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  1. Mind Scripting: A Method for Deconstructive Design.Doris Allhutter - 2012 - Science, Technology, and Human Values 37 (6):684-707.
    The interventionist turn in science and technology studies increasingly involves researchers with practices of technology development and thus entails the need for appropriate methodologies. Based in software engineering, this article introduces the deconstructive technique of “mind scripting” as a method for analyzing processes of the co-materialization of gender and technology and as a tool to support cooperative, reflective work practices. Anchored in critical design approaches, “mind scripting” is a means for development teams to disclose discourses implicitly guiding work practices in (...)
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    Technoscience and Technology Assessment.Karen Kastenhofer & Doris Allhutter - 2010 - Poiesis and Praxis 7 (1-2):1-4.
    Technoscience and technology assessment Content Type Journal Article DOI 10.1007/s10202-010-0080-8 Authors Karen Kastenhofer, Austrian Academy of Sciences Institute of Technology Assessment Strohg. 45/5 1030 Wien Austria Doris Allhutter, Austrian Academy of Sciences Institute of Technology Assessment Strohg. 45/5 1030 Wien Austria Journal Poiesis & Praxis: International Journal of Technology Assessment and Ethics of Science Online ISSN 1615-6617 Print ISSN 1615-6609 Journal Volume Volume 7 Journal Issue Volume 7, Numbers 1-2.
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    Materiality-Critique-Transformation: Challenging the Political in Feminist New Materialisms.Kathrin Thiele, Hanna Meißner, Brigitte Bargetz & Doris Allhutter - 2020 - Feminist Theory 21 (4):403-411.
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    Situated (Un-)Learning in Software Design: A Deconstructive Approach.Roswitha Hofmann & Doris Allhutter - 2010 - Poiesis and Praxis 7 (1-2):87-98.
    Constructive technology assessment aims at anticipating societal impacts of technological innovations and suggests incorporating reflexivity and social learning into technology development. Social learning involves fostering the ability of diverse social actors to cultivate sociotechnical critical skills, thus allowing technological and social change to be governed with consideration for social values and diverging interests. Based on this demand, our paper presents a discourse-theoretical, interventionist approach to software design introducing deconstruction and (un-)learning as reflective practices to guide development processes. Inspired by Donna (...)
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