In this panel, we stage a conversation about STS pedagogy based on experiences of creating new spaces for doing STS in and outwith institutions: Labs and Clinics. We think these critical formations through five big themes, discussed across all presenters in turn. Our hope is the conversational format allows for shared experiences to emerge. We first discuss space: what difference does it make to make physical space for STS – permanently or temporarily –within institutions, and what kind of difference does it make to educators and students? Second, what are the institutional affordances of doing STS pedagogy where you are? This may be a disciplinary question, but it is also one that foregrounds situated techniques of intervention in communities of practice within and beyond the university. Third, politics, or the stakes, consequences and ambitions of the Lab / Clinics in their pedagogical aims. Fourth, returning to materiality, are there objects you make, work with or need? How do these artifacts shape and inform the pedagogical possibilities? Fifth, we take student engagement as a long term lesson in the kinds of pedagogies needed where we are. We will reflect on what Labs and Clinics have taught us about how we bring STS sensitivities to our STS pedagogies.
This is the panel description provided by the STS Labs and Clinics panel for the STS as a Critical Pedagogy workshop program. The workshop was held in summer 2021. The STS Labs and Clinics panel included Anita Say Chan, Rachel Douglas-Jones, Ranjit Singh, and Malte Ziewitz.
STS as a Critical Pedagogy workshop program
Anita Say Chan, Rachel Douglas-Jones, Ranjit Singh and Malte Ziewitz, 4 August 2021, "STS Labs and Clinics Panel Abstract", contributed by Emily York, STS Infrastructures, Platform for Experimental Collaborative Ethnography, last modified 4 August 2021, accessed 16 October 2021.