Appeals to practices are common the humanities and social sciences. They hold the potential to explain interesting or compelling similarities, insofar as similarities are distributed within a community or group. Why is it that people who fall under the same category, whether men, women, Americans, baseball players, Buddhists, feminists, white people, or others, have interesting similarities, such as similar beliefs, actions, thoughts, foibles, and failings? One attractive answer is that they engage in the same practices. They do the same things, perhaps as a result of doing things at the same site or setting, or perhaps as a result of being raised in a similar way among members of the same group. In the humanities, appeals to practices often serve as a move to point out diversity among different communities or diversity within the same community. Communities are distinct from one another in part because their members do different things or do things in different ways. The distinct and varied ways in which different communities enact social norms or formulate law, state institutions, and public policy might be explicable in part by the different practices their members are socialized into. Appeals to practices hold the promise of explaining these differences in terms of the different background practices of the groups, cultivated through a kind of cultural isolation or sense of collective identity. In the social sciences, appeals to practices have played a central role in fundamental theorizing and theory building. Appeals to practices in the social sciences are often much more systematic and theoretical, forming the core of the systematic theories of Pierre Bourdieu and Anthony Giddens in Anthropology and Sociology. Practice theory has thus become a growth industry in social scientific investigation, offering the promise of a central object of investigation that explains both unity and difference within and across communities and groups. But it is unclear just what practices are and what role, both ontological and explanatory, that practices are supposed to play. The term `practices' is used to pick out a wide range of things, and its relation to other terms, from `tradition' or `paradigm' to `framework' or `presupposition', is unclear. Practices are posited as ubiquitous, yet they are difficult to isolate and pin down. We are all said to participate in them, but they remain hidden. Their role, whether causal, logical, or hermeneutical, remains mysterious. After locating the historical origins of appeals to practices in the work of Ludwig Wittgenstein and Martin Heidegger, my dissertation uses Stephen Turner's broad and systematic critique of appeals to practices to develop a new type of account. My account is a phenomenological account that treats practices as human doings that show up to people in material and social environments and make themselves available for specific responses in those environments. I argue that a phenomenological account is an effective alternative to accounts that treat practices as either shared objects with properties or shared and implicit presuppositions. I use a phenomenological account of practices to treat important debates in feminist philosophy and the philosophy of the social sciences, particularly debates over pornography's subordination of women and the classification of mental disorders in psychiatry.

Chapter one, “Narrating Entanglement: Posthuman Agency and Subjectivity in Shane Carruth’s Filmography,” considers the resonances of independent filmmaker Shane Carruth’s two SF films, Primer (2004) and Upstream Color (2013) with the ethos of quantum entanglement through close-readings of Primer’s anti-individualistic portrayal of scientific invention and Upstream Color’s metaphorically entangled human-pig character system. Chapter two, “Race and Schrödingers’s Legacy: History is Both Alive and Dead in Hari Kunzru’s White Tears” analyzes the 2017 novel White Tears as a narrative figuration of of the political, racial, and cultural entanglements set in motion by the economic structure of slavery, ultimately arguing that Kunzru’s entangled plotlines and histories critique the entanglement of contemporary U.S. capitalism with its past and present exploitation of black bodies. The third and final chapter, “Problem Child: Untangling the Reproduction Narrative in Lai and Phang’s SF Bildungsromans” uses close readings of two SF bildungsromans, Larissa Lai’s 2002 novel Salt Fish Girl and Jennifer Phang’s 2015 film Advantageous, both of which follow women of color protagonists not permitted to grow up in the ‘right’ ways, to shed light on the instability of a social order simultaneously grounded in the exploitation of marginalized bodies and the illusion of a reproducible, homogenous nation. Ultimately, “Entangled Bodies” uses a literary exploration of quantum entanglement to reveal both the limits of seemingly-totalizing power structures, narrative or otherwise, and the collective possibilities for re-definition that can, in part, be kindled by a favored tool of Western science: the human imagination.

Eftersom det inte finns något universellt rätt eller fel sätt att hantera jordens resurser så håller etiska frågor på att bli en allt viktigare del av diskussionen kring våra gemensamma tillgångar. Det övergripande syftet med uppsatsen är att undersöka och beskriva gymnasieungdomars etiska tankar kring människans förhållande till naturen. För analysen används två perspektiv som står i konflikt med varandra, nämligen de miljöetiska centrismerna och ekofeminismen, som kritiserar centrismtanken. Sex gymnasieungdomar har intervjuats i grupper om tre angående sin syn på människans förhållande till naturen. Resultatet pekar på att elevernas miljöetik är mestadels antropocentrisk, med vissa inslag av djurrättsbiocentrism, och att de ser omsorg som ett moraliskt motiv. I diskussionen problematiseras resultatet i förhållande till de två synsätten och kopplingar görs till den svenska samhällsdebatten, media och tecknad film. Slutsatsen är att omsorgsdimensionen bör stärkas i naturkunskapsundervisningen eftersom den idag är en outnyttjad resurs i fråga om att skapa engagemang för miljöfrågorna, men att man samtidigt inte får glömma bort att fakta utgör en viktig del av välgrundade beslut. / Solving environmental issues is not only a matter of good knowledge but also of ethics, since there is no absolute right or wrong in man’s way of handling nature. To be able to design a science education that meets governmental requirements and enables the students to participate in future environmental discussions it is important to be aware of their own ethic reflections. The over all aim of this study is to describe and survey the environmental ethics of students in the age of 16-19 years. Six students at the age of 16-19 was interviewed concerning their opinion on man’s relationship to nature. The result shows that the environmental ethics of these students is mostly anthropocentric with a certain amount of animal rights biocentrism and that they consider care to be a moral reason. The result is discussed in relation to the two different perspectives and the author makes connections to social debate, media and cartoons. The conclusion is that the perspective of care should receive more attention in science education. Care is today an unused resource of involvement to environmental issues. Finally the author pinpoints the fact that also good knowledge is absolutely necessary when making sensible decisions.

<p>Diverse ways of knowing have been recognized by scholars in many disciplines to contribute creative perspectives and novel problem-solving approaches. In the environmental sciences, those dependent on natural resources and working daily with those resources are in one of the best positions to observe and learn from subtle changes in the environment. In the coastal marine and estuarine environment, these experiential knowledge holders are the fishers and their families. In North Carolina, these fishers live in historic villages and, with scientists and policymakers, serve as the downstream stakeholders in watershed management. These three stakeholder groups all have perspectives to contribute to research and management of water quality in the watershed. This dissertation starts by documenting definitions and perspectives of water quality from these three stakeholder groups, establishing the base of information from which future research and management takes place. It then specifically addresses the details of negotiating co-production of knowledge through an ethnographic account of a collaborative research project investigating water pollution. The process of information sharing was highlighted during this process by a facilitated workshop asking participants to reflect upon their collective understanding of water quality more broadly and to plan a research project resulting from a new shared, understanding. The third component of my investigation of different ways of knowing uses North Carolina's Fishery Resource Grant program, which funds collaborative research between fishers and scientists, as a case study of an institution supporting co-produced knowledge about water quality and how the structure of collaboration in funded projects affects the success of the program both scientifically and socially. Together, the three chapters tell a story about the diverse forms of knowledge regarding water quality and how they might work together to better understand the causes and effects of water quality as well as tailor solutions to fit this better understanding. Though the story is of one case, specific to water quality and the coastal communities that depend on it, the story is also one of few optimistic cases in environmental science.</p> / Dissertation

This thesis focuses on scientists and technologies brought together around the desire to improve fallible human memory. Based on extended ethnographic fieldwork, it considers interdisciplinary collaborations among experts who design recording and archiving technologies that seek to maintain, extend, and commemorate life. How are everyday experiences translated as information, and for what purpose? How are our habits of drinking tea, talking on the phone, driving to work, and reminiscing with old photographs, turned into something that can be stored, analyzed and acted upon? How might information be used in real time to supplement the living in a recursive feedback loop? By addressing these questions, I reveal how these memory banks are inherently tied to logics of capital, of stock and storage, and to logics of the technological where, when it comes to memory, more is more. The first sections that make up this dissertation shift in scale from the micro to the macro: from historical national endeavors that turned ordinary citizens into a sensors and collectors of the mundane, to contemporary computational projects designed to store, organize and retrieve vast amounts of information. The second half of this dissertation focuses on two extreme cases of lifelogging that make use of prototypical recording technologies: Gordon Bell, who is on a quest to record his life for the sake of increased objectivity, productivity, and digital posterity, and Mrs. B, a woman who suffers from amnesia and records her life in the hopes of leading a normal life in which she can share the past with loved ones. Through these case studies, I show how new recording technologies are both a symptom of, and a cure for, anxieties about time. By focusing on the design of new objects and by addressing contemporary debates on the intentions that govern the making of recording machines, I examine how technologies take shape, and how they inform understandings of memory and the self as well as notions of human disability and enhancement. In short, I show that the past, as well as the present and the future, are always discursively, practically, and technologically informed.

<p>Marine protected areas (MPAs) are an increasingly prevalent and popular conservation tool, yet there is still much debate over whether they should emphasize the role of expert knowledge or local participation. This debate occurs among an international network of scientists and conservation professionals as well as in relation to particular places and MPAs. This dissertation contributes to an understanding of MPAs by addressing three questions: (1) How do differently situated actors within the MPA social network define and mobilize ideas of knowledge and participation? (2) How are knowledge and participation enacted and perceived in particular MPAs? (3) How do perceptions of knowledge and participation relate to actors' views of the success of MPAs? In order to address these questions, this dissertation presents the results of two separate projects: (1) a survey of international experts at the First International Marine Protected Areas Congress; and (2) an ethnographic study of two marine protected areas and their associated communities and social networks in southern Belize. The results of the survey indicate that the international MPA community is divided in their opinions on what constitutes science and what role scientists should play in the MPA policy process. Scientists who had a positivist view of science were reluctant to engage in MPA policy making, whereas government representatives who held positivist beliefs were more likely to support scientists advocating for particular MPA policies. The results of the ethnographic study in Belize illustrate that multiple groups work to produce, interpret, and contest knowledge for MPA policy, while also engaging in scalar strategies to define what MPAs are, how they should function, and who should be involved in their management. MPA success in Belize is not dependent on either conclusive expert knowledge or positive perceptions of participation, but rather on the accommodation of multiple groups' agendas.</p> / Dissertation

<p>Even in our contemporary moment, the word plantation evokes a distinctly Southern and rural image in which slavery is well hidden within an idyllic botanical scene. And yet, from the very beginning of industrialization in the United States, plantation agriculture and enslavement were thoroughly embedded in the circuits of Northern capital and urbanization. "Shackled in the Garden" begins from the premise that the plantation is not an archaic institution that withered away in the nineteenth century, but rather is an enduring site of production and reproduction in the U.S. and throughout the Global South. Historically, the plantation has played a central role in organizing racialized bodies, technologies and environments in the South. In the wake of widespread ecological and social disaster across global Southern geographies, I insist that it behooves us to take another view of the plantation.</p><p>"Shackled in the Garden" rethinks the plantation as an ecological space: a space of dynamic relations in which racialized bodies and technologies are aggregated and disaggregated by a powerfully tropical environment. In the midst of ongoing crises over the sustainability of the plantation complex in the mid-eighteenth century, the plantation metamorphosized from an idyllic geography of botanical bounty and pure soil to a "toxic paradise": a tainted space that enclosed usable bodies and usable lands to be put in the service of increasingly experimental purposes. This peculiar conjoining of racialized subjects and the environment transformed the plantation into a privileged site for investigations into natural history, which sought to catalog and organize the natural world. Understandings of natural history as an innocent and feminine pursuit based on non-intervention and simple observation of the environment hid rampant experimentation on all kinds of "specimen" on the plantation including botanical species, agricultural crops, livestock, and enslaved persons. </p><p>While emergent biological models in the mid-nineteenth century began to understand race and identity as being rooted in the body, climatic or environmental determinations of identity continued to hold rhetorical power. Biology may have achieved a hegemonic position with the increasingly legitimated theories of Darwinian evolution, but natural history did not wither into oblivion. While individuation, mechanization, and biology flourished in the North, the plantation South continued to be figured as a natural ecology, a geography where identity refused its disentanglement from a dangerously miasmic and tropical environment. This project emerges out of both literary studies and science studies. Moving from James Grainger and Thomas Jefferson through Thomas Wentworth Higginson to Booker T. Washington, I explore how a literary imaginary of the plantation pastoral, which continued to represent the plantation as an unenclosed, pre-industrial and green geography in the face of extensive industrialization and environmental degradation, contributed to an understanding of the plantation as a "natural" space of scientific experimentation. The second half of the project considers a perhaps surprising genealogy of plantation fiction from authors such as Martin Delany and Jean Toomer who defamiliarized pastoral naturalizations of plantation space at the same time as they played on the heterotopic spatiality of the plantation to imagine a different, more global plantation South.</p> / Dissertation

Science studies contends that scientific knowledge is produced through social and geographical processes. This dissertation applies this insight to the production of economic knowledge, specifically addressing how the Anti-Corn Law League, an organization that campaigned against the protectionist Corn Laws in Britain in the 1830s and 40s, made economic truth. The argument is organized in five chapters. The Introduction discusses the key theoretical ideas from science studies – controversy, consensus, and credibility – that later chapters use in interpreting the Anti-Corn Law campaign. Chapter II supplies the social and intellectual context of the Anti-Corn Law movement, showing how its origins in Manchester shaped its meaning, and how uncertainty about the benefits of free trade compelled Leaguers to present a persuasive case for it. Chapter III explores how the League’s public meetings were conducted, arguing that economic knowledge was produced through the processes of presenting and authenticating testimony, in which mass assent, expressed through various imaginaries of the nation, functioned as a rhetorical voucher of truth. Chapter IV examines a case in which assent was not attained, and the means through which the League sought to maintain credibility. It is argued that the League depicted itself as trustworthy according to assumptions society shared about what counted as knowledge and honesty, assumptions that constituted what can be called a cultural map of credibility. The Conclusion summarizes the main arguments of the thesis. It explicitly relates the study to the literature on the geographies of science, and elaborates on how geographical imaginations are inscribed in the process of knowledge production.

Following Merton (1942) science studies has moved from the philosophy of science to a more sociologically minded analysis of scientific activity. This largely involves a shift away from questions that bear on the context of justification &ndash; a question of rationality and philosophy, to those that deal with the context of discovery. This thesis investigates changes in science studies in three papers: sociocultural evolutionary theories of scientific change; general trends in science studies - especially concerning the sociology of science; and a principle component analysis (PCA) that details the development and interaction between research programmes in science studies. This thesis describes the proliferation of research programmes in science studies and uses evolutionary theory to make sense of the pattern of change.

Following Merton (1942) science studies has moved from the philosophy of science to a more sociologically minded analysis of scientific activity. This largely involves a shift away from questions that bear on the context of justification &ndash; a question of rationality and philosophy, to those that deal with the context of discovery. This thesis investigates changes in science studies in three papers: sociocultural evolutionary theories of scientific change; general trends in science studies - especially concerning the sociology of science; and a principle component analysis (PCA) that details the development and interaction between research programmes in science studies. This thesis describes the proliferation of research programmes in science studies and uses evolutionary theory to make sense of the pattern of change.