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Abstract

Researchers and other (human) actors within the apparatus of animal experimentation find themselves in a tight corner. They rely on public acceptance to promote their legitimacy and to receive funding. At the same time, those working with animal experimentation take risks by going public, fearing that the public will misunderstand their work and animal rights activists may threaten them. The dilemma that emerges between openness and secrecy is fairly prevalent in scientific culture as a whole, but the apparatus of animal experimentation presents specific patterns of technologies of secrets. The aim of the paper is to describe and analyse the meanings of secrets and openness in contemporary animal experimentation. We suggest that these secrets – or “selective openness” – can be viewed as grease in the apparatus of animal experimentation, as a unifying ingredient that permits maintenance of status quo in human/animal relations and preserves existing institutional public/science relations.

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With schools and universities closing across Europe, the Covid-19 lockdown left actors in the field of education battling with the unprecedented challenge of finding a meaningful way to keep the wheels of education turning online. The sudden need for digital solutions across the field of education resulted in the emergence of a variety of digital networks and collaborative online platforms. In this joint article from scholars around Europe, we explore the Covid-19 lockdowns of physical education across the European region, and the different processes of emergency digitalization that followed in their wake. Spanning perspectives from Italy, Germany, Belgium, and the Nordic countries, the article’s five cases provide a glimpse of how these processes have at the same time accelerated and consolidated the involvement of various commercial and non-commercial actors in public education infrastructures. By gathering documentation, registering dynamics, and making intimations of the crisis as it unfolded, the aim of the joint paper is to provide an opportunity for considering the implications of these accelerations and consolidations for the heterogeneous futures of European education.