Dear all,
We are excited to invite abstract submissions for Data, Care and Learning in
Datafied Worlds (panel 150) at the 4S conference in Seattle and online, 3-7
September 2025. The extended deadline for abstract submissions is 2 February
- Abstracts can be submitted via the conference portal:
https://www.4sonline.org/call_for_submissions_seattle.php
Short Abstract
How do data, care, and learning shape each other? Bringing together empirical
work and theoretical considerations across disciplines and contexts, this
panel aims to think broadly about the practices that make up the dynamic
data-care-learning nexus and the important questions they raise for STS.
Long Abstract
In an era of digital transformation, how do data, care and learning practices
mutually define each other?
As socially-situated and theory-laden phenomena, data practices are subject to
operations of scaling and manipulation, underpinned by systems of logic and
value, and co-produced with cultural, political, and socioeconomic realities.
Data are a principal medium through which we come to learn, care, and know
about our worlds.
Feminist STS has established the critical importance of care for sustaining
our worlds, directing attention toward who cares, about what, and how.
Continuing to critically theorize and empirically investigate care opens up
questions of maintenance, vulnerability and interdependence. Tracing data
practices with care in mind is likely to extend some of these insights and
contest others.
Learning is theorised differently across fields from STS and Innovation
Studies to Psychology and Education. Fundamental questions about the nature of
learning underpin assumptions about knowledge, expertise, and pedagogy. What
we care to learn about and how we learn to care have implications for our
understanding of data practices since those practices both shape what can be
learned and must themselves be learned.
Organised by the DARE team, this panel seeks to build on and contribute to
these literatures by bringing together work across data technologies, contexts
of use, intellectual fields, and communities of practice to examine the
data-care-learning nexus.
Submissions might offer insights into, for example:
-
What data, care, and learning come to mean through their mutual
entanglement
-
Where processes of learning and caring are located in data practices
-
Distinguishing between caring, learning, and knowing in relation to data
practices
-
How data are cared for, and how data enable or constrain care
-
What and how we learn through data practices
- How the nexus of data, care and learning are theorised across different
sites, and with different publics
With best wishes,
Drs Abby King, Nicola Sugden & Catherine Montgomery
DARE: Data and the Healthcare Revolution
Science, Technology & Innovation Studies, University of Edinburgh
Contact: abby.king@ed.ac.uk or nicola.sugden@ed.ac.uk
The University of Edinburgh is a charitable body, registered in Scotland, with
registration number SC005336. Is e buidheann carthannais a th ann an Oilthigh
Dhn ideann, clraichte an Alba, ireamh clraidh SC005336.
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