TY - GEN
T1 - Constructing relations between STEM researchers and publics
T2 - 16th International Conference of the Learning Sciences, ICLS 2022
AU - Vea, Tanner
AU - Reynante, Brandon
AU - Goldman, Shelley
N1 - Funding Information:
We wish to thank Megan Luce Conlin, SLP collaborators, staff, and the community members who participated in public engagement events, as well as the STEM researchers, including Murphy, who participated in this research. This material is based upon work supported by the National Science Foundation under Grant No. EHR 1514494 from the National Science Foundation. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
Publisher Copyright:
© ISLS.
PY - 2022
Y1 - 2022
N2 - How academic researchers engage with non-researchers is critical to supporting the public's understanding of complex socio-scientific and sociotechnical challenges. In this paper, we examine the learning of one scientist, Murphy, in the STEM Liaison Program (SLP), a project that trained university STEM researchers to design public engagement events. Focusing on the ways “empathy” was represented in trainings and enacted by Murphy as a kind of emotional configuration (Vea, 2020), we track accompanying shifts in how Murphy saw youth in a residential treatment facility and his own role in conducting public engagement efforts with them. We argue that tracing the co-constitution of emotional configurations with “relationship schemas” (Polletta, 2020), cognitive and cultural representations of the nature of relationships and what obligations they entail, can expand the learning sciences' understandings of relationships as a learning outcome with important societal implications.
AB - How academic researchers engage with non-researchers is critical to supporting the public's understanding of complex socio-scientific and sociotechnical challenges. In this paper, we examine the learning of one scientist, Murphy, in the STEM Liaison Program (SLP), a project that trained university STEM researchers to design public engagement events. Focusing on the ways “empathy” was represented in trainings and enacted by Murphy as a kind of emotional configuration (Vea, 2020), we track accompanying shifts in how Murphy saw youth in a residential treatment facility and his own role in conducting public engagement efforts with them. We argue that tracing the co-constitution of emotional configurations with “relationship schemas” (Polletta, 2020), cognitive and cultural representations of the nature of relationships and what obligations they entail, can expand the learning sciences' understandings of relationships as a learning outcome with important societal implications.
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UR - http://www.scopus.com/inward/citedby.url?scp=85145779566&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85145779566
T3 - Proceedings of International Conference of the Learning Sciences, ICLS
SP - 575
EP - 582
BT - International Collaboration toward Educational Innovation for All
A2 - Chinn, Clark
A2 - Tan, Edna
A2 - Chan, Carol
A2 - Kali, Yael
PB - International Society of the Learning Sciences (ISLS)
Y2 - 6 June 2022 through 10 June 2022
ER -