Description as Intervention: Engagement and Resistance in Actor-Network Analyses

Vikkelsø, Signe

doi:10.1080/09505430701568701

Cited by 56 publications

(38 citation statements)

References 18 publications

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“…7 However, as one of the reviewers of Science as Culture rightly noted, one may question how long such a position of non-expertise can be maintained once more and more STS researchers have positions in business schools, are involved in ever more practical forms of organizational research and are called upon to act with other actors in very practical ways. The erosion of the stance of non-expertise is interestingly explored by Vikkelsø (2007). 8 These are doctors who are responsible for managing the medical part of the work on the ward.…”

Section: Conclusion: Interventions In Pathways and In Stsmentioning

confidence: 99%

Preventing Implementation: Exploring Interventions with Standardization in Healthcare

Zuiderent‐Jerak

2007

Science as Culture

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Section: Conclusion: Interventions In Pathways and In Stsmentioning

confidence: 99%

Preventing Implementation: Exploring Interventions with Standardization in Healthcare

Zuiderent‐Jerak

2007

Science as Culture

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“…This way of seeing the interrelations between description and analysis has inspired my use of ethnographic passages as a fundamental component of comparative tinkering. Such ideas echo other scholars who view the importance of ethnographic writing as a social scientific intervention (Michael 2012;Vikkelsø 2007;Winthereik and Verran 2012). Mike Michael, for one, proposes a move from the notion of written stories -or anecdotes -to 'anecdotalization' for interrogating the social scientific research process itself:…”

Section: Discussionmentioning

confidence: 76%

Practising Comparison: Logics, Relations, Collaborations

Deville¹,

Guggenheim²,

Hrdličková³

2016

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Text design, typesetting and eBook by Tetragon, LondonFreely available online at www.matteringpress.org/books/practising-comparison This is an open access book, and the text and cover art are licensed under a Creative Commons By Attribution Non-Commercial Share Alike license. Under this license, authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy their work so long as the material is not used for commercial purposes and the authors and source are cited and resulting derivative works are licensed under the same or similar license. No permission is required from the authors or the publisher. Statutory fair use and other rights are in no way affected by the above.Read more about the license at creativecommons.org/licenses/by-nc-sa/4.0/ ISBN: 978-0-9931449-4-3 (pbk) ISBN: 978-0-9931449-5-0 (ebk) Mattering Press has made every effort to contact copyright holders and will be glad to rectify, in future editions, any errors or omissions brought to our notice. CONTENTS List of Figures 7Contributors 9 Acknowledgements 15 LIST OF FIGURESI l l u s t r at i o n s

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“…Also, the insights we gain and contribute to the project are very much insights that already thrive within the project, although, of course, we transform them, if only by transporting them to other places. By this, we are building new cartographies of the project (see Vikkelsø, 2007), that enable different kinds of choices to be made, different framings than would otherwise have been possible.…”

Section: Resultsmentioning

confidence: 98%

Engaging with Technologies in Practice: Travelling the Northwest Passage

Bal

Mastboom²

2007

Science as Culture

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The ways in which science and technology studies (STS) engages with the practices it studies has long been under debate. In the past couple of years this question has gained new attention, in part because of a few cases in which STS researchers quite literally 'took the stand' by intervening in court cases. In a recent section of Social Studies of Science, devoted to the witnessing of Steve Fuller in a US court case about the teaching of 'intelligent design' in public schools, Michael Lynch concluded that 'the articulation of available (and effective) positions in political or legal disputes does not easily mesh with the characteristic orientations and lines of debate in our field ' (2006, p. 825). What seems to be at stake in debates concerning the public engagement of STS and STS researchers is whether STS lends itself to practical interventions at all, or better: whether the practical interventions STS researchers are engaged in can still be called STS. Other authors in the same section of Social Studies of Science also express doubt as to that question; Simon Cole for example argues that 'it is hardly surprising that those who do speak will not be able to speak "on behalf of the field"' (2006, p. 857). Discussions about the public engagement of STS researchers thus seem to be tied into questions of what 'doing STS' is all about. 1 In this article, we try to take up the questions concerning the possibilities of STS interventions by analysing the way we ourselves participated in a project concerned with the development and implementation of an information technology project in healthcare. Let us try to explain further what these questions are with reference to the long (and heavily debated) article on the 'third wave of science studies' by Collins and Evans (2002). In this article, among much else, Collins and Evans make a distinction between different kinds of expertise, for which the categories of 'interactionist' and 'contributory' expertise are of relevance here. 2 Interactionist expertise is by them defined with reference to STS as 'enough expertise to interact interestingly with participants and carry out a sociological analysis'

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Description as Intervention: Engagement and Resistance in Actor-Network Analyses

Cited by 56 publications

References 18 publications

Preventing Implementation: Exploring Interventions with Standardization in Healthcare

Preventing Implementation: Exploring Interventions with Standardization in Healthcare

Practising Comparison: Logics, Relations, Collaborations

Engaging with Technologies in Practice: Travelling the Northwest Passage

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