DESIGN OF DIGITAL DEMOCRACIES: Performances of citizenship, gender and IT

Elovaara, Pirjo; Mörtberg, Christina

doi:10.1080/13691180701410091

Cited by 8 publications

(3 citation statements)

References 11 publications

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“…Script analysis is based on a separation of, and interaction between, design and use. This approach excludes the larger network of actors that also influence the design and use situations (Winthereik, Johannsen, and Strand 2008;Elovaara and Mörtberg 2007). Winthereik et al discuss this limitation of the notion of script in an analysis of a demonstration video presenting a new e-health portal.…”

Section: Describing Gendermentioning

confidence: 99%

Between Need and Desire

Velden

Mörtberg

2011

Science, Technology, & Human Values

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Script analysis is often used in research that focuses on gender and technology design. It is applied as a method to describe problematic inscriptions of gender in technology and as a tool for advancing more acceptable inscriptions of gender in technology. These analyses are based on the assumption that we can design technologies that do justice to gender. One critique on script analysis is that it does not engage with the emergent effects of design. The authors explore this critique with the help of two vignettes taken from their design research. In this article they ask: How to design for gender if gender and design are emergent? The authors present two design strategies, degendering design and undesigning design and propose a new approach to doing justice to gender in design. This perspective foregrounds ethics in the design process, in particular the accountability of technology designers.

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Section: Describing Gendermentioning

confidence: 99%

Between Need and Desire

Velden

Mörtberg

2011

Science, Technology, & Human Values

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“…As has been highlighted by CTA researchers, as well as by scholars in science and technology studies (STS) and cultural studies of technoscience, design decisions represent the outcome of processes of negotiation and meaning construction (see for example Akrich 1995; Floyd et al 1992;Oudshoorn and Pinch 2003). 1 Feminist scholars such as Cockburn and Omrod (1993), Wajcman (2004), Faulkner (2001, Weber (2006) and Elovaara and Mörtberg (2007) have 1 Different aspects of the organisational and social embedding of design processes are moreover discussed in qualitative software engineering research (see Dittrich et al 2007), information systems (see Howcroft and Trauth 2005) and critical design practice (see Friedman et al 2006;Sengers et al 2005). strengthened the understanding of how social discourses and everyday practice guide design projects and pre-structure use contexts. Even though systems design is mediated by methods and tools of software engineering, everyday knowledge and social discourses become operative in development processes as hidden assumptions and belief systems.…”

Section: Introductionmentioning

confidence: 97%

Situated (un-)learning in software design: a deconstructive approach

Hofmann¹,

Allhutter

2010

Poiesis Prax

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Constructive technology assessment aims at anticipating societal impacts of technological innovations and suggests incorporating reflexivity and social learning into technology development. Social learning involves fostering the ability of diverse social actors to cultivate sociotechnical critical skills, thus allowing technological and social change to be governed with consideration for social values and diverging interests. Based on this demand, our paper presents a discourse-theoretical, interventionist approach to software design introducing deconstruction and (un-)learning as reflective practices to guide development processes. Inspired by Donna Haraway's focus on power relations in technoscience culture, our approachcalled 'deconstructive design'-traces how structures such as in/formal hierarchies and discursive hegemonies affect the development processes and design decisions of teams or communities of practices. The underlying deconstructivist methodology refers to practice-based concepts of situated learning. Thus, it locates a potential for value-based intervention at the micro/meso-level of everyday work practices. Zusammenfassung Constructive Technology Assessement zielt darauf ab, soziale Auswirkungen technologischer Innovationen zu antizipieren und schlägt vor, bereits im Rahmen der Entwicklung von Technologien Reflexivität und soziales Lernen zu institutionalisieren. Soziales Lernen soll die soziotechnische Kritikfähigkeit diverser sozialer Akteure/Akteurinnen fördern, um auf diese Weise technologischen und gesellschaftlichen Wandel so zu steuern, dass soziale Werte und unterschiedliche Interessen Beachtung finden. Ausgehend von dieser Forderung, stellt unser Beitrag einen diskurstheoretischen, interventionistischen Softwareentwicklungsansatz vor, der Dekonstruktion und (Ver-)Lernen als reflexive Praktiken in den Entwicklungsprozess integriert. Inspiriert von Donna Haraways machtkritischem Zugang zur Technowissenschaft, macht 'Deconstructive Design' sichtbar, wie gesellschaftliche Strukturen in Softwareentwicklungsprozessen wirksam werden, indem in/ formelle Hierarchien und hegemoniale Diskurse Designentscheidungen mitgestalten. Die unserem Ansatz zugrunde liegende dekonstruktivistische Methodologie wird mit praxis-basierten Konzepten von situiertem Lernen verknüpft. Das Potenzial für werte-basierte Intervention wird damit auf der Mikro/Meso-Ebene alltäglicher Arbeitspraktiken verortet.Résumé Constructive technology assessment a pour but d'anticiper les impacts sociaux d'innovations technologiques et suggère d'incorporer la réflexivité et l'apprentissage sociétal au développement des technologies. L'apprentissage sociétal sert à cultiver l'aptitude des acteurs sociaux divers à formuler une critique sociotechnique et ainsi à gouverner le changement technologique et social en considérant les valeurs sociales et les intérêts divergents. A partir de cette demande, notre article présente une approche interventionniste et théorique de la conception logicielle introduisant la déconstruction et le (dés)appr...

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“…The meal production in Swedish school kitchens is dominated by women and has low status, and few IT applications have so far been implemented in the municipality's meal production. These circumstances show the importance to pay particular attention to how gender intersect in design (Mörtberg & Elovaara 2007;Jansson et al 2007) or how gender and technology is a 'mutually constitutive relationship' (Wajcman 2000, p. 460).…”

Section: Concluding Thoughtsmentioning

confidence: 99%