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Chilvers, Jason 
ORCID: https://orcid.org/0000-0001-9238-1653
(2013)
Reflexive engagement? Actors, learning, and reflexivity in public dialogue on science and technology.
Science Communication, 35 (3).
pp. 283-310.
ISSN 1075-5470
Abstract
This article contributes to a more reflexive mode of research on public engagement with science-related issues through presenting an in-depth qualitative study of the actors that mediate science-society interactions, their roles and relationships, and the nature of learning and reflexivity in relation to public dialogue. A mapping framework is developed to describe the roles and relations of actors mediating public dialogue on science and technology in Britain. Learning within public dialogue networks is shown to be instrumental only, crowding out potentials for reflexive and relational learning. This calls for renewed critical social science research alongside more deliberately reflexive learning relating to participatory governance of science and technology that is situated, interactive, public, and anticipatory.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | public engagement with science,public dialogue networks,mediators,institutional learning,reflection,reflexivity |
| Faculty \ School: | Faculty of Science > School of Environmental Sciences |
| UEA Research Groups: | Faculty of Science > Research Groups > Science, Society and Sustainability Faculty of Science > Research Groups > Environmental Social Sciences Faculty of Science > Research Groups > Resources, Sustainability and Governance (former - to 2018) |
| Related URLs: | |
| Depositing User: | Pure Connector |
| Date Deposited: | 02 Feb 2015 17:02 |
| Last Modified: | 31 Oct 2022 16:31 |
| URI: | https://ueaeprints.uea.ac.uk/id/eprint/52049 |
| DOI: | 10.1177/1075547012454598 |
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