Reflexive Engagement? Actors, Learning, and Reflexivity in Public Dialogue on Science and Technology
Reflexive Engagement? Actors, Learning, and Reflexivity in Public Dialogue on Science and Technology
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DOI：
10.1177/1075547012454598
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发表时间：
2013-06-01
影响因子：
9
通讯作者：
Chilvers, Jason
中科院分区：
文献类型：
--
作者：
Chilvers, Jason
本文通过对调解科学与社会互动的行为者、他们的角色和关系以及与公众对话有关的学习和反身性的性质进行深入的定性研究，为公众参与科学相关问题的研究提供了一种更具反身性的模式。一个映射框架的开发，以描述在英国的科学和技术的公共对话的行为者调解的角色和关系。公共对话网络内的学习被证明是工具性的，挤出了自反性和关系学习的潜力。这就要求重新进行批判性的社会科学研究，同时更有意识地反思与科学和技术的参与性治理有关的学习，这种参与性治理是定位的，互动的，公共的和预期的。
This article contributes to a more reflexive mode of research on public engagement with science-related issues through presenting an in-depth qualitative study of the actors that mediate science-society interactions, their roles and relationships, and the nature of learning and reflexivity in relation to public dialogue. A mapping framework is developed to describe the roles and relations of actors mediating public dialogue on science and technology in Britain. Learning within public dialogue networks is shown to be instrumental only, crowding out potentials for reflexive and relational learning. This calls for renewed critical social science research alongside more deliberately reflexive learning relating to participatory governance of science and technology that is situated, interactive, public, and anticipatory.