Ignoring Ignorance: Notes on Pedagogical Relationships in Citizen Science

Engaging Science, Technology, and Society

View Publication Info
 
 
Field Value
 
Title Ignoring Ignorance: Notes on Pedagogical Relationships in Citizen Science
 
Creator Scroggins, Michael
 
Subject anthropology;sts;education
DIYBio; citizen science; pedagogy
 
Description Theoretically, this article seeks to broaden the conceptualization of ignorance within STS by drawing on a line of theory developed in the philosophy and anthropology of education to argue that ignorance can be productively conceptualized as a state of possibility and that doing so can enable more democratic forms of citizen science. In contrast to conceptualizations of ignorance as a lack, lag, or manufactured product, ignorance is developed here as both the opening move in scientific inquiry and the common ground over which that inquiry proceeds. Empirically, the argument is developed through an ethnographic description of Scroggins' participation in a failed citizen science project at a DIYbio laboratory. Supporting the empirical case are a review of the STS literature on expertise and a critical examination of the structures of participation within two canonical citizen science projects. Though onerous, through close attention to how people transform one another during inquiry, increasingly democratic forms of citizen science, grounded in the commonness of ignorance, can be put into practice.
 
Publisher The Society for Social Studies of Science
 
Contributor
 
Date 2017-04-02
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article

 
Format application/pdf
 
Identifier http://estsjournal.org/article/view/54
10.17351/ests2017.54
 
Source Engaging Science, Technology, and Society; Vol 3 (2017); 206-223
2413-8053
 
Language eng
 
Relation http://estsjournal.org/article/view/54/88
 
Coverage


 
Rights Copyright (c) 2017 Michael Scroggins
http://creativecommons.org/licenses/by-nc-nd/4.0
 

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