Bioinformatics – the so-called shotgun marriage between biology and computer science – is an interdiscipline. Despite interdisciplinarity being seen as a virtue, for having the capacity to solve complex problems and foster innovation, it has the potential to place projects and people in anomalous categories. For example, valorised ‘outputs’ in academia are often defined and rewarded by discipline. Bioinformatics, as an interdisciplinary bricolage, incorporates experts from various disciplinary cultures with their own distinct ways of working. Perceived problems of interdisciplinarity include (...) difficulties of making explicit knowledge that is practical, theoretical, or cognitive. But successful interdisciplinary research also depends on an understanding of disciplinary cultures and value systems, often only tacitly understood by members of the communities in question. In bioinformatics, the ‘parent’ disciplines have different value systems; for example, what is considered worthwhile research by computer scientists can be thought of as trivial by biologists, and vice versa. This paper concentrates on the problems of reward and recognition described by scientists working in academic bioinformatics in the United Kingdom. We highlight problems that are a consequence of its cross-cultural make-up, recognising that the mismatches in knowledge in this borderland take place not just at the level of the practical, theoretical, or epistemological, but also at the cultural level too. The trend in big, interdisciplinary science is towards multiple authors on a single paper; in bioinformatics this has created hybrid or fractional scientists who find they are being positioned not just in-between established disciplines but also in-between as middle authors or, worse still, left off papers altogether. (shrink)

In April 2017, scientists and science sympathizers held marches in the United Kingdom as part of a coordinated international March for Science movement that was held in over 600 cities worldwide. This article reports from participant-observation studies of the marches that took place in London and Cardiff. Supplemented with data from 37 interviews from marchers at the London event, the article reports on an analysis of the placards, focusing on marchers’ concerns and the language and images through which they expressed (...) those concerns. How did the protesters articulate their concerns and objectives, and how were these articulations used to build a community? The placards did not represent a clear, focused, and unifying message; they instead illustrated disparate concerns ranging from human-induced climate change, Trump and “alternative facts,” and local UK specific political issues concerning the country’s exit from the European Union. Our analysis shows that placards gave a playful and whimsical character to the march, with slogans displaying significant amounts of humor, often formulated through insider jokes, scientific puns, or self-deprecating appropriation of negative stereotypes about scientists. We analyze the march through the social movement literature and as a collective identity-building exercise for an community of scientists and sympathizers with long-term aims of establishing a louder voice for scientists, and experts, in public discourse. (shrink)

The third edition of the Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies (Standards) challenge us to envision what ?a more holistic, inclusive and intellectually challenging approach to preparing educators? might look like. This article discusses how the operating principles of a teacher education program parallel the commitments for educators found in the Standards and explores why collaborative relationships between teacher education and social foundations matter. Given the current political and social climate (...) surrounding the field of education, it is important for those of us in the field of social foundations to think outside the box. (shrink)

This paper argues that analyses of the ways in which Big Data has been enacted in other academic disciplines can provide us with concepts that will help understand the application of Big Data to social questions. We use examples drawn from our Science and Technology Studies analyses of -omic biology and high energy physics to demonstrate the utility of three theoretical concepts: primary and secondary inscriptions, crafted and found data, and the locus of legitimate interpretation. These help us to show (...) how the histories, organisational forms, and power dynamics of a field lead to different enactments of big data. The paper suggests that these concepts can be used to help us to understand the ways in which Big Data is being enacted in the domain of the social sciences, and to outline in general terms the ways in which this enactment might be different to that which we have observed in the ‘hard’ sciences. We contend that the locus of legitimate interpretation of Big Data biology and physics is tightly delineated, found within the disciplinary institutions and cultures of these disciplines. We suggest that when using Big Data to make knowledge claims about ‘the social’ the locus of legitimate interpretation is more diffuse, with knowledge claims that are treated as being credible made from other disciplines, or even by those outside academia entirely. (shrink)