School Renovation Programme in Vienna Exploring the Actions of Relevant Social Groups and the Potential for Interpretative Flexibility

2020 ◽  
pp. 165-176
Keyword(s):  
Social Groups ◽  
Relevant Social Groups ◽  
School Renovation ◽  
Interpretative Flexibility

Social Construction of Technology

Entanglements ◽  
2016 ◽  
Author(s):  
Simone Tosoni ◽  
Trevor Pinch
Keyword(s):  
Social Construction ◽  
Social Groups ◽  
Actor Network Theory ◽  
Social Construction Of Technology ◽  
Technological Artifacts ◽  
The Social ◽  
Relevant Social Groups ◽  
Scientific Facts ◽  
Nonhuman Agency ◽  
Interpretative Flexibility

The chapter focuses on the Social Construction of Technology approach (SCOT) by Trevor Pinch and Wiebe Bijker, introducing the reader to its initial formulation (1984), and to the subsequent extensions – and sometimes reformulations – elaborated in more than 30 year of empirical research. It first clarifies how the Empirical Programme of Relativism, elaborated by the Bath School to address the social construction of scientific facts, was adapted to technological artifacts. In particular the concepts of relevant social groups, interpretative flexibility, closure or stabilization are in-depth discussed. Regarding relevant social groups, the chapter dedicates a peculiar attention to users, sellers and testers, all understudied in the original formulation of SCOT. The chapter then clarifies SCOT’s take on materiality, and discusses its main differences with the idea of nonhuman agency proposed by Actor-Network Theory (ANT). Finally, it goes back to the Golem Trilogy to discuss with the author the specific take on politics implied by SCOT.

Stereotypes of Social Groups in Germany in Terms of Warmth and Competence

2010 ◽  
Vol 41 (2) ◽  
pp. 76-81 ◽  
Author(s):  
Frank Asbrock
Keyword(s):  
Gay Men ◽  
Social Groups ◽  
Social Judgment ◽  
Cultural Stereotypes ◽  
Student Sample ◽  
Content Model ◽  
Stereotype Content ◽  
German Student ◽  
Stable Clusters ◽  
Relevant Social Groups

The stereotype content model says that warmth and competence are fundamental dimensions of social judgment. This brief report analyzes the cultural stereotypes of relevant social groups in a German student sample (N = 82). In support of the model, stereotypes of 29 societal groups led to five stable clusters of differing warmth and competence evaluations. As expected, clusters cover all four possible combinations of warmth and competence. The study also reports unique findings for the German context, for example, similarities between the perceptions of Turks and other foreigners. Moreover, it points to different stereotypes of lesbians and gay men.

scholarly journals Relevant social groups for open data use and engagement

2019 ◽  
Vol 36 (1) ◽  
pp. 98-111 ◽  
Author(s):  
Josefin Lassinantti ◽  
Anna Ståhlbröst ◽  
Mari Runardotter
Keyword(s):  
Social Groups ◽  
Data Use ◽  
Open Data ◽  
Relevant Social Groups

Social Representations in the Classroom

2021 ◽  
pp. 79-100
Author(s):  
Giovanna Leone ◽  
Arie Nadler
Keyword(s):  
Social Representations ◽  
Social Groups ◽  
Status Quo ◽  
Original Research ◽  
Helping Relationships ◽  
Active Involvement ◽  
Disadvantaged Groups ◽  
Relevant Social Groups ◽  
Structure Of Knowledge

In this chapter, the authors briefly summarize relevant research in two distinct fields of research before suggesting their merging to show how teachers’ help might promote their pupils’ future growth, eventually challenging the current unequal social status quo between advantaged and disadvantaged groups. Two studies, conducted with original research methodology, illustrate the point and conclude with practical suggestions for effective helping relationships in the classroom, underlying the pivotal role of social interactions in fostering the child’s active involvement in relevant social groups. Relaunching and employing the concepts of contingent scaffolding, as a provisional structure of knowledge offered by the adult, the teacher’s capacity of fading, in accordance with the growing capacity of students, and the transfer of responsibilities from teachers to students, the “thirdness” in the knowing process and its potential role in changing existing unequal status quo stands out.

A Historical Perspective of the Development of E-Gov in Brazil

2010 ◽  
pp. 246-259
Author(s):  
Alexandre F. Barbosa ◽  
Álvaro Junqueira ◽  
Eduardo H. Diniz ◽  
Otávio Prado
Keyword(s):  
Public Sector ◽  
Historical Perspective ◽  
Social Groups ◽  
Social Actors ◽  
The Public ◽  
Qualitative Empirical Research ◽  
Third Phase ◽  
Relevant Social Groups ◽  
History Of ◽  
Intervening Factors

Initiatives of reform and modernisation of the public sector in Brazil have intensified, not only as a consequence of the fiscal crisis that occurred during the 1980s, but also as a result of the exhaustion and collapse of bureaucratic management and government interventionist models. The development of the Brazilian e-gov program officially started in 2000 and today is in its third phase after two different government administrations. It plays an important role in the modernisation of the public sector in the country and faces the challenge of giving proper support to public policies to universalise opportunities that promote economic and social development. The currently available literature analysing the history of the Brazilian e-gov program focuses too narrowly on the identification of relevant technological aspects affecting its designing and development, failing to use a theoretical framework that takes into consideration social actors and other intervening factors. This chapter presents and employs an approach that takes into consideration the relevant social groups involved in each phase of the construction process of e-gov programs, the intervening factors impacting this construction, and the strength of the relationships among them. Based on qualitative empirical research, this chapter discusses the validity of the proposed framework for studying the history of e-gov in Brazil. As a result of an in-depth documental analysis and interviews with key actors throughout the different administration tenures, this chapter identifies important intervening factors that guided successful and unsuccessful government initiatives in the e-gov program.

Corruption as Impediment for Country’s Modernization (Institutional Approach)

2008 ◽  
pp. 44-60 ◽  
Author(s):  
L. Grigoriev ◽  
M. Ovchinnikov
Keyword(s):  
Social Groups ◽  
Development Strategies ◽  
Economic Effects ◽  
Institutional Approach ◽  
Political Markets ◽  
Relevant Social Groups ◽  
The Given

The article considers the problem of corruption as impediment for country’s modernization. Using neoinstitutional approach, the authors offer the classification of corruption in the context of private and political markets for institutions, relevant social groups and economic effects. According to the given classification they analyze the dynamics of corruption constituents depending on Russia’s development strategies and reveal the incentives of main social groups to fight corruption.

Technological Adoption as a Social Process in Food Centres in Singapore

2021 ◽  
pp. 097172182199559
Author(s):  
Nilanjan Raghunath
Keyword(s):  
Social Process ◽  
Social Groups ◽  
Digital Economy ◽  
Work Practices ◽  
Technological Changes ◽  
Work Processes ◽  
Human Interactions ◽  
Technological Adoption ◽  
The Everyday ◽  
Relevant Social Groups

Technological advancements in the digital economy have affected work cultures and labour displacements. Technological adoption is a highly social process, which involves resistance and failure to adapt by individuals in the midst of it. Therefore, there is a need to understand the everyday experiences of individuals who are impacted by technological changes in their work practices. Through ethnographic accounts of five field sites, this article aims to examine the effects of technology on work cultures in food centres in Singapore. Food centres were observed to be heavily dependent on complex human interactions, which often hindered technological implementations that were meant to simplify work processes. Nonetheless, the challenges can be mitigated through consultations with relevant social groups to improve technological incorporation.

scholarly journals Technology, translation and society

Target ◽  
2017 ◽  
Vol 29 (2) ◽  
pp. 264-283 ◽  
Author(s):  
Maeve Olohan
Keyword(s):  
Critical Theory ◽  
Science And Technology Studies ◽  
Power Relations ◽  
Social Groups ◽  
Translation Studies ◽  
Content Type ◽  
Social Theories ◽  
Relevant Social Groups ◽  
Critical Theory Of Technology

Translation studies and social theories of translation tend not to deal adequately with questions regarding the role of technology in translation and have neglected the ways in which technologies, as non-human entities, embody and materialize hegemonic and power relations. This paper seeks to address this shortcoming by looking to science and technology studies (STS) for conceptual frameworks to help us to understand and articulate (a) how popular, deterministic perceptions of translation technology are perpetuated through the discourses of hegemonic actors, (b) how decisions regarding design and use of translation technologies may be studied with reference to their construction and interpretation by relevant social groups, and (c) how a critical theory of technology and an analytical focus on practices can help to focus our attention on the exercise of hegemonic control in the translation sector.

scholarly journals Methodology, Legend, and Rhetoric: The Constructions of AI by Academia, Industry, and Policy Groups for Lifelong Learning

2020 ◽  
Vol 46 (1) ◽  
pp. 166-191 ◽  
Author(s):  
Rebecca Eynon ◽  
Erin Young
Keyword(s):  
Lifelong Learning ◽  
Social Life ◽  
Social Groups ◽  
Learning Opportunities ◽  
Policy Makers ◽  
The Social ◽  
Educational Implications ◽  
Relevant Social Groups ◽  
Depth Interviews ◽  
Significant Attention

Artificial intelligence (AI) is again attracting significant attention across all areas of social life. One important sphere of focus is education; many policy makers across the globe view lifelong learning as an essential means to prepare society for an “AI future” and look to AI as a way to “deliver” learning opportunities to meet these needs. AI is a complex social, cultural, and material artifact that is understood and constructed by different stakeholders in varied ways, and these differences have significant social and educational implications that need to be explored. Through analysis of thirty-four in-depth interviews with stakeholders from academia, commerce, and policy, alongside document analysis, we draw on the social construction of technology (SCOT) to illuminate the diverse understandings, perceptions of, and practices around AI. We find three different technological frames emerging from the three social groups and argue that commercial sector practices wield most power. We propose that greater awareness of the differing technical frames, more interactions among a wider set of relevant social groups, and a stronger focus on the kinds of educational outcomes society seeks are needed in order to design AI for learning in ways that facilitate a democratic education for all.

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