ethics | Platypus

Girls, Gadgets, and Gatekeepers: What is Ethical Feminist Fieldwork When Working with Children?

 Isha Bhallamudi  April 15, 2021

There is no Institutional Review Board (IRB) or equivalent body in India. The ethics of research are left to the purview of researchers, their supervisors, and departments. Therefore, as an international PhD student, I first encountered the IRB when planning my MA project at UC Irvine, where I investigated the intersectional effects of gender and class within the family, and how they shape differential access to mobile phones for adolescents in urban India. (read more...)

Pain-Free Mouse, being ‘human,’ and more-than-human ethics

 Julianne Yip  September 21, 2020

In the opening scene of Blade Runner, a fictional diagnostic called the Voigt-Kampff test distinguishes human from android. The test, as imagined in Philip K. Dick’s sci-fi novel and later adapted into the film adaptation, exploits a primary autonomic response: the so-called ‘shame’ or ‘blushing’ reaction to a “morally shocking stimulus.” In the novel, the ‘moral shock’ stimulus invariably involves nonhuman animals: (read more...)

Dark Patterns, or Shades of Grey?

 Alex Beattie  December 17, 2019

Auto-playing videos. Bottomless social media newsfeeds. Accentuated “I consent” buttons. The internet may appear as a Choose Your Own Adventure, but some pathways and actions are more enticing than others. Persuasion has become part of the online furniture and is largely by design; central to the architecture of user experience (UX) is the use of behavioral and social psychology to make particular aspects of digital products or services engaging and easy to use. (read more...)

Critical Imagination at the Intersection of STS Pedagogy and Research

 Emily York  November 5, 2019

*This post was co-authored by Emily York and Shannon Conley* In 2017, we established the STS Futures Lab—a space to critically interrogate plausible sociotechnical futures and to develop strategies for integrating pedagogy and research. But why a lab, and why a ‘futures’ lab? In a broader societal context in which futures thinking and futures labs are often subsumed within innovation speak, entrepreneurialism, and implicit bias regarding whose futures matter, it might seem counter-intuitive to establish a futures lab as a space for critical pedagogies. And yet, it is precisely because of our concern with the politics and ethics of technological world-making that we are inspired to intervene in this space. A futures lab, as we conceive it, is a space to cultivate capacities for critical and moral imagination that serve to check dominant assumptions about the future. “In the marketplace, the word creativity has come to mean the generation of ideas applicable to practical strategies to make larger profits…. I don’t use it any more, yielding it to capitalists and academics to abuse as they like. But they can’t have imagination.” (Ursula K. Le Guin, “The Operating Instructions”) We believe STS pedagogies are at their best when they are at the same time critical pedagogies—connected to the politics of knowledge production (Freire, 2018), and congruent with education as a ‘practice of freedom’ (hooks 1994, 4). Moreover, STS understandings of the messiness of knowledge production align well with reflexive practices of learning with our students in the classroom. However, to develop critical STS pedagogies that effectively engage our students, we have to start where we are in terms of our particular location and the students with whom we are working. The STS Futures Lab is an example of how critical STS pedagogies can, and perhaps must, emerge as a situated practice. One of the factors that makes STS pedagogies such a rich and varied set of practices is that they are developed and implemented in a wide array of disciplinary, institutional, and geographically diverse spaces, often heavily shaped by these spaces as faculty attempt to make material relevant to their students and aligned with learning objectives. This is to say, the very factors that constrain approaches to implementing critical STS pedagogies also constitute an opportunity. (read more...)

Archiving for the Anthropocene: Notes from the Field Campus

 Tim Schütz  October 28, 2019

Editors’s note: Click here to read the author’s MA thesis expanding on this topic. On a chilly Sunday afternoon in March, our Field Campus group walked through downtown Granite City, Illinois. Located just 6 miles north of St. Louis, the downtown was a markedly post-industrial landscape. Many of the red brick buildings were vacant and showed signs of lasting decay. Weedy patches of open land occasionally provided views of a large nearby factory. It was hard to tell if coffee and sandwich shops were closed forever. The factory, a U.S. Steel Corps manufacturing plant called Granite City Works was founded by two German immigrants in 1896, along with the city itself. In 2009, the National Air Toxics Assessment (NATA) ranked neighborhoods in Granite City at the second highest risk for cancer in the country, highlighting the plant’s coke ovens as a likely source (McGuire 2009). Coke oven emissions include benzene, arsenic, and lead (Earthjustice 2019) – that people breathe, and soils absorb. Another source of toxic air pollution has been the NL Industries/Taracorp lead smelter. Before its closure in 1983, the smelter contaminated over 1,600 households in Granite City and beyond, eventually turning into an EPA superfund cleanup site (Singer, n.d.). The US EPA recognized that the highest concentrations of lead in the air are around smelters. Lead in the air means lead in the soil. Tearing down houses in “blighted” sections of the city exacerbates the problem since demolitions release the lead in the paint of older buildings (Blythe 2019). Granite City is certainly a hot spot. As we walked through Granite City, we were guided by our local collaborator and artist Chris Carl, whose work with the urban renewal group New American Gardening “explores garden making on vacant lots and post industrial land.” Chris led us to the particular plot, pointing to a number of concrete blocks scattered around the ground. One of the blocks featured a warning symbol etched into its top, the other had the letters ‘Pb’ scrawled upon it – which, as he informed us, is the chemical abbreviation for lead. The blocks were Chris’s “DIY version of a lead remediation,” an intervention he began after a project by the College of Agricultural, Consumer, and Environmental Sciences and a visit by EPA officials who confirmed low levels of lead all over the area after conducting the requisite soil testing. The levels on the site we were standing on, however, had proven to be “off the charts.” Notably, both Madison County and the U.S. Steel Trust had provided funding for this pilot plot. (read more...)

Negotiating Ethical Technology Use: Trust and Care in End-of-Life Conversations

 Julie Armin, Ellen Estrada, Rebecca Bedwell  September 3, 2019

The headline on the local news station’s website was sensational: “Bereaved Family Upset Kaiser Used Robot to Tell Father He Would Die”. Evoking some sort of post-modern dystopia, the article explains that the family “was taken by surprise when a robot rolled into the room” to deliver the news that an elder family member’s illness had progressed past the physician’s ability to treat it. While the robot actually was a remote physician using teleconferencing software to communicate with the patient and his family, the monitor projecting an image of the physician’s head and shoulders sat atop a tall, narrow metal unit reminiscent of a body. The “robot doctor” story was picked up by national news outlets, like the New York Times, and medical ethicists weighed in on the ethics of communicating “sensitive” topics remotely. The news stories problematized the impersonal, almost routinized, care as it was perceived by the family. In one, a representative from the American Medical Association commented, “We should all remember the power of touch – simple human contact – can communicate caring better than words.” (read more...)

Our Governor Resigned via Facebook: #RickyRenuncia, Puerto Rico’s Summer of Protest

 Patricia Alvarez Astacio  July 31, 2019

Disponible en español aquí.

On July 13th, the Centro de Periodismo Investigativo (Center for Investigative Journalism) leaked 889 pages of a Telegram App chat between the governor of Puerto Rico, Ricardo “Ricky” Rosselló and eleven cabinet members and aides. The 889 pages were full of misogynist, homophobic, and classist comments about political figures, journalists, artists like Ricky Martin, and average citizens. They mocked the victims of hurricane María, which left 4,645 dead, saying “don’t we have some cadavers to feed our crows?” Memes citing the most egregious statements quickly began circulating through social media alongside early calls for the governor to resign. But beyond such insulting statements, the chat revealed complex corruption schemes and provided evidence of persecution of the governor’s political opponents. (read more...)