Discourse, Rhetoric, Reflexivity: Seven Days in the Library

Ashmore, Malcolm; Myers, Greg; Potter, Jonathan

doi:10.4135/9781412990127.n15

Cited by 24 publications

(21 citation statements)

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“…An additional synthesis step included examining the results of the thematic analysis together with critical reflections on the international political economy of health and the role of ecosystem health researchers vis-à-vis global health equity. The study of texts, in relation to accompanying social practices, is a hallmark of the analytic technique known as discourse analysis (Ashmore et al, 1995), and the fact that we intended to arrive at more equity-conscious science and policy makes our approach a rudimentary form of critical discourse analysis (Fairclough and Wodak, 1997). In that the research was informed by the first author's work as a graduate student in environmental studies and epidemiology, and employment experience working on climate science synthesis and climate change and health files for the Canadian federal government, the methodology could also be described as including a rudimentary form of participant observation (Schensul and LeCompte, 1999).…”

Section: Methodsmentioning

confidence: 99%

Climate Change, Vector-borne Disease and Interdisciplinary Research: Social Science Perspectives on an Environment and Health Controversy

Brisbois

Ali

2010

EcoHealth

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Over the last two decades, the science of climate change's theoretical impacts on vector-borne disease has generated controversy related to its methodological validity and relevance to disease control policy. Critical social science analysis, drawing on science and technology studies and the sociology of social movements, demonstrates consistency between this controversy and the theory that climate change is serving as a collective action frame for some health researchers. Within this frame, vector-borne disease data are interpreted as a symptom of climate change, with the need for further interdisiplinary research put forth as the logical and necessary next step. Reaction to this tendency on the part of a handful of vector-borne disease specialists exhibits characteristics of academic boundary work aimed at preserving the integrity of existing disciplinary boundaries. Possible reasons for this conflict include the leadership role for health professionals and disciplines in the envisioned interdiscipline, and disagreements over the appropriate scale of interventions to control vector-borne diseases. Analysis of the competing frames in this controversy also allows identification of excluded voices and themes, such as international political economic explanations for the health problems in question. A logical conclusion of this analysis, therefore, is the need for critical reflection on environment and health research and policy to achieve integration with considerations of global health equity.

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Section: Methodsmentioning

confidence: 99%

Climate Change, Vector-borne Disease and Interdisciplinary Research: Social Science Perspectives on an Environment and Health Controversy

Brisbois

Ali

2010

EcoHealth

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“…The analysis of scientists' statements, both verbal and written (broadly, textual) is central to the work of both sociologists of scienti c knowledge and rhetoricians of science (for summaries, see Ashmore et al 1995;Harris 1997;Taylor 1996). The conclusions of this work not only call into question the tendency in sociological discourse to make generalized attributions of mental states, but also raise questions about the status of sociological discourse in relation to the project of modernity.…”

Section: Sociology Of Scientific Knowledge (Ssk)mentioning

confidence: 99%

Sociology and the public understanding of science: from rationalization to rhetoric¹

Locke

2001

British Journal of Sociology

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This paper contributes to the reappraisal of sociological theories of modernity inspired by the sociology of scientific knowledge (SSK). As much as these theories rely on received ideas about the nature of science that SSK has called into doubt, so do they rely on ideas about the public understanding of science. Public understanding of science has been assumed to conform to the monolithic logic and perception of science associated with rationalization, leading to an impoverished view of the cognitive outlook of the modern individual. Rationalization has become the basis for the construction of theoretical critique of science divorced from any clear reference to public understanding, with the result that theory has encountered considerable problems in accounting for public scepticism towards science. However, rather than question rationalization, the more typical strategy has been to propose radical changes in the modernization process, such as postmodernism and the risk society. Against this, an alternative view of public understanding is advanced drawn from SSK and rhetorical psychology. The existence of the sociological critique of science, and SSK in particular, suggests that the meaning of science in modernity is not monolithic but multiple, arising out of a central dilemma over the universal form of knowledge-claims and their necessarily particular, human and social grounding. This dilemma plays out not only in intellectual discourses about science, but also in the public's understanding of science. This argument is used to call for further sociological research into public understanding and to encourage sociologists to recognize the central importance of the topic to a proper understanding of modernity.

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“…Sociologists of science used to be interested mainly in scientists (those who came through long university training) but have recently turned to issues where science is played out in more public forums (news media, courts of law). Because today's science students do or will participate in some form of public science, there are common interests to researchers in both domains-science and technology studies researchers are beginning to recognize that science education has been the blind spot of the field (Ashmore, Myers, & Potter, 1995;Pickering, 1995). Some of the open questions appear to require cooperation between science education and science and technology studies.…”

Section: Discussionmentioning

confidence: 99%

Knowing, researching, and reporting science education: Lessons from science and technology studies

Roth

McGinn

1998

J. Res. Sci. Teach.

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Recent research in science and technology studies changed the way we understand science as it is practiced-that is, how scientific knowledge emerges from social, natural, social, political, cultural, historical, and economic contingencies of scientific work. Many science educators agree that students should learn not only science but also about science. In this article, we (a) outline important findings, research methods, and ways of reporting research that emerged from science and technology studies; and (b) show how familiarity with science and technology studies research can provide science educators with valuable insights about curriculum design and research on learning. We conclude that science and technology studies can serve as a resource to science education and that there is a potential for conducting collaborative work between science education and science and technology studies. Such collaborations have the potential to yield better theories about how people become competent in science from childhood to adulthood.

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Discourse, Rhetoric, Reflexivity: Seven Days in the Library

Cited by 24 publications

References 0 publications

Climate Change, Vector-borne Disease and Interdisciplinary Research: Social Science Perspectives on an Environment and Health Controversy

Climate Change, Vector-borne Disease and Interdisciplinary Research: Social Science Perspectives on an Environment and Health Controversy

Sociology and the public understanding of science: from rationalization to rhetoric¹

Knowing, researching, and reporting science education: Lessons from science and technology studies

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Discourse, Rhetoric, Reflexivity: Seven Days in the Library

Cited by 24 publications

References 0 publications

Climate Change, Vector-borne Disease and Interdisciplinary Research: Social Science Perspectives on an Environment and Health Controversy

Climate Change, Vector-borne Disease and Interdisciplinary Research: Social Science Perspectives on an Environment and Health Controversy

Sociology and the public understanding of science: from rationalization to rhetoric1

Knowing, researching, and reporting science education: Lessons from science and technology studies

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Sociology and the public understanding of science: from rationalization to rhetoric¹