David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Poiesis and Praxis 7 (1-2):87-98 (2010)
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 Harawayâs focus on power relations in technoscience culture, our approachâcalled âdeconstructive designââtraces how structures such as in/formal hierarchies and discursive hegemonies affect the development processes and design decisions of teams or communities of practices. The underlying deconstructivist methodology refers to practice-based concepts of situated learning. Thus, it locates a potential for value-based intervention at the micro/meso-level of everyday work practices.
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References found in this work BETA
Karen Barad (2006). Posthumanist Performativity : Toward an Understanding of How Matter Comes to Matter. In Deborah Orr (ed.), Belief, Bodies, and Being: Feminist Reflections on Embodiment. Rowman & Littlefield Publishers.
Donna Haraway (1988). Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective. Feminist Studies 14 (3):575-599.
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