Abstract
This chapter argues that it is inappropriate to use the term “interactional expertise” in the context of laboratory ethnographies and engagement studies, such as the Socio-technical Integration Research (STIR) Project, where “embedded humanists,” who are not experts in laboratory science, use approaches from the social sciences and humanities to engage natural scientists. It posits that the goal in these situations is not to become an interactional expert in a particular field but to become conversational and knowledgeable to the extent of being able to ask questions that facilitate ethical and societal reflection in real time. It further proposes a new and different category that captures the abilities and knowledge cultivated in such cases, and argues that the term “interactional competence” is a more appropriate fit.
This material is based on work supported by the US National Science Foundation under grant numbers 0849101 and 0531194.
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Conley, S.N., Fisher, E. (2019). Developing a Theoretical Scaffolding for Interactional Competence: A Conceptual and Empirical Investigation into Competence Versus Expertise. In: Caudill, D.S., Conley, S.N., Gorman, M.E., Weinel, M. (eds) The Third Wave in Science and Technology Studies. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-14335-0_13
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