Bringing Pierre Bourdieu to Science and Technology Studies Content Type Journal Article Pages 263-273 DOI 10.1007/s11024-011-9174-2 Authors Mathieu Albert, Wilson Centre and Department of Psychiatry, Faculty of Medicine, University of Toronto, 200 Elizabeth Street , Eaton-South 1-581, Toronto, ON M5G 2C4, Canada Daniel Lee Kleinman, Department of Community and Environmental Sociology, University of Wisconsin-Madison, 348 Agricultural Hall 1450 Linden Drive, Madison, WI 53706, USA Journal Minerva Online ISSN 1573-1871 Print ISSN 0026-4695 Journal Volume Volume 49 Journal Issue Volume 49, Number (...) 3. (shrink)

Major changes in the governance of higher education and the public sciences have taken place over the past 40 or so years in many OECD countries. These have affected the nature of authority relationships governing research priorities and the evaluation of results. In particular, the increasing exogeneity, formalisation and substantive nature of governance mechanisms, as well as the strength and extent of their enforcement, have altered the relative authority of different groups and organisations over research priorities and evaluations, as well (...) as creating some new ones. These shifts in authority have occurred to different degrees in differently organised public science systems. As a result, the diversity and longevity of many research projects, the intensity of competition for disciplinary reputations and the coordination of research goals and outcomes across universities and national boundaries have changed to different degrees in different countries. (shrink)

In the 1950s and 1960s, prominent institutional economists in the United States offered what became the orthodox theory on the obstacles to commercializing scientific knowledge. According to this theory, scientific knowledge has inherent qualities that make it a public good. Since the 1970s, however, neoliberalism has emphasized the need to convert public goods to private goods to enhance economic growth, and this theory has had global impacts on policies governing the generation and diffusion of scientific research and innovation. We critique (...) the foundational conceptualizations of scientific knowledge as either public or private by examining Germany’s treatment of scientific outputs as club goods. We then compare the relative impacts on social welfare of distinct United States and German approaches to food and agricultural research and innovation. We conclude with reflections on how these findings might contribute to a democratic debate on how best to manage scientific knowledge to enhance social welfare. (shrink)

“Practice” has become a ubiquitous term in the history of science, and yet historians have not always reflected on its philosophical import and especially on its potential connections with ethics. In this essay, we draw on the work of the virtue ethicist Alasdair MacIntyre to develop a theory of “communal practices” and explore how such an approach can inform the history of science, including allegations about the corruption of science by wealth or power; consideration of scientific ethics or “moral economies”; (...) the role of values in science; the ethical distinctiveness of scientific vocations; and the relationship between history of science and the practice of science itself. (shrink)

For decades, debates over medical curriculum reform have centred on the role of science in medical education, but the meaning of ‘science’ in this domain is vague and the persistence of the debate has not been explained. Following Bourdieu, this paper examines struggles over legitimate knowledge and the forms of capital associated with science in contemporary UK medical education. Data are presented from a study of two UK medical schools, one with a traditional, science-oriented curriculum, another with an integrated curriculum. (...) Constructions of legitimate knowledge were explored at both schools through six months participant observation, interviews with faculty members (n=15) and students (n=37) and documentary analysis. Findings show that medical schools compete for both scientific and clinical capital, but ultimately science has greater legitimacy. ‘Science’ is defined in accordance with the structure of the traditional curriculum and has become a symbolic resource – a mark of distinction for both medical schools and medical students – which is equated with clinical competence. The significance of science is circumscribed by the medical education field, yet the struggles for scientific capital there have ramifications beyond medical education itself. It is argued that Bourdieu’s concepts are particularly useful tools for studying the meanings that science takes on outside of the scientific field. (shrink)

Environmental, health, and safety management systems have become common in research settings to improve laboratory safety through systematic observation and self-regulation. However, there is scant empirical evidence assessing whether these surveillance and inspection systems meet their intended objectives. Using data from safety inspections in research laboratories at a large university, we investigate whether conducting inspections, and recording and reporting findings back to the formally responsible actors (i.e., principal investigator scientists) lead to the improvement of regulatory compliance. Our analyses identify a (...) population of well-funded, high-status, tenured researchers whose non-compliant practices persist. Our interviews with environmental, health, and safety personnel suggest that higher-status actors disengage from the regulatory system, the compliance officers, and the system’s feedback process by their variable recognition and acknowledgment of relevant regulations, attention to the inspection reports, and responses to the feedback concerning repair of the unsafe situation. This study extends previous literature on regulatory compliance by providing evidence for the role of power and status in explaining actor-level non-compliant behavior. (shrink)

A rise of academic capitalism over the past four decades has been well documented within many research-intensive universities. Largely missing, however, are in-depth studies of how particularly situated academic groups manage the uncertainties that come with intermittent and fickle commercial funding streams in their daily research practice and problem choice. To capture the strategies scientists adopt under these conditions, this article provides an ethnographically detailed (and true) story about how a single project in Artificial Intelligence grew over several years from (...) a peripheral idea to the very center of an academic lab’s commercial portfolio. The analysis theorizes an epistemic form—nimble knowledge production—and documents three of its lab-level features: 1) rapid prototyping to keep sunk costs low, 2) shared search for “real world problems” rather than “theoretical” ones, and 3) nimble commitment to research problem choice. While similar forms of academic knowledge transfer have been lauded as “mode 2,” “innovative,” or “hybrid” for initiating cross-institutional collaboration and pushing science beyond disciplinary silos, this case suggests it can rely on fleeting attention to problems resistant to a quick fix. (shrink)

This article investigates the biopolitical dimensions that have grown out of the union between biocapitalism and current science education reform in the US. Drawing on science and technology study theorists, I utilize the analytics of promissory valuation and salvationary discourses to understand how scientific literacy in the neo‐Sputnik era has deeply involved educational life in biocapitalist circuits of exchange and production. I lay out this emerging terrain of ‘futuricity’ through a biopolitical analysis of the National Academies highly influential policy recommendation (...) on science education, Rising Above the Gathering Storm as well as the Association of American Universities' National Defense Education and Innovation Initiative. Here it is argued that the educational subject usually seen as a site of human capital investment can better be understood as a ‘biovalue’ in at least two senses: the educational subject's body as a site of investment and as an extractable source of value directly related to the larger globally competitive regime of the rapidly growing bioeconomy. I conclude my analysis of the vital politics at play in the biocapitalist articulation of science education with an alternative model of scientific literacy that is based in what I call biodemocratic practices. I explore such a rereading of scientific literacy through the example of the GrowHaus—a sustainable urban farm situated in a marginalized community in a major US city. The GrowHaus offers a model of scientific literacy that rejects extractive ethics associated with biocapitalist production and instead promotes a sustainable and socially just practice of science. (shrink)

This paper examines how the Harper Government of Canada shut down both debate about threats and research into environmental risk, a strategy that Canadian scientists characterized as the “death of evidence.” Based on interviews with scientists who research risks to the marine environment, we explore the shifting relationship between science and the Canadian government by tracing the change in the mode of risk calculation supported by the Harper administration and the impact of this change. Five themes emerged from the interviews: (...) erosion of science research capacity, resulting limitations in understanding risk, declining influence on policy and regulation, redirection of public science funds to support the private sector, and the need to broaden the science knowledge base. The Canadian death of evidence controversy represents a challenge to science and technology studies scholars who wish to maintain a critical and reflexive perspective on the scientific enterprise without supporting attacks on evidence. While subsequent Canadian governments may simply return science to an unreflexively privileged knowledge status, we view this as equally damaging to broad risk calculation and democratic science. We suggest instead that a broader gathering of matters of concern will always be essential to risk assessment. (shrink)

In recent decades, academic science has increasingly been directed toward commercializable ends by neoliberal governments. In this article, I outline a concern that academic scientists have not been consulted about the transformation of science, but nevertheless, in some ways accept commercialization as the way things are done. I focus on the ways in which academic scientists attempt to exercise agency, albeit within the parameters of the neoliberal knowledge economy. In this economy, scientific inquiry has transformed to be focused more on (...) producing marketable products. In order to explore the parameters of scientists’ agency in the context of that transformation, I first elaborate on the idea of agency’s “parameters” and argue that the literature on commercialization lacks attention to how researchers’ agency is encouraged and discouraged in the context of academic research in the United States and Canada; second, I make a case for using the concept of hegemony to understand the ideas and practices of contemporary science; third, I propose a methodological direction that can attend to researchers’ agency in the contemporary context of the neoliberal knowledge economy. (shrink)

Scientists’ risk perceptions play a critical role in determining the risks that they are willing to accept in their work. This study investigates academic bioscientists’ risk perceptions by examining the judgments working scientists employ in day-to-day research decisions. The study draws from theoretical and methodological underpinnings of Sociology of Science and Risk Analysis. Using data gathered from 694 survey responses of bioscientists at a land grant research university in the U.S. Midwest, this study identifies four dimensions of perceived risk (i.e., (...) intellectual challenges, competition, career risks, and societal risks) and demonstrates how these dimensions are associated with a series of demographic, life-course, and contextual factors. Findings indicate that university bioscientists’ subjective risk judgments are shaped by their professional experience, sources of funding, research orientation, professional networks, and perceived significance of research, which in turn may affect their research decisions. (shrink)