Data Availability Statement for "STS and Critical Pedagogies"

Working with participants in the "STS as a Critical Pedagogy" online workshop during the summer of 2021, it was exciting to imagine the different ways we might use the STS Infrastructures platform to extend conversations about STS pedagogies and to share materials that were emerging in the workshop. But when it came to thinking of 'data' as such, and imagining sharing items in a more durable and public way on STS Infrastructures, many questions arose among participants: What are the 'data' of STS pedagogies? How can pedagogical artifacts responsibly and ethically acknowledge all of the rich genealogies and influences that shape them? Given the specificity of context in which pedagogical approaches arise, what kinds of data or artifacts are actually useful to share, and to whom?

It was also important to make sure that all participants who shared something had the clear opportunity to consent or refuse consent for that item to be shared. Workshop participants discussed opportunities and potential risks of sharing something in a public archive, and created space for the possibility that not everything needed to be shared or even recorded.

Discussions highlighted the highly contextualized, social, always-in-the-making nature of pedagogical strategies, frameworks, practices, and artifacts—they develop in specific times and places and often in collaboration with students and colleagues, and they don’t stay still. They are parts of a fluid network of adaptation and adoption as they shift into new spaces with different teachers, learners, and learning objectives. Sharing them, however partially, on a platform like STS Infrastructures potentially facilitates critical thinking and reflection about teaching and learning STS, creativity in teaching, and community-building.

The syllabi, presentations, and other errata collected here can be seen as both resources and contributions to what will hopefully become a broader archive of practice, theory, and reflection about what STS as a critical pedagogy might look like in different spaces, places, and times. Artifacts include items shared by workshop participants from their own teaching spaces, such as the “STS Systems Thinking Skills” key card swipe that Nicole Mogul and David Tomblin created for STS students at University of Maryland College Park and the syllabus for a course taught by Rachel Douglas-Jones at IT University of Copenhagan in Spring 2021 on “The Digital State”. There are also sets of artifacts produced and shared as part of the workshop, such as the “STS Teaching and Thinking with Disabilities” essay produced by workshop participants Ashley Shew, Cora M. Olson, Crystal Lee, and Courtney Forgerg, that includes a syllabus, an abstract of the workshop panel, workshop presentation videos, and presentation notes. Finally, there are artifacts framing the workshop, including the schedule, participant bios, opening and concluding remarks, and workshop memos.

If a reader finds something here of inspiration or use, it is likely already transmuting into something else as it travels and comes to be shaped by the creative process of teaching. Nevertheless, please consider citing it as part of a practice of documenting and attributing pedagogical genealogies, and of reflecting on and building community around STS pedagogies.

Works Cited

Ashley Shew, Cora M. Olson, Crystal Lee, Courtney Forberg and Emily York. 10 May 2021, "STS Teaching and Thinking with Disabilities ", STS Infrastructures, Platform for Experimental Collaborative Ethnography, last modified 6 August 2021, accessed 14 May 2024. https://stsinfrastructures.org/content/sts-teaching-and-thinking-disabil...

Nicole Mogul and David Tomblin, 16 June 2021, "STS Systems Thinking Skills (UMD-STS)", contributed by , STS Infrastructures, Platform for Experimental Collaborative Ethnography, last modified 24 June 2021, accessed 14 May 2024. https://stsinfrastructures.org/content/sts-systems-thinking-skills-umd-sts

Rachel Douglas-Jones, 15 June 2021, "The Digital State Syllabus Spring 21 - Douglas-Jones", contributed by Emily York, STS Infrastructures, Platform for Experimental Collaborative Ethnography, last modified 15 June 2021, accessed 14 May 2024. https://stsinfrastructures.org/content/digital-state-syllabus-spring-21-...