in Europe, on the other hand, coproduced and coconstituted each other. The (...) effects of that history persist today. Starting thought from these LA histories and current realities enables envisioning new resources for social transformations. These decolonial insights seem to receive only a passing recognition in the Latin American social studies of science and technology projects that have begun cosponsoring events and publications with northern equivalents. My focus will be primarily on the decolonial theory and on just two of its themes. One is the critical resources it offers for creating more accurate and progressive northern philosophies and histories of science as well as social studies of science. The second is insights from Latin American feminists that carry different impacts in the context of the decolonial accounts. (shrink) | |
This article aims to analyze how science is discursively attached to certain parts of the world and certain “kinds of people,” i.e., how scientific knowledge is culturally connected to the West and to whiteness. In focus is how the power technology of coloniality organizes scientific content in textbooks as well as how science students are met in the classroom. The empirical data consist of Swedish science textbooks. The analysis is guided by three questions: if and how the colonial history of (...) science is described in Swedish textbooks; how history of science is described; how the global South is represented. The analysis focuses on both what is said and what is unsaid, recurrent narratives, and cultural silences. To discuss how coloniality is organizing the idea of science eduation in terms of the science learner, previous studies are considered. The concepts of power/knowledge, epistemic violence, and coloniality are used to analyze how notions of scientific rationality and modernity are deeply entangled with a colonial way of seeing the world. The analysis shows that the colonial legacy of science and technology is not present in the textbooks. More evident is the talk about science as development. I claim that discourses on scientific development block out stories problematizing the violence done in the name of science. Furthermore, drawing on earlier classroom studies, I examine how the power of coloniality organize how students of color are met and taught, e.g., they are seen as in need of moral fostering rather than as scientific literate persons. (shrink) No categories | |
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After a brief review of the relationship between science and value, this paper introduces the value of ‘traditionality’ as a value in the pure and applied sciences. Along with other recognized values, this value can also contribute to formulating hypotheses and determining theories. There are three reasons for legitimizing the internal role of this value in science: first, this value can contribute to scientific progress by presenting more diverse hypotheses; second, the value of external consistency in science entails this value; (...) and third, this value helps to eliminate some of the adverse social and cultural effects of Western science in non-Western societies. ‘Traditionality’ is an extrinsic epistemic value, according to the first two reasons, and at the same time, is an ethical value, according to the last reason. Also, the ethics of belief is adopted to further confirm the ethical role of this value. Finally, this paper discusses three potential criticisms that can be levelled against this idea and responds to each of them. (shrink) | |
Final instalment of a book-review symposium on: Jeff Kochan (2017), Science as Social Existence: Heidegger and the Sociology of Scientific Knowledge (Cambridge UK: Open Book Publishers). -- Author's response to: Paolo Palladino (2018), 'Heidegger Today: On Jeff Kochan’s Science and Social Existence,' Social Epistemology Review and Reply Collective 7(8): 41-46; and Adam Riggio (2018), 'The Very Being of a Conceptual Scheme: Disciplinary and Conceptual Critiques,' Social Epistemology Review and Reply Collective 7(11): 53-59. | |
Research often characterized as “new materialist” has staged a return/turn to nature in social and critical theory by bringing “matter” into the purview of our research. While this growing impetus to take nature seriously fosters new types of interdisciplinarity and thus new resources for knowing our nature-cultural worlds, its capacity to deal with power’s imbrication in how we understand “nature” is curtailed by its failures to engage substantively with the epistemological interventions of postcolonial feminist science studies. The citational practices of (...) many new materialist thinkers eschew the existence of what Sandra Harding has called “a world of sciences.” I argue that the “science” privileged and often conflated with matter in new materialist storytelling is the same science destabilized by postcolonial feminist science studies. This does not mean that new materialist feminisms and postcolonial feminist science studies are necessarily at odds, as new materialist storytelling and prevailing conceptualizations of the postcolonial seem to suggest. On the contrary, I suggest that thinking creatively, capaciously, pluralistically, and thus irreverently with respect to the rules of science––about the boundaries and meanings of matter, “life,” and “humanness”––could be understood as a central project for a postcolonial feminist science studies. (shrink) No categories | |
This article examines the foundation myths of Brazil in the last two centuries, paying particular attention to the relationship between these myths and governmental attitudes toward the hybridity of Northern and Southern ethnic and technoscientific entities. Based upon this examination, the article argues that it is important to consider both the wider temporal frames and the shifts and sedimentations that have formed current foundation myths and shaped their relation to science and technology. Postcolonial science technology studies theories illuminate aspects of (...) this trajectory, but our analysis suggests a more complex scenario that involves internal political dynamics and the work of local intellectuals. We argue that the example of Brazilian social scientists should encourage scholars to go beyond the current focus on breaking the myths of technoscience and undertake mythmaking initiatives with wider societal resonances. (shrink) No categories | |
An essay review of Léna Soler, Emiliano Trizio, and Andrew Pickering (eds.), Science As It Could Have Been: Discussing the Contingency/Inevitability Problem (Pittsburgh: Pittsburgh University Press). | |
The conventional proper scientific self has an ethical obligation to strive to see everywhere in the universe from no particular location in that universe: he is to produce the view from nowhere. What different conceptions of the proper scientific self are created by the distinctive assumptions and research practices of social justice movements, such as feminism, anti-racism, and post-colonialism? Three such new ideals are: the multiple and conflicted knowing self; the researcher strategically located inside her research world; and the community (...) that knows. (shrink) No categories | |
The paper considers the notion of Science Policy from a postcolonial perspective. It examines the theoretical implications of the recent trend to include emerging and developing countries in international Science Policies by way of the case study of Switzerland. This country’s new international science policy instruments and measures have challenged the classical distinction between international scientific cooperation and development cooperation, with consequences on standards and evaluation criteria. The analysis reveals that the underlying assumptions of the concept of Science Policy perpetuate (...) traditional asymmetries in the global political economy of science. The paper suggests that the present legacy of Science Policy institutions and practices needs to be transformed to reflect an increasingly diverse spectrum of scientific purposes and traditions. It offers a revised set of foundational assumptions on Science Policy and, more broadly, proposes a fresh point of entry for the field of Science & Technology Studies to contribute to the Science Policy discourse. (shrink) No categories | |
This dissertation proposes a new metaontological model as a way to overcome the most relevant and challenging ethical problems of today. It argues that there is a teleological dissonance between what is expected of an AI and what it can offer, constructively. It proposes that such dissonance arises from a philosophical tradition in which there is a predilection for extracting a fragment of reality, to the detriment of valuing the analysis of complexity itself, as given. Thus, what results from this (...) whole movement is the liminality of the current technological era, in which we are going through a period of complex transformation and potentiality, when much of what was stable and predictable is becoming the opposite: unstable and unpredictable. The first part of the dissertation addresses the path from the past to the present. The second part considers what the future of AI will be like, if taken from the perspective of overcoming current problems, without configuring them as fictional projections. We will make such projections based on existing technological resources or others that are considered viable and feasible to be used in algorithmic constructs. And finally, the third part deals precisely with liminality, this present that refers not only to temporality, but also to spatiality - in terms of limits and scope The conclusion argues that an ethical and responsible AI, free from current problems, requires a deep understanding of human complexity - and the respective representation of the existential modal - so that it is possible to apply the most appropriate values in all stages of technological development. The final consideration, which summarises the entire argument, is about the elaboration of a dynamic metaontological protocol, capable of capturing and emulating the relational complexity of reality. This feat is presented as necessary, but perhaps not sufficient, for the creation of this AI of the future that will surpass current demands. (shrink) | |
Esta dissertação propõe um novo modelo metaontológico como forma de superar os problemas éticos atuais mais relevantes e desafiadores. Argumenta que há uma dissonância teleológica entre o que se espera de uma IA e o que esta pode oferecer, construtivamente. Propõe que tal dissonância se dá a partir de uma tradição filosófica na qual há uma predileção pela extração de um fragmento da realidade, em detrimento de prezar pela análise da própria complexidade, como dada. Assim, o que resulta de todo (...) esse movimento é a liminaridade da atualidade tecnológica, na qual se atravessa um período de complexa transformação e potencialidade, quando muito do que era estável e previsível está a tornar-se o oposto: instável e imprevisivel. A primeira parte da dissertação aborda o percurso do passado ao presente. A segunda parte considera como será o futuro da IA, se tomado a partir da superação dos problemas atuais, sem configurar-se como projeções ficcionais. Faremos tal projeção com base nos recursos tecnológicos existentes ou outros que sejam dados como viáveis e exequíveis de serem utilizados nos constructos algoritmicos. E, por fim, a terceira parte trata justamente da liminaridade, deste presente que não se refere somente à temporalidade, mas também à espacialidade – em termos de limites e alcances. A conclusão defende que uma IA ética e responsável, isenta dos atuais problemas, exige uma profunda compreensão da complexidade humana – e a respetiva representação do modal existencial – para que seja possível a aplicação dos valores mais convenientes em todas as etapas do desenvolvimento tecnológico. A consideração final, que sintetiza toda a argumentação, é sobre a elaboração de um protocolo metaontológico dinâmico, capaz de capturar e emular a complexidade relacional da realidade. Tal feito é apresentado como necessário, mas talvez não suficiente, para a criação desta IA do futuro que ultrapassará as atuais demandas. (shrink) No categories | |
The duality of attention is explored by turning our focus to the political and cultural conceptions of automatic attention and deliberate attention, with the former being associated with animality and “uncivilized” behavior and the latter with intelligence and self-mastery. In this article, I trace this ongoing dualism of the mind from early race psychology in the late nineteenth century to twentieth century psychological models including those found in psychoanalysis, behaviorism, neo-behaviorism, and behavioral economics. These earlier studies explicitly or implicitly maintained (...) a deficiency model of controlled attention and other mental processes that were thought to differ between racial groups. Such early models of attention included assumptions that Black and Indigenous peoples were less in control of their attention compared to whites. This racialized model of attention, as seen in the law of economy in the nineteenth century, with similar manifestations in psychoanalysis and neo-behaviorism in the twentieth century, can now be seen in present-day dual-process models as used in current psychological research and behavioral policy. These historical connections show that attention is not a value-neutral term and that attention studies do not stand outside of race and structural racism. (shrink) | |
The biggest challenges facing science education have possibly been accessibility and relevance to its target audiences—challenges that have become more pronounced with the increasingly multicultural nature of teaching and learning environments. How does one render accessible a field of inquiry that has often been viewed as unnatural, difficult, or the intellectual playground of a select few? How does one instil in students a sense of relevance of science to their own lives and experiences, especially as science has its own culture (...) with a special language, traditions, conventions, beliefs, and values; and if teaching and learning take place in a language and culture other than their home language and culture; and if it does not seem to engage, respect, and honour their prior knowledge, past experiences, and cultural perspectives? Recent decades have seen various approaches to multicultural education, the transformation of science education, and the learning of scientific knowledge, concepts, and practices in non-Western or indigenous societies. Chief among these approaches are the drives toward indigenisation, on the one hand and toward internationalisation, on the other. After reflecting on lessons from Africa regarding the debates around Africanisation and globalisation, we examine the idea of Transkulturalität[transculturality]—as contrasted with multiculturality and interculturality. (shrink) | |
In this paper, we engage with the widespread and influential approach of National Innovation Systems (NIS). We discuss its adequacy to non-OECD countries, especially in Latin America where it tends to be reified. Although the NIS approach is meant to address the most pressing needs of the economies it applies to, we argue that it would benefit from developing a more encompassing scope, allowing integration of greater diversity and complexity. By retracing the history of regimes of science, technology and innovation (...) in Latin America, we explore the following paradox: whereas numerous Southern scholars urge the pressing need to develop an innovation agenda for Southern countries with a “Southern framework of thought”, they continue to heavily rely on a reductionist version of the NIS-approach that prevents such a “Southern perspective” to fully emerge. This creates problems for actors willing to use NIS more reflexively, and it also affects the effectivity of science, technology and innovation (STI) policies in non-OECD countries. We formulate a research agenda with three suggestions for further engaging NIS both conceptually and practically. Using such analytical perspectives, we argue, might benefit both to scholarly work about NIS, but could also allow for a better articulation with STI regimes in Southern countries. (shrink) |
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