Does intra-disciplinary historic preservation scholarship address the exigent issues of practice? Exploring the character and impact of preservation knowledge production in relation to critical heritage studies, equity, and social justice

Abstract

This content analysis was based on the analysis of paper, book, and edited book publications that were self-defined as contributing to preservation scholarship. The four primary objectives were to: 1) identify the authors of this group; 2) define what a "scholarly" publication is-only these publications were allowed to form the corpus of "preservation scholarship"; 3) collect every single "scholarly" publication produced by these authors, and 4) perform a content analysis on this preservation scholarship, dividing it into salient categories and themes. In order to identify the authors of preservation scholarship, faculty were selected from National Council for Preservation Education (NCPE) member degree programs who were full-time and on the tenure-track or already tenured with a 50% or more teaching appointment in an historic preservation degree program (undergraduate or graduate). Program web sites, emails, and phone calls to departments were used to identify full-time, tenure-track and tenured faculty with a 50% or more teaching appointment to an historic preservation program. Where departments did not share details on the distribution of faculty teaching responsibilities, the relevant college or university course schedule listing was consulted to identify which courses each preservation faculty member taught across several semesters. Programs housed in institutions that do not use the tenure system, such as Boston Architectural College, Pratt, and Savannah College of Art and Design, were not included.

Auditing the ‘Social’ of Quantum Technologies: A Scoping Review

“…This is evident in the lack of co-occurrence of the technical quantum terms mostly derived from [152] and 17 non-technical phrases generated by the author with (a) 35 terms and phrases chosen by the author based on academic literature covering other technologies [8,; (b) the phrases depicting 17 composite wellbeing measures ; (c) all the indicators used by the four composite measures (Social Determinants of Health, Better Life Index, Canadian Index of Wellbeing, Community Based Rehabilitation Matrix) [10][11][12][13][14][15]20,21,[36][37][38][39]; (d) lack of hits for terms depicting science and technology governance concepts; and e) the low frequency to no presence of "social" and "societal" containing phrases. The findings further suggest a lack of engagement of the quantum technologies-focused academic literature with EDI, as judged by the lack of hits obtained for EDI phrases and frameworks used in the discussion focused on EDI in academia and other workplaces [40][41][42][43][44][45][46][47][48][49][50][51][52][53][54][55][56][57][58][59] and the lack of or very low hits for marginalized groups normally covered under EDI [51].…”

“…Phrases linked to EDI are increasingly employed as policy concepts in many universities [51] and other workplaces, and include "equity/equality, diversity, inclusion"; "diversity, equity and inclusion" [51]; "belonging, dignity, and justice" [40,41]; "diversity, equity, inclusion and belonging" [42,47,57]; "employment equity" [43]; "inclusion, diversity, equity, and accessibility" [44][45][46]; "justice, equity, diversity, and inclusion" [48,49,58,59] and "equity, diversity, inclusion, and decolonization" [50]. Athena SWAN (Scientific Women's Academic Network) was the first EDI framework for Universities, beginning in 2005 [52].…”

“…One can make a strong linkage between the 'social' of quantum technologies and the very engagement of the quantum community with EDI. Employing EDI phrases such as "equity, diversity, and inclusion" [51]; "equality, diversity, and inclusion" [51]; "diversity, equity, and inclusion" [51]; "belonging, dignity, and justice" [40,41]; "diversity, equity, inclusion and belonging" [42,47,57]; "employment equity" [43]; "inclusion, diversity, equity, and accessibility" [44][45][46]; "justice, equity, diversity, and inclusion" [48,49,58,59] and "equity, diversity, inclusion, and decolonization" [50] and EDI frameworks [52][53][54][55][56], EDI-linked actions, and discussions in many countries try to improve the 'social' for marginalized students, academic and non-academic staff at universities and other workplaces.…”

“…As such, one objective of this study was to map out the co-occurrence of various terms and phrases linked to the 'social' with various quantum technology-related terms. Equity, diversity and inclusion; equality, diversity and inclusion; diversity, equity and inclusion and other derivative EDI phrases [40][41][42][43][44][45][46][47][48][49][50][51][52][53][54][55][56][57][58][59] and EDI frameworks such as Athena SWAN ("Scientific Women's Academic Network") [52,60]; "Science in Australia Gender Equity", SAGE-Athena SWAN [53]; "See change with STEMM Equity Achievement", SEA-Change [54]; National Science Foundation (NSF) ADVANCE [55] and "DIMENSIONS: Equity, diversity and inclusion program" [56] are increasingly employed to improve the research, education and general workplace climate at universities [51] and other workplaces for marginalized groups such as women, Indigenous peoples, visible/racialized minorities, disabled people, and LGBTQ2S+. How EDI is engaged with in discussions concerning how to advance quantum-related science and technology will impact how the 'social' is discussed in relation to quantum technologies.…”