I created the term “Disability Dongle” in 2019 to draw attention to the phenomenon of design and engineering students and practitioners who prototype “innovative” disability solutions. The definition satirizes an outcome in which designs or technologies “for” disabled people garner mainstream attention and accolades despite valid concerns disabled people have about them. (read more...)
When I originally arrived to start fieldwork in the Southern Highlands of Tanzania, I set out to observe the scientific practices through which counterfeit drugs were identified at the regional hospital. I knew, from previous fieldwork, that the hospital had a mini-lab for conducting a Thin-Layer Chromatographic Test. Two years passed before I was finally able to observe this test; one of the reasons was that the hospital was out of the iodine detection reagent needed to carry it out. During the ensuing years, I came to learn that science was happening elsewhere; not always in the laboratory or hospital, but—perhaps even more frequently—in the home, marketplace, and workshop. (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...)
