Monthly Archives: June 2013

CFP: Spontaneous Generations – Science and Social Inequality: Gender, Race, and Class in Science and Technology Studies

by Lyn

Call for Papers – Spontaneous Generations: A Journal for the History and Philosophy of Science
http://spontaneousgenerations.library.utoronto.ca/

Spontaneous Generations is an open, online, peer-reviewed academic journal established by graduate students at the Institute for the History and Philosophy of Science and Technology, University of Toronto. It has produced six issues (the seventh is forthcoming) and is a well-respected journal in the history and philosophy of science and science studies.  We invite interested scholars to submit papers for our eighth issue.

We welcome submissions from scholars in all disciplines, including but not limited to HPS, STS, History, Philosophy, Women’s Studies, Sociology, Anthropology, and Religious Studies. Papers in any period are welcome.

The journal consists of four sections:

  1. A focused discussion section consisting of short peer-reviewed and invited articles devoted to a particular theme. The theme for our eight issue is “Science and Social Inequality: Gender, Race, and Class in Science and Technology Studies”* (see a description below).  Recommended length for submissions: 1000-3000 words.
  2. A peer-reviewed section of research papers on various topics in the field of HPS. Recommended length for submissions: 5000-8000 words.
  3. A book review section for books published in the last 5 years. Recommended length for submissions: up to 1000 words.
  4. An opinions section that may include a commentary on or a response to current concerns, trends, and issues in HPS. Recommended length for submissions: up to 500 words.

*Science and Social Inequality: Gender, Race, and Class in Science and Technology Studies

Christine V. Wood and Simon N. Williams, Guest Editors

Science and technology reflect and create social inequalities – inequalities related but not limited to race/ethnicity, gender, and social class.  Over the past several decades, scholars in science and technology studies, particularly those engaged with feminist and critical theories, have questioned the ways that inequalities among the ranks of those producing the knowledge affect the kinds of knowledge that is yielded.  This special issue aims to encourage science and technology studies to focus on inequalities within scientific practice, professions, and knowledge production.  We will feature work across a variety of disciplines that aims to better understand the experiences of individuals, particularly women and people of color, in trajectories leading or related to science work.   We seek scholarship that pushes STS to re-engage with questions surrounding science as a professional “field” and, in particular, as one that remains stratified in practice by inequalities of race, gender, and social class.

We welcome research that interrogates the various and intersecting forms of inequality that shape power structures in science and technology.  Following the “normative turn” in STS, the issue also seeks to probe the normative and ethical concerns of why diversity is “good” or meaningful for science, given science’s orientation as “value-free,” objective, and universal.  We seek research comparing various arenas of scientific practice.  Submissions can focus on a variety of institutional and national contexts, can use both historical and contemporary cases, and can draw on a variety of critical and methodological perspectives.

Those considering submitting manuscripts are encouraged to make pre-submission enquiries to discuss their submission with the guest editors, who can be reached at c-wood@northwestern.edu

Possible topics might include, but are not limited to:

  1. Critical perspectives on inequalities within scientific practice, including for example Feminist theories and Critical Race Theories
  2. Studies looking at diversity and inequality within inter/multi/trans-disciplinary scientific collaboration and “Team Science” (inclusive of academic and non-academic science teams).
  3. Studies looking at the role of gender, race/ethnicity and socio-economic status in scientific education and training across the educational spectrum.
  4. Research exploring the normative and instrumental value of diversity in science: why is scientific diversity a good thing?  Have diverse scientific teams produced better science?

Submissions for the eighth issue should be sent no later than October 1st, 2013.

Authors are asked to conform to all style guidelines specified in the “Submission Preparation Checklist:” http://spontaneousgenerations.library.utoronto.ca/index.php/SpontaneousGenerations/about/submissions#authorGuidelines

For more details, please visit the journal homepage at http://spontaneousgenerations.library.utoronto.ca/