I see a real growth in interest and investment in STS teaching, as evidenced by the increased presence of panels related to pedagogy in the most recent 4S meetings, remarks made by former 4S president Kim Fortun about the import of pedagogy at the 4S 2019 meeting, the explicit solicitation of pedagogy-related scholarship by 4S' open access journal, Engaging Science, Technology, and Society, and investment by the NSF STS program in pedagogy-related projects, including this 'STS as a Critical Pedagogy' workshop. I think this is also in line with a theoretical and practical interest within the STS community in modes of making and doing, critical participation, and a general sense of the urgent need for STS perspectives and practices to be deeply engaged in questions of social and environmental justice. I expect to see increasing publication related to pedagogy, and this in turn will hopefully draw more STS colleagues into conversation around pedagogy. As this happens, I hope we put more pressure on our institutions to recognize this work, and to accord it the same validation and reward as our other endeavors (i.e., work related to pedagogy needs to be recognized in promotion and tenure). Additionally, I hope that this challenges us to turn the STS gaze on our own boundary-drawing practices through which we create 'research', 'teaching', 'service' and 'engagement', to rethink the messy relationships between learning, knowledge production, and intervention. STS has looked at scientific training (see, for example, Traweek, 1988; Mody and Kaiser, 2008); what do we see when we look at STS training?
This 2018 poster answers the analytic: "How is the future of this STS formation envisioned?"
This essay helps to answer the analytic question, how is the future of this STS formation envisioned.