Promises/Premises, Practices, and Possibilities for Action Teaching of/in/with STS

• In Event: What STS Can Do: Innovations and Alternatives for STS Practice – I

Abstract

This paper will call for the rewards offered by STS “turning the microscope back to lab” focusing empirically on our own teaching practices. Based on participant observation of teaching practices, and qualitative interviews with students I hope this paper may inspire discussions about (new forms of) teaching practices and in turn, new forms of STS practices.
In contrast to many other areas of the knowledge society the (technological) development of teaching so far displays few and only minor revolutionary changes. Studies of innovation have highlighted the importance of collaboration between universities and work life, as described by for instance Modus 2 (Gibbons, Nowotny et al.), Triple Helix (Etzkowitz & Leydesdorffer), recent challenges towards democracy and expertise (Jasanoff, Latour, Nelkin, Stenger, Yearly), and responsible research and innovation (RRI) (Åm). The production of the skills needed in the (future) labor market is under stress as seen in changes related to the autonomy and accountability of higher education institutions partly related to a debate regarding the work life relevance of education (OECD 2018), all pointing towards a need for dialogue and meeting places between universities and work life.
At STS, NTNU we have developed a form of action teaching of/in/with STS through golden zones or a form of agora where the students are important intermediaries in the continuous search for and exploration of dialogue opportunities between research/teaching and “real life”. Nevertheless, in terms of contributing to robust, relevant, responsible and innovative knowledge production and dissemination of in/with STS perspectives, we still have challenges ahead and more to learn.

Author

• Helen Josok Gansmo, STS/NTNU