README.md

@@ -19,7 +19,7 @@ All files including the readings are published as releases (see the releases-but
         - [12 November: Science in context II (day4)](#12-november-science-in-context-ii-day4)
         - [25. November: Critical perspectives I  (day 5)](#25-november-critical-perspectives-i--day-5)
         - [26 November: Critical perspectives II  (day 6)](#26-november-critical-perspectives-ii--day-6)
-        - [13. December: Conference](#13-december-conference)
+        - [06. December: Conference](#06-december-conference)
 
 <!-- markdown-toc end -->
 
@@ -32,7 +32,7 @@ The course engages with issues such as philosophical assumptions underlying high
 
 ## Formalities
 
-The course consists of lectures, group work, and plenary discussions. To ensure sufficient engagement with the course’s content, to enable peer-learning, and to encourage networking across disciplines **physical attendance** is mandatory and no digital alternatives for participation are provided. We are aware of the fact that PhD students are busy people and will in most cases grant shorter leaves of absence. In these cases, please contact Thomas Berker with a very brief description why you cannot participate.
+The course consists of lectures, group work, and plenary discussions. To ensure sufficient engagement with the course’s content, to enable peer-learning and to encourage networking across disciplines physical attendance is mandatory and no digital alternatives for participation are provided. Participants can apply for shorter leaves of absence that should altogether not be longer than one day.
 
 ### Lecturers 
 
@@ -40,13 +40,11 @@ Professor Thomas Berker (responsible for the course: thomas.berker@ntnu.no), Pro
 
 ### Rooms (all in Dragvoll)
 
-All meetings (except the conference) are at room 8563.
+TBA
-
-The conference will take place at room D7.
 
 ### Credit points
 
-To pass the course, you need to attend the lectures, present a paper at the course conference, and deliver a course assignment text (see below). The deadline for the course assignment is January 31st, 2025.  
+To pass the course, you need to attend the lectures, present a paper at the course conference, and deliver a course assignment text (see below). The deadline for the course assignment is August 31st, 2024.  
 
     KULT8851 gives 10 credit points. A presentation at the course conference is mandatory in addition to a short conference paper (4000-5000 words). 
 
@@ -54,41 +52,36 @@ To pass the course, you need to attend the lectures, present a paper at the cour
 
 ### Required readings 
 
-Required readings are described below. All the literature is accessible online or is made available to the participants on this site. Reading and preparing for lectures: All the essential literature must be read before the lectures. Please make sure to prepare some comments/questions for the readings.
+Readings are listed under each of the lectures. All the literature is accessible online or will be made available to the participants in a drop box folder to which they will be given access. Reading and preparing for lectures: All the essential literature must be read before the lectures. Please make sure to prepare some comments/questions for the readings.
 
 ## Course program
 
-### 28 October: Introduction and Philosophy and Research Ethics I  (day 1)
+### 28. October: Introduction and Philosophy and Research Ethics I  (day 1)
 
 0900-1100	Thomas Berker: Welcome, about the course, structure, course assignment, and other practical information, also: some getting to know each other
 
-1100-1215 Rune Nydal: What makes a social theory right?
+1100-1215 Rune Nydal (Lecture and discussion)
-
-*Reading:*
-
-Taylor, Charles. 1983. Social Theory as Practice. New York: Oxford University Press.  (available [here](https://learn.kultwiki.net/thomas/TOS/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Taylor.pdf))
 
+More info and readings coming soon
 
 1215-1315 Lunch
 
-1315-1500 May Thorseth: Research ethics 
+1315-1500 Ståle Rainer Strøm Finke: The body as the locus of knowing 
 
-This session deals with three levels of research ethics: 
+    This session deals with two enabling factors within science and their impact on our understanding of science: The body and literacy. 
-
-- Quality of research – good research conduct and the ethos of science 
-- Protecting persons and/or groups affected by research 
-- The social responsibility of research (broad research ethics) 
-
-*Essential readings:*
 
-- Kaiser, M (2014) The integrity of science. Lost in translation? Best practice & Research Clinical Gastroenterology. 28(2):339-347. https://doi.org/10.1016/j.bpg.2014.03.003. 
+      - What role does the body play in the production of scientific knowledge? 
-- Ruyter, K.W. (2019) The history of research ethics. Available at : https://www.forskningsetikk.no/en/resources/the-research-ethics-library/systhematic-and-historical-perspectives/the-history-of-research-ethics/. 
+      - How does the customary association between literacy and academic knowledge influence how we theorize about science? 
-- Guillemin, M & Guillam, L (2004) Ethics, reflexivity and “ethically important moments” in research. Qualitative Inquiry. 10(2):261-280. https://doi.org/10.1177/1077800403262360. 
+      - What if things were different – what can we learn from knowledge systems that incorporate the knowing body in more articulate ways than we usually do in the Western academic tradition, without any involvement of literacy? 
-- Sarewitz, D (2016) The pressure to publish pushes down quality. Nature. 533:147 https://www.nature.com/articles/533147a. 
 
-*Additional reading:*
+*Readings:*
 
-Browse through the NESH guidelines, available in both Norwegian: https://www.forskningsetikk.no/retningslinjer/hum-sam/forskningsetiske-retningslinjer-for-samfunnsvitenskap-og-humaniora/  or English: https://www.forskningsetikk.no/en/guidelines/social-sciences-humanities-law-and-theology/guidelines-for-research-ethics-in-the-social-sciences-humanities-law-and-theology/  
+- Bourdieu, P. (1992) Chapter 3: Structures, habitus, practices. In: The Logic of Practice (pp. 52-79). 1st edn. Stanford University Press. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Bourdieu.pdf))
+- Merleau-Ponty, M. (1964). The primacy of perception and its philosophical consequences. In The primacy of perception (pp. 12-27). Northwestern University Press. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Primacy%20of%20perception_MP.pdf))
+- Molander, B. (2015). Chapter 1: Knowledge and learning. Some examples. In: The practice of knowing and knowing in practices (pp. 13-33). Peter Lang Edition. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Molander1.pdf))
+- Molander, B. (2015). Chapter 2: Tacit Knowledge and Silenced Knowledge. The Body, Culture, Action—and Language. In The practice of knowing and knowing in practices (pp. 35-70). Peter Lang Edition. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Practice%20of%20knowing_Ch.%202.pdf))
+- Molander, B. (2015). Chapter 9: Two sides of the same coin. Professional knowledge and the culture of knowledge. In: The practice of knowing and knowing in practices (pp. 237-262). Peter Lang Edition. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Molander9.pdf))
+- Young, I.M. (1980) ‘Throwing like a Girl: A Phenomenology of Feminine Body Comportment Motility and Spatiality’, Human Studies, 3(2), pp. 137–156. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Young1980.pdf))
 
 
 ### 29. October: Philosophy and Research Ethics II (day 2)
@@ -113,25 +106,26 @@ Browse through the NESH guidelines, available in both Norwegian: https://www.for
  
 1200-1300: Lunch
 
-1300-1500: Ståle Rainer Strøm Finke: The body as the locus of knowing 
+1300-1500: May Thorseth: Research ethics 
 
-    This session deals with two enabling factors within science and their impact on our understanding of science: The body and literacy. 
+This session deals with three levels of research ethics: 
 
-      - What role does the body play in the production of scientific knowledge? 
+- Quality of research – good research conduct and the ethos of science 
-      - How does the customary association between literacy and academic knowledge influence how we theorize about science? 
+- Protecting persons and/or groups affected by research 
-      - What if things were different – what can we learn from knowledge systems that incorporate the knowing body in more articulate ways than we usually do in the Western academic tradition, without any involvement of literacy? 
+- The social responsibility of research (broad research ethics) 
 
-*Readings:*
+*Essential readings:*
 
-- Bourdieu, P. (1992) Chapter 3: Structures, habitus, practices. In: The Logic of Practice (pp. 52-79). 1st edn. Stanford University Press. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Bourdieu.pdf))
+- Kaiser, M (2014) The integrity of science. Lost in translation? Best practice & Research Clinical Gastroenterology. 28(2):339-347. https://doi.org/10.1016/j.bpg.2014.03.003. 
-- Merleau-Ponty, M. (1964). The primacy of perception and its philosophical consequences. In The primacy of perception (pp. 12-27). Northwestern University Press. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Primacy%20of%20perception_MP.pdf))
+- Ruyter, K.W. (2019) The history of research ethics. Available at : https://www.forskningsetikk.no/en/resources/the-research-ethics-library/systhematic-and-historical-perspectives/the-history-of-research-ethics/. 
-- Molander, B. (2015). Chapter 1: Knowledge and learning. Some examples. In: The practice of knowing and knowing in practices (pp. 13-33). Peter Lang Edition. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Molander1.pdf))
+- Guillemin, M & Guillam, L (2004) Ethics, reflexivity and “ethically important moments” in research. Qualitative Inquiry. 10(2):261-280. https://doi.org/10.1177/1077800403262360. 
-- Molander, B. (2015). Chapter 2: Tacit Knowledge and Silenced Knowledge. The Body, Culture, Action—and Language. In The practice of knowing and knowing in practices (pp. 35-70). Peter Lang Edition. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Practice%20of%20knowing_Ch.%202.pdf))
+- Sarewitz, D (2016) The pressure to publish pushes down quality. Nature. 533:147 https://www.nature.com/articles/533147a. 
-- Molander, B. (2015). Chapter 9: Two sides of the same coin. Professional knowledge and the culture of knowledge. In: The practice of knowing and knowing in practices (pp. 237-262). Peter Lang Edition. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Molander9.pdf))
+
-- Young, I.M. (1980) ‘Throwing like a Girl: A Phenomenology of Feminine Body Comportment Motility and Spatiality’, Human Studies, 3(2), pp. 137–156. ([here](https://learn.kultwiki.net/thomas/TOS-H23/raw/branch/main/Readings/Day%201+2:%20Philosophy%20of%20science%20and%20research%20ethics/Readings/Young1980.pdf))
+*Additional reading:*
 
+Browse through the NESH guidelines, available in both Norwegian: https://www.forskningsetikk.no/retningslinjer/hum-sam/forskningsetiske-retningslinjer-for-samfunnsvitenskap-og-humaniora/  or English: https://www.forskningsetikk.no/en/guidelines/social-sciences-humanities-law-and-theology/guidelines-for-research-ethics-in-the-social-sciences-humanities-law-and-theology/  
 
-### 11 November: Science in context I (day 3)
+### 11. November: Science in context I (day 3)
 
 0900-1200	Thomas Berker: Navigating without a (complete) map, lecture and group work
 
@@ -148,7 +142,7 @@ Browse through the NESH guidelines, available in both Norwegian: https://www.for
 - Knut H. Sørensen and Sharon Traweek: Questing Excellence in Academia: A Tale of Two Universities (Routledge 2022). Chapter 3. In the Shadows of Excellence and Neoliberal Interventions: Enactments of Academic Autonomy and Strained Collegiality (33 p.) The whole book is available here: https://www.taylorfrancis.com/books/9780367259334 
 
 
-### 12 November: Science in context II (day4)
+### 12. November: Science in context II (day4)
 
 0900-1200	Terje Finstad: History of science and changes in scientific life. Situating and historicizing your own discipline/subject.  
 
@@ -175,7 +169,7 @@ Browse through the NESH guidelines, available in both Norwegian: https://www.for
 
 - Valkenburg, G. (2021). Engineering as a socio-political practice. In D. P. Michelfelder & N. Doorn (Eds.), The Routledge Handbook of Philosophy of Engineering. Routledge. [While strictly about engineering and not scientific research, much of this chapter resonates and pertains to science.] ([here](https://learn.kultwiki.net/thomas/TOS-H23/src/branch/main/Readings/Day%203+4:%20Science%20in%20context/Readings/Valkenburg%20-%20Engineering%20as%20SocPol%20Practice%20NOT%20FOR%20DISTRIBUTION.pdf))
   
-### 25 November: Critical perspectives I  (day 5)
+### 25. November: Critical perspectives I  (day 5)
 
 0900-1100	Sofia Moratti: Situated knowledge and feminist critique of science 
 
@@ -199,16 +193,13 @@ Browse through the NESH guidelines, available in both Norwegian: https://www.for
 
 1300-1500 Astrid Rasch: Decolonising academia
 
-    In this session, we will explore the historical entanglement of science and colonialism and consider the enduring legacies of this entanglement. We will discuss whether and how these considerations affect our own research practice.
- 
-
 *Readings*
 
 *Essential readings:*
 
 - Gopal, Priyamvada. 2021. ‘On Decolonisation and the University’. Textual Practice 35 (6): 873–99.  ([here](https://learn.kultwiki.net/thomas/TOS/src/branch/main/Readings/Day%205+6:%20Critical%20perspectives/gopal.pdf))
 - Mott, Carrie, and Daniel Cockayne. 2017. ‘Citation Matters: Mobilizing the Politics of Citation toward a Practice of “Conscientious Engagement”’. Gender, Place and Culture: A Journal of Feminist Geography 24 (7): 954–73.  ([here](https://learn.kultwiki.net/thomas/TOS/src/branch/main/Readings/Day%205+6:%20Critical%20perspectives/mott.pdf))
-- Murrey, A., & Daley, P. 2023. 'Introduction: Learning Disobedience from the Heart of Empire'. In Learning Disobedience: Decolonizing Development Studies, London: Pluto Press, pp. 9-28. ([here](https://learn.kultwiki.net/thomas/TOS/src/branch/main/Readings/Day%205+6:%20Critical%20perspectives/murreyanddaley.pdf))
+- Diallo, Oda-Kange Midtvåge. 2023. Chapter 4, ‘Study to transgress, embody the glitch’ in ‘Joining in Black Study: Knowledge Creation and Black Feminist Critique alongside African Norwegian Youth.’ NTNU. https://ntnuopen.ntnu.no/ntnu-xmlui/handle/11250/3104885  ([and here](https://learn.kultwiki.net/thomas/TOS/src/branch/main/Readings/Day%205+6:%20Critical%20perspectives/diallo.pdf))
 
 *Additional readings:*
 
@@ -242,6 +233,6 @@ Browse through the NESH guidelines, available in both Norwegian: https://www.for
 - Berker, Thomas. “Negotiating research norms between academic and industrial research. The case of a research centre on zero emission buildings in Norway”, to be published in Nordic Architectural Research. ([here](https://learn.kultwiki.net/thomas/TOS/src/branch/main/Readings/Day%205+6:%20Critical%20perspectives/Berker_Negotiating_research_norms.pdf))
 
 
-### 13 December: Conference
+### 06. December: Conference
 
 The participants of the course present papers on how their PhD work relates to the topics of the course. The conference is public and will be organised collectively.