When writing inequalities, the language we use and our writings betray the power dynamics and the unequal relations that stem from the world we as researchers come from. This post explores how these inequalities play out in the worlds we embed ourselves in as outsider researchers and are apparent in what we write through a reflection on my own research with dDeaf television producers and actors in Sweden. (read more...)
It has been said that a camel is a horse designed by a committee. We might think of the platypus in much the same way, though the key difference is perhaps that—as of yet—it is unclear what the Platypus Committee was trying to create. Regardless, the platypus has long been emblematic of the limitations of scientific classification. An egg-laying, duck-billed, poisonous mammal: the only surviving member of its species and genus. It is this persistent and natural spirit of disruption and provocation that led the founders of this blog to christen it with the name of this thoroughly confusing and fascinating creature. Its defiance of orderly categorization serves as both a metaphor and motivation for the continued intersection of anthropology and science and technology studies, sometimes considered strange bedfellows. (read more...)
On October 21, 1868, at approximately eight o’clock in the morning, a major earthquake on the Hayward Fault near Oakland, California shook the Bay Area. The earthquake caused a great deal of damage in the small towns near the earthquake epicenter, as well as on “made ground” in San Francisco. Outside of the affected area, citizens worried about what had happened. People looked for the latest news at telegraph offices, though some telegraph lines were damaged or inundated. When inquirers reached the telegraph offices, however, they were sometimes met with rumors and misinformation. Some telegrams said, incorrectly, that San Francisco was destroyed and sixty bodies were recovered. Similar news exaggerating the damage in San Francisco spread all across the state. So, while the telegraph promised that people would have more immediate access to events in faraway places, the existence of a telegraphic infrastructure did not guarantee that these assessments had any correspondence to truth. People also reveal how they believe infrastructure should work when public information infrastructures are used intensely, overwhelmed, or broken. The silent structuring work of infrastructures—so integral to modernity—becomes easier to “see” after disasters. (read more...)
Composition endures, in fact thrives, at universities that are heavily invested in science, technology, engineering, and mathematics. But, this also means that composition instructors who are primarily trained in the Humanities and Social Sciences may encounter more and more students whose interests and majors are (for some) somewhat alien. Put simply, STEM topics do not readily offer themselves up to make writing assignments for broad audiences, and students may struggle in constructing them. A further challenge in working with STEM students has to do with their dispositions toward critiques of science and ideology. Students in STEM fields may not have been exposed to the possibility that social norms have been packaged into scientific knowledge production, and they sometimes find such suggestions threatening. One way to productively engage students STEM topics is to highlight that science as a social practice. That is, science not entirely viewed as the ‘discovery’ of facts, but as a pursuit embedded within particular cultural and historical contexts. Scientific knowledge is produced and disseminated by people for other people, and so must follow the social and rhetorical codes of its times. Viewed in this way, scientists do not ‘reveal’ the nature of the world, but rather make arguments about it. As those arguments ‘go public,’ their authors take on a broader set of interests, concerns, presuppositions, and stakeholders than might be encountered among expert audiences. (read more...)
Preface: this is the first in a series of posts by scholars who attended the Anthropocene Campus Melbourne, an event hosted in September by Deakin University as part of the larger Anthropocene Curriculum project. Over the four days of the Campus, 110 participants from 49 universities (plus several art institutions and museums) attended keynotes, art exhibits, fieldtrips, and workshops based around the theme of ‘the elemental’. In hindsight, the Anthropocene Campus Melbourne can be understood as a four-day attempt at bringing the Anthropocene, that curious container of hyperobjects, to our senses through the elemental. Lying far beyond our abilities of representation and resolution, hyperobjects are omnipresent objects or processes that permeate our lives, gripping us with and into their “always-already” (Morton 2013). Though abstract and planetary in scale, hyperobjects sometimes ooze into our fields of perception and lend parts of themselves to the senses. In what follows, I want to (read more...)
Stories of war and violence have permeated the daily life of Colombians for more than half a century. However, in the last decade, the voices and narratives about the armed conflict have diversified and expanded significantly. This is mainly due to the institutionalization of remembrance processes, civil society initiatives, and the opportunities opened up by the peace negotiations between the Colombian government and the Revolutionary Armed Forces of Colombia (FARC). Although these actions still fall short of the effort needed for a fuller reconciliation, they have introduced, little by little, profound changes in the ways in which society and the state remember the war, understand the armed conflict, recognize their victims, and seek to transform the past and present of violence. (read more...)
Platypus, the CASTAC Blog, is seeking a new Editor and several new Contributing Editors for our team in 2019! The blog is a weekly, collaborative publication of the Committee on the Anthropology of Science, Technology, and Computing at the American Anthropological Association. (read more...)
When you’re playing an online game and it gets shut down, typically a message flashes on the screen that says something like: “You have been disconnected from the server.” This very message indicates that it is not just “the game” per se that you’ve been disconnected from. What is “the game” after all? In reality, players are connected to a shared version of a virtual world thanks to the workings of servers, those digital devices that make up the backbone of the internet and of virtual worlds, like Second Life and World of Warcraft. When a virtual world dies, when it’s “turned off,” the player is no longer accessing the same server as their friends. In fact, they’re not accessing any server at all. When the server is turned off, the game world is popularly said to have been abandoned—its software becomes referred to as “abandonware.” And just like that, a whole world dies. This post reflects the work of one group of video game enthusiasts and how they are actively working to bring so-called “abandoned” online games back to life by reshaping copyright laws and redefining games as cultural heritage. (read more...)
