Suchergebnisse

Discusses the results & implications of a science studies perspective regarding the high-energy physics field, based on 20 years personal research including 6 years of fieldwork at major US & Japanese labs. It is suggested that the international community of high-energy physicists is characterized by the production of privileged knowledge founded in biased gender & cultural norms that have the potential to marginalize & close the field to much needed diversity of opinions. Japanese women physicists fall into three generational groups: the senior generation, which was educated in Japan & holds low-level jobs; the young generation, which is benefiting from changing attitudes regarding working women; & the mid-career group, which received upper-level education in Europe, yet has been relegated to mid-range opportunities in Japan. It is argued that although military funding is condemned in both Japan & the US, most US physicists reject such funding due to a dislike of applied research, rather than as a result of personal moral or political obstructions. Further, many of the best high-energy physicists in the US have been coaxed into military research by money. T. Sevier

Doing Science + Culture is a groundbreaking book on the cultural study of science, technology and medicine. Outstanding contributors including life and physical scientists, anthropologists, sociologists, literature/communication scholars and historians of science who focus on the analysis of science and scientific discourses within culture: what it means to "do" science

Unlike almost most other studies of neoliberal universities and academic capitalism this book ethnographically explores and interprets those transformations and their contradictions empirically in the everyday practices of students, faculty members, and administrators at two public universities: NTNU in Norway and UCLA in California. Differently situated in global political economies, both are ambitious, prosperous campuses. The book refl exively examines their disturbing disputes about quality, competition, and innovation. It argues that some academic, bureaucratic, and corporate university governance practices are both unsustainable and undermining what some university students and faculty already do well: circulate interdisciplinary knowledge and its making globally across the diasporic domains of academia, society, industry, and government while addressing the world's immediate challenges: power, inequities, and sustainability. It shows the important, strategic work of domesticating, co- morphing, and meshworking at the faultlines of emerging knowledge. This book is for students, faculty, society members, and policy makers who want to engage more effectively with contemporary universities that increasingly serve as busy crossroads for sharing ideas and how to make them. It will be of interest to workers and scholars in the interdisciplinary fi elds of higher education studies, critical university studies, and critical public infrastructure studies, plus science, technology, and society studies.

Unlike almost most other studies of neoliberal universities and academic capitalism this book ethnographically explores and interprets those transformations and their contradictions empirically in the everyday practices of students, faculty members, and administrators at two public universities: NTNU in Norway and UCLA in California.Differently situated in global political economies, both are ambitious, prosperous campuses. The book refl exively examines their disturbing disputes about quality, competition, and innovation. It argues that some academic, bureaucratic, and corporate university governance practices are both unsustainable and undermining what some university students and faculty already do well: circulate interdisciplinary knowledge and its making globally across the diasporic domains of academia, society, industry, and government while addressing the world's immediate challenges: power, inequities, and sustainability.It shows the important, strategic work of domesticating, co- morphing, and meshworking at the faultlines of emerging knowledge. This book is for students, faculty, society members, and policy makers who want to engage more effectively with contemporary universities that increasingly serve as busy crossroads for sharing ideas and how to make them. It will be of interest to workers and scholars in the interdisciplinary fi elds of higher education studies, critical university studies, and critical public infrastructure studies, plus science, technology, and society studies.