4S open panel invitation - Feelings and Doubt in Technoscience
Dear Association of Internet Researchers: I'd like to invite you to consider submitting a paper abstract to the panel I'm co-convening for 4S in Boston this year. Abstracts are due March 1. It would be great to have critical internet/digital media studies folks working with STS to speak to the themes of this panel. Rich, timely topic! We need your good work! Thanks for your consideration ~ Monika Sengul-Jones & Amanda Menking *89. Feelings and Doubt in Technoscience* *Organized by:* Monika Sengul-Jones, UC San Diego; Amanda Menking, University of Washington “Post-truth” was the Oxford Dictionary’s word of the year in 2016. This neologism refers to how appeals to emotion—and even deliberate deception—influence the ignorance of, or rejection of facts. Feelings, and subjectivities more generally, have long been a focus of STS work. STS scholars have sought to mete out the complex relationships between positionality, affects, and networks that lead to knowledge-making claims and their role in truth-regimes. This panel seeks to address our contemporary moment’s crises about “truth” in critical retrospective: to use the methodological tools of STS to offer a nuanced examination of the longstanding, complex relationships between feelings and doubts about technoscience historically and today. This panel invites papers that speak to a range of topics including: feelings of morality and postcolonialism (see Schiebinger 2004); the feelings that engender the spread of ignorance (see Proctor 2016); gender, feelings, and science (Harding 1991; Keller 1983); entanglements of affects and biology (Wilson, 2015); commercial industries and doubt about scientific consensus (Oreskes and Conway 2011); and gender and attachments to personal beliefs, such as vaccinations (see Reich 2014). This panel will facilitate inter-generational conversations around an important topic harmonized with the theme of 4S in 2017. “Feelings and Doubt in Technoscience” will interrogate thoughtfully and reflectively the conference’s call to bring attention to “(in)sensibilities of contemporary technoscience,” by addressing the technological and cultural means by which feelings about technoscience lead to it being ridiculed as nonsense, marshaled to incense, and/or make sense. On Wed, Feb 15, 2017 at 3:00 PM, <air-l-request@listserv.aoir.org> wrote:
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Today's Topics:
1. Re: student guide to IP, internet architecture, proxy servers, etc.? (Azfar Adib)
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Message: 1 Date: Thu, 16 Feb 2017 00:03:10 +0600 From: Azfar Adib <azfar.adib.eee@gmail.com> To: Charles Ess <charles.ess@gmail.com> Cc: aoir list <air-l@aoir.org> Subject: Re: [Air-L] student guide to IP, internet architecture, proxy servers, etc.? Message-ID: <CA+80n=cPAdHt-R4v7nwQQfdOUQkQzbswJm2zC01CLjY SMvEZLw@mail.gmail.com> Content-Type: text/plain; charset=UTF-8
Dear Professor Charles
The below video shows a simple demonstration of basic internet traffic flow , which can be helpful:
Thanks and Regards Azfar Adib Dhaka,Bangladesh
On Wednesday, February 15, 2017, Charles Ess <charles.ess@gmail.com> wrote:
Hi all,
I'm teaching an MA-level course on freedom of expression online, including somewhat technical analyses of early claims that the internet "interprets censorship as damage and routes around it" through contemporary censorship and surveillance efforts, tools for circumventing such efforts (Tor, Walid Al-Saqaf's al-kazir tool, and so on), tools for circumventing the circumvention (thank you, NSA ... as well as some approaches to Big Data, etc.) What I'm encountering is, I think, a common issue for which there must be a good set of available responses. That is, many of my students, however gifted, skilled, and well-informed they may be on other matters, seem to lack a basic understanding of how information gets passed along on the internet; what a proxy server is and why / how it works, and so on. While I'm not expecting great depths of technical knowledge, it does seem to me that some rudimentary level of knowing how these technologies work is necessary, both for a kind of basic information literacy and certainly for more considered analyses of censorship, freedom of expression, etc. So: suggestions for accessible, student-friendly resources that I can recommend and perhaps partly explore with my students that could help begin to fill in some of these more technical gaps in their / my knowledge?
Many thanks in advance, - charles ess == Professor in Media Studies Department of Media and Communication University of Oslo <http://www.hf.uio.no/imk/english/people/aca/charlees/index.html>
Editor, The Journal of Media Innovations <https://www.journals.uio.no/index.php/TJMI/>
Postboks 1093 Blindern 0317 Oslo, Norway c.m.ess@media.uio.no <javascript:;> _______________________________________________ The Air-L@listserv.aoir.org <javascript:;> mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/ listinfo.cgi/air-l-aoir.org
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End of Air-L Digest, Vol 151, Issue 15 **************************************
-- Monika Sengul-Jones Doctoral Candidate Communication & Science Studies University of California, San Diego Visiting Graduate Researcher, 2014-16 Communication University of Washington, Seattle www.monikasengul.com (206) 715-2320
participants (1)
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Monika Sengul-Jones