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Ewins, K., Svedmark, E., Hultgren, A. & Grysell, T. (2024). Att leda utbildning i akademin: en nationell kartläggning. In: : . Paper presented at NU2024, Umeå, Sverige, 17-19 juni, 2024.
Open this publication in new window or tab >>Att leda utbildning i akademin: en nationell kartläggning
2024 (Swedish)Conference paper, Oral presentation only (Refereed)
Abstract [sv]

Under senare år har ledarskap av utbildning i akademin diskuterats alltmer i Sverige. Flera forskare har lyft meso-nivån av ledarskapet som central för pedagogisk utveckling (Mårtensson & Roxå 2016; Bolander Laksov & Thomson 2017; McGrath, Roxå & Bolander Laksov 2019; Ewins et al. 2020; Fremstad & Ewins 2023). Trots detta saknas kunskap om hur detta ledarskap ser ut i praktiken.

Inom regeringens satsning på ett Högskolepedagogiskt lyft 2022–24 fick Högskolepedagogiskt chefsforum (HPCF) i uppdrag att ge en översiktlig nationell bild av hur ledarskap inom utbildning på universitet och högskolor skrivs fram, organiseras och praktiseras. Syftet är att stärka sektorns strategiska pedagogiska ledning av utbildning.

Kartläggningen genomförs som ett samarbetsprojekt mellan Örebro, Umeå och Göteborgs universitet. Den utgår från ett omfattande empiriskt material som samlas in i tre delar: enkät till chefer för högskolepedagogiska enheter, intervjuer med akademiska ledare på tolv svenska lärosäten samt en genomgång av styrdokument. Intervjuerna berör uppdrag, ledarskap, relationen mellan ledare, relationen mellan utbildning och forskning, kvalitet och kompetens.

Vid tidpunkten för NU2024 kommer vi att ha besökt samtliga tolv lärosäten och kunna presentera våra preliminära resultat inför den slutrapport som ska överlämnas till UHR senare hösten 2024. Det finns ett stort intresse för denna kartläggning inom hela sektorn och vi ser denna konferens som ett ypperligt tillfälle att kommunicera preliminära slutsatser till målgruppen. Vi ser redan i det insamlade materialet otydligheter i hur ledarskap begreppssätts och konsekvenser det har för praktiken.

Detta bidrag kan med fördel presenteras i samma panel som bidraget gällande den nationella kursen Att leda utbildning i akademin som HPCF även har i uppdrag att ta fram (se bidrag från Klara Laksov Bolaner).

Referenser: 

Bolander Laksov, K. & Tomson, T. (2017). Becoming an educational leader – exploring leadership in medical education. Journal of Leadership in Education, 20(4): 506–16.

Ewins, K., Fremstad, E., Fossland, T. & Sandvoll, R. (2020). Deliberative leadership: moving beyond dialogue. I: T. Dyrdal Solbrekke & C. Sugrue (red.), Leading Higher Education as and for Public Good: Rekindling Education as Praxis. London: Routledge. S. 107–24.

Fremstad, E. & Ewins, K. (2023). The critical-constructive potential of academic development: a case study. Studies in Higher Education, 48(7): 1097–110.

McGrath, C., Roxå, T. & Bolander Laksov, K. (2019). Change in a culture of collegiality and consensus-seeking: a double-edged sword. Higher Education Research & Development, 38(5): 1001–14.

Mårtensson, K. & Roxå, T. (2016). Leadership at a local level – enhancing educational development. Educational Management Administration & Leadership, 44(2), 247–62.

Keywords
Ledarskap, Utbildningsledarskap, Pedagogiskt ledarskap, Akademiskt ledarskap
National Category
Educational Sciences
Research subject
educational work; education
Identifiers
urn:nbn:se:umu:diva-227465 (URN)
Conference
NU2024, Umeå, Sverige, 17-19 juni, 2024
Available from: 2024-06-28 Created: 2024-06-28 Last updated: 2024-07-02Bibliographically approved
Ewins, K., Svedmark, E., Hultgren, A. & Grysell, T. (2024). Cultivating change in higher education: a methodological exploration. In: ECER 2024: Programme. Paper presented at ECER 2024, European Conference Educational Research, Nicosia, Cyprus, August 26-30, 2024. Nicosia, Article ID 22 SES 04 B.
Open this publication in new window or tab >>Cultivating change in higher education: a methodological exploration
2024 (English)In: ECER 2024: Programme, Nicosia, 2024, article id 22 SES 04 BConference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In 2022, the Swedish government funded a national academic development enhancement project. It was administered by the Swedish Council for Higher Education (UHR), who commissioned the Network for Academic Development Leaders (HPCF) to provide a comprehensive practice-oriented mapping of leadership of education in Swedish academia. The network brings together all 28 appointed leaders of Swedish academic development units, acting as a national node and strategic partner for educational development in higher education. HPCF appointed researchers from three of Sweden’s largest universities to lead the project, as well as a reference group with experts in the field of academic leadership from the Nordic countries.

It is a truism that research is valued higher than education within the sector, and HPCF concluded that discussions of leadership of education in Swedish academia are much too rare. Indeed, the fact that the mapping was to be carried out as part of an initiative to enhance academic development set the direction for the project, in line with its declared purpose to strengthen the strategic educational leadership of universities.

We, the researchers in the project, have extensive experience of leading academic development work, and take every opportunity of trying to contribute to positive change in education and quality. Mapping leadership of education in academia is an urgent and important task and when planning for the mapping project, we saw an opportunity to use our situated knowledge (Haraway 1988) of leadership and development to cultivate change at the same time as we conducted our study. So, how does one design a study that both generates knowledge and cultivates change in the institutions one studies while studying them?

We consider qualitative research on higher education, where researchers meet colleagues and students, also as a pedagogical process. As researchers in this context, we have a responsibility to be responsive – learn, reflect and develop our methods and approaches – both before and while conducting the research. Our understanding of our role during the research process is based on Donna Haraway’s (1988) concept of situated knowledge, which emphasizes the context-dependence of knowledge and challenges the idea of universal objectivity. When we meet our informants, we adopt a situated objectivity, in Haraway’s sense, where our perspective is grounded in the context while striving for a responsible investigative approach in relation to the people we meet.

In this paper, we present and analyze how different parts of the research process have been designed, providing opportunities for cultivating change, in addition to the potential development that may come from the knowledge collected for the mapping project itself. It is, therefore, primarily a methodological contribution, which we hope can create awareness and reflection among other researchers studying colleagues and practices within higher education.

Methodology, Methods, Research Instruments or Sources UsedWe aim to provide a methodological contribution on cultivating change during the process of collecting empirical data. In the mapping project, it was important for us to target various leadership roles, as we know from research that leadership in complex organizations depend on conversations across levels (Cregård 2018). From our own experience of leading academic development work, we also know that relational interactions empower change. Therefore, we emphasized the importance of making on-site visits from the start, to not only get our questions answered, but also provide an opportunity for meetings with and between informants across the institution.

Given our intention to cultivate change on-site, we were particularly careful with several aspects before and during our visits. Our letter of invitation to the institutions was formal (signaling the importance of the subject of our study). We addressed the Vice-Chancellor with our invitation (gaining legitimacy; Solbrekke & Sugrue 2020). A designated contact person at the institution arranged the on-site visit, and interviewees were appointed by the institution (enhancing local engagement). Researchers from three institutions were represented at each on-site visit (demonstrating national relevance; Dwyer & Buckle 2009). Focus group interviews were held in cross-organizational groups (enabling overhearing across the institution; Alvesson & Sköldberg 2017). The interview leader framed each conversation by explaining the purpose of the study (showing relevance and meaningfulness; McKenzie et al. 2020). The interviews were thematic and semi-structured, focusing on a fluid conversation (creating engagement and enabling collective knowledge creation; McKenzie et al. 2020). Our situated knowledge as leaders for academic development units was central for designing the study in this way.

Halfway into our first on-site visit, we felt that things were happening during the interviews. Curious to understand what, we added a follow-up survey. The survey was voluntary for those who participated in the interviews. Respondents were asked to specify their role, the percentage of their leadership assignment, how often they discuss educational leadership in their daily work, what they took away from the interview (if anything), and if they wished to add anything after the interview. The survey was sent out immediately after each on-site visit. So far, nearly 70% of the interviewees have responded, and we have conducted an inductive content analysis of their open-ended responses. As this is an ongoing project, the preliminary results are based on responses from five on-site visits. We will undertake another seven visits during the spring of 2024. Conclusions, Expected Outcomes or FindingsOur initial intentions went beyond conducting a mapping study: we also wanted to cultivate change during data collection. By letting informants reflect on what they gained from the interviews, we added a layer of knowledge development to the project. For instance, several informants recognized the value of collegial discussions for thinking about leadership. As one university leader wrote, “I take away the need to discuss leadership issues within our team more frequently”, and a dean reflected that “Crossing fictional boundaries between faculties and disciplines [as during the interviews] is necessary”. The importance of discussions across leadership levels to develop the institution as a whole was also evident: “I´ll bring with me the need for clearer dialogue with my leaders and clearer expectations on the role of program director”, one program director noted. In addition, several respondents described gaining new insights into their roles and responsibilities. One respondent wrote that the discussion “sparked the realization that I [director of studies] have a leadership role, i.e., I should lead others! My own view of the role was more or less that of an administrator with an interest in pedagogy”.

In total, four themes emerge from the open-ended survey responses: the value of cross-organizational, role-specific conversations; the importance of discussing how to work across leadership levels; making one’s own role visible; and an identification of competence development needs in relation to one’s role.  It is clear from the survey responses that our on-site visits have made impressions on individuals who participated in the study, and we see signs that our discussions about leadership in education will continue and grow in their respective institutions. Our paper demonstrates that with a careful research design and process, knowledge can be constructed through the mutual interaction between researcher and informant, and thereby cultivate change. ReferencesAlvesson, M, & Sköldberg, K. (2017). Reflexive Methodology: New Vistas for Qualitative Research. 3rd ed. London: Sage.

Cregård, A., Berntson, E., & Tengblad, S. (2018). Att leda i en komplex organisation: Utmaningar och nya perspektiv för chefer i offentlig verksamhet. [Leading in a Complex Organization: Challenges and New Perspectives for Managers in Public Organizations.] Stockholm: Natur & Kultur.

Dwyer, S. C., & Buckle, J. L. (2009). The space between: on being an insider-outsider in qualitative research. International Journal of Qualitative Methods, 8(1): 54–63. 

Haraway, D. (1988). Situated knowledges: the science question in feminism and the privilege of partial perspective. Feminist Studies, 14(3): 575–99.

McKenzie, F., Sotarauta, M., Blažek, J., Beer, A., & Ayres, S. (2020). Towards research impact: using place-based policy to develop new research methods for bridging the academic/policy divide. Regional Studies, Regional Science, 7(1): 431–44.

Solbrekke, T. D., & Sugrue, C. (2020). Leading higher education: putting education centre stage. In Leading Higher Education As and For Public Good: Rekindling Education as Praxis, ed. by Solbrekke, T. D., & Sugrue, C. London: Routledge. 18–36.Intent of PublicationInternational Journal of Academic Development (IJAD)

Place, publisher, year, edition, pages
Nicosia: , 2024
Keywords
Educational Leadership, Academic Leadership, Higher Education
National Category
Educational Sciences
Research subject
educational leadership
Identifiers
urn:nbn:se:umu:diva-228919 (URN)
Conference
ECER 2024, European Conference Educational Research, Nicosia, Cyprus, August 26-30, 2024
Available from: 2024-08-29 Created: 2024-08-29 Last updated: 2025-02-04Bibliographically approved
Svedmark, E. (Ed.). (2023). Universitetspedagogiska konferensen 2023: högskolepedagogiska pärlor - 30 år av utveckling och erfarenheter. Paper presented at Universitetspedagogiska konferensen 2023, Umeå, Sverige, 8-10 november, 2023. Umeå: Umeå University
Open this publication in new window or tab >>Universitetspedagogiska konferensen 2023: högskolepedagogiska pärlor - 30 år av utveckling och erfarenheter
2023 (Swedish)Conference proceedings (editor) (Other academic)
Abstract [sv]

Universitetspedagogiska konferensen vänder sig till all undervisande personal, pedagogiskt ansvariga samt lednings- och utbildningsadministrativa funktioner vid Umeå universitet. Under 8-10 november 2023 firade konferensen 30 år med temat Högskolepedagogiska pärlor - 30 år av utveckling.

Place, publisher, year, edition, pages
Umeå: Umeå University, 2023. p. 66
Series
Skriftserie från Universitetspedagogik och lärandestöd (UPL) ; 2023:3
National Category
Pedagogy Pedagogical Work Didactics Learning
Identifiers
urn:nbn:se:umu:diva-216683 (URN)978-91-8070-246-1 (ISBN)
Conference
Universitetspedagogiska konferensen 2023, Umeå, Sverige, 8-10 november, 2023
Available from: 2023-11-14 Created: 2023-11-14 Last updated: 2024-07-02Bibliographically approved
Svedmark, E., Larsson, L., Nilsson Sandin, P., Lundmark Weinz, J. & Brink, S. (2021). Undervisning i Covid-tider: erfarenheter från Umeå universitet. Umeå universitet
Open this publication in new window or tab >>Undervisning i Covid-tider: erfarenheter från Umeå universitet
Show others...
2021 (Swedish)Report (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Umeå universitet, 2021. p. 31
Keywords
Högskolepedagogik, Covid, Undervisning, Examination
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-187682 (URN)
Available from: 2021-09-17 Created: 2021-09-17 Last updated: 2024-07-02Bibliographically approved
Svedmark, E., Lundmark Weinz, J. & Idberger, K. (2020). Att leda högskolepedagogisk verksamhet i kristider: Behov av nationell samordning vid extra ordinära händelser (Covid19). In: NU2020: Hållbart lärande. Paper presented at NU2029 : Hållbart lärande, virtuellt, 7-9 oktober, 2020 (pp. 214-214). , Article ID 121.
Open this publication in new window or tab >>Att leda högskolepedagogisk verksamhet i kristider: Behov av nationell samordning vid extra ordinära händelser (Covid19)
2020 (Swedish)In: NU2020: Hållbart lärande, 2020, p. 214-214, article id 121Conference paper, Oral presentation with published abstract (Other (popular science, discussion, etc.))
Abstract [sv]

Med anledning av pandemiutbrottet av Covid19 behöver hela samhället mobilisera och prioritera bland kritiska och mindre kritiska verksamheter. För högre utbildning innebär smittrisken att hela eller delar av sektorn stängs ner, personal och studenter sätts i karantän och/eller genomgår sjukdomsförlopp. Undervisningens förutsättningar ändras och krisgrupper aktiveras lokalt på respektive lärosäte för att på bästa möjliga vis leda och fördela arbetet i en osäker tillvaro där förutsättningarna ändras stundtals timme för timme.

Undervisningsformer och examinationer behöver anpassas för att klara nya format, ofta genom att äga rum på nätet istället för i fysiska rum. Pedagogiska metoder utmanas då lärandemiljöerna ändras vilket påverkar studenternas förutsättningar för lärande. Lärare förväntas flytta sin redan planerade undervisning till andra lärmiljöer så som lärplattformar, e-mötestjänster eller liknande samtidigt som kapaciteten för systemen är inte anpassade efter den belastning som uppstår när allt mer undervisning kliver ut på nätet.

Högskolepedagogiska enheter samt ansvariga för e-lärandesystem behöver i stunder av kriser som denna samordna sin verksamhet och den information som lärosätet ger sina anställda och studenter. Korta utbildningsinsatser krävs för att snabbt utbilda lärare i att använda e-lärandesystem för sin undervisning.

Detta rundabordssamtal tar avstamp i de erfarenheter vi gjort från situationen kring Covid19 för att diskutera hur vi på nationellt plan ska kunna generera samordningsvinster vid liknande katastrofer i framtiden. Vad har vi lärt oss? Vad tar vi med oss? Hur kan vi nästa gång vara bättre förberedda? Har effekterna av åtgärderna vi gjort gett ringar på vattnet som lever kvar i våra verksamheter eller återgår vi till ”business as usual” när faran är över?

Notera: Då detta är en kris som just startat blir detta ett kort och lite förvirrat abstrakt. Utgången av krisen är omöjlig att förutsäga och därför kan texten framstå som spekulativ. Vi vet idag inte om lärarna klarar av att med kvalitet flytta sin undervisning till nätet, om de högskolepedagogiska enheterna räcker till med sin utbildning, om e-lärande systemen klarar trycket, om lärosätena klarade av att lösa problemen med salstentamen och stora studentgrupper. Vi vet inte om högskoleprovet blåstes av eller om lärosäten stängs helt eller delvis. Inte heller känner vi i dagsläget till om effekterna slår olika för små och stora lärosäten inom högre utbildning. Dock tror vi att det kommer finnas ett stort behov att diskutera erfarenheter kring arbetet som görs med avseende på Covid19.

Keywords
Högskolepedagogik, akademiskt ledarskap
National Category
Educational Sciences Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-175716 (URN)
Conference
NU2029 : Hållbart lärande, virtuellt, 7-9 oktober, 2020
Available from: 2020-10-07 Created: 2020-10-07 Last updated: 2024-07-02Bibliographically approved
Svedmark, E. (2019). Att skydda individen från skada: en forskningsetisk balansakt (2ed.). In: Hildur Kalman & Veronica Lövgren (Ed.), Etiska dilemman: forskningsdeltagande, samtycke och utsatthet (pp. 103-115). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Att skydda individen från skada: en forskningsetisk balansakt
2019 (Swedish)In: Etiska dilemman: forskningsdeltagande, samtycke och utsatthet / [ed] Hildur Kalman & Veronica Lövgren, Malmö: Gleerups Utbildning AB, 2019, 2, p. 103-115Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2019 Edition: 2
Keywords
Ethics, Social Media, Internet studies, STS, etik, etikprövningslagen, forskningspraktik, sociala medier, internetforskning
National Category
Ethics Information Systems
Research subject
computer and systems sciences; Ethics
Identifiers
urn:nbn:se:umu:diva-163095 (URN)9789151102283 (ISBN)
Available from: 2019-09-06 Created: 2019-09-06 Last updated: 2024-07-02Bibliographically approved
Croon Fors, A., Svedmark, E. & Danielsson, K. (2019). Ethics for Responsible Technologies. In: : . Paper presented at CHI´19 (Conference on Human Factors in Computing Systems) "Weaving the threads of CHI", Glasgow, Scotland, UK, May 4-9, 2019..
Open this publication in new window or tab >>Ethics for Responsible Technologies
2019 (English)Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

In this position paper, a tentative response to questions concerning the role of philosophy in conjunction with recent advancement within the field of HCI (Human Computer Interaction) will be discussed. At the core of our discussion are new demands for responsible research where philosophically informed HCI research can play a fundamental part. Our argument is that philosophically informed HCI research can serve as a foundation for assessing and deliberating relationships between digital designs and quality of life. In our view, such assessments have much to gain by perspectives and critiques already elaborated by HCI scholars. We briefly outline how, in our experience, the basis of Critical Theory and Feminism provides a bracketing foundation for educating and cultivating HCI research that anticipates and assesses potential implications and societal expectations with regard to digital designs.

Keywords
Ethics, Human Computer Interaction, HCI, Critical Theory, Feminism, Technoscience
National Category
Information Systems, Social aspects
Research subject
human-computer interaction; human-computer interaction
Identifiers
urn:nbn:se:umu:diva-159204 (URN)
Conference
CHI´19 (Conference on Human Factors in Computing Systems) "Weaving the threads of CHI", Glasgow, Scotland, UK, May 4-9, 2019.
Note

Workshop position paper for “Standing on the Shoulders of Giants: Exploring the Intersection of Philosophy and HCI", CHI´ 19, Glasgow Scotland, UK, May 4-9, 2019.

Available from: 2019-05-21 Created: 2019-05-21 Last updated: 2024-07-02Bibliographically approved
Svedmark, E. (Ed.). (2019). Universitetspedagogiska konferensen 2019: helhetssyn på undervisning - kropp, känsla och kognition i akademin. Paper presented at Universitetspedagogiska konferensen 2019, Umeå, Sverige, 10-11 oktober, 2019. Umeå: Universitetspedagogik och lärandestöd (UPL), Umeå universitet
Open this publication in new window or tab >>Universitetspedagogiska konferensen 2019: helhetssyn på undervisning - kropp, känsla och kognition i akademin
2019 (Swedish)Conference proceedings (editor) (Other academic)
Abstract [sv]

Temat för årets konferens är Helhetssyn på undervisning – kropp, känsla och kognition i akademin. Konferensens keynotetalare, Åsa Nilsonne, Karolinska institutet, fokuserar på känslor i den pedagogiska ekvationen och vill slå ett slag för att ge dem utrymme. Som temat för konferensen antyder inrymmer det många olika frågeställningar och erfarenheter och nästan 40 bidrag kommer att presenteras under konferensen. I programmet varvas föredrag med rundabordssamtal, postrar, snabbpresentationer och verkstäder och vi är glada för att konferensen innehåller bidrag från hela universitetet.

Place, publisher, year, edition, pages
Umeå: Universitetspedagogik och lärandestöd (UPL), Umeå universitet, 2019. p. 48
Series
Skriftserie från Universitetspedagogik och lärandestöd (UPL) ; 2019:1
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-189342 (URN)
Conference
Universitetspedagogiska konferensen 2019, Umeå, Sverige, 10-11 oktober, 2019
Note

Serietillhörighet saknas i publikationen.

Available from: 2021-11-09 Created: 2021-11-09 Last updated: 2024-07-02Bibliographically approved
Granholm, C. & Svedmark, E. (2018). Research That Hurts: Ethical Considerations When Studying Vulnerable Populations Online. In: Ron Iphofen & Martin Tolich (Ed.), The SAGE Handbook of Qualitative Research Ethics: (pp. 501-509). Thousand Oaks: Sage Publications
Open this publication in new window or tab >>Research That Hurts: Ethical Considerations When Studying Vulnerable Populations Online
2018 (English)In: The SAGE Handbook of Qualitative Research Ethics / [ed] Ron Iphofen & Martin Tolich, Thousand Oaks: Sage Publications, 2018, p. 501-509Chapter in book (Refereed)
Place, publisher, year, edition, pages
Thousand Oaks: Sage Publications, 2018
Keywords
Internet Research, Method, Ethics, Research Ethics, Vulnerable Populations
National Category
Information Systems, Social aspects
Identifiers
urn:nbn:se:umu:diva-145725 (URN)10.4135/9781526435446.n34 (DOI)9781473970977 (ISBN)9781526435446 (ISBN)
Available from: 2018-03-15 Created: 2018-03-15 Last updated: 2024-07-02Bibliographically approved
Croon Fors, A. & Svedmark, E. (2017). Science out of Comfort: Ethics as an Act of Violence. In: : . Paper presented at Annual Meeting of the Society for Social Studies of Science (4S), Boston, Massachusetts, August 30 - September 2, 2017.
Open this publication in new window or tab >>Science out of Comfort: Ethics as an Act of Violence
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Discomfort, disturbance, disharmony and disgust tend to provoke traditional science and research, bringing about questions of truth in relation to what is to be seen as emotional contamination of results and knowledge production. But what if uncomfortableness is the deal breaker for training our sensibilities and judgement as an important compass of care and ethics? What if the disharmony is an important act of violence when performed on norms and discourses of hegemonic power? Aligned with the theme of this annual meeting we invite contributions that reflect on the extent and limits of our sensibilities as STS scholars, teachers, and activists. We especially seek contributions that speculate on and figure concepts like "dirt", "the uncomfortable" and "matters out of place" in order to attain new critical sensibilities through composition, intra-action and critical reflective practices. With the theme Science out of Comfort, we would like this panel to offer a track of contributions that explore phenomena and concerns that antagonize and ruffle in order to break free — in order to feel and sense how the world is made differently sense-able through multiple discourses and practices of knowledge-making, as well as that which evades the sensoria of technoscience and STS. We welcome contributions that explore how alternative forms of knowledge production can support new critical sensibilities in which disturbances and uncomfortable affects and emotions are used in order to slow down and make room for critical reflection and attention.

Keywords
Feminist technoscience, Ethics, Critical theory, STS
National Category
Information Systems, Social aspects
Research subject
Ethics; gender studies; human-computer interaction; design
Identifiers
urn:nbn:se:umu:diva-140178 (URN)
Conference
Annual Meeting of the Society for Social Studies of Science (4S), Boston, Massachusetts, August 30 - September 2, 2017
Available from: 2017-10-02 Created: 2017-10-02 Last updated: 2024-07-02Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-0415-0260

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