1collectively produced and linked with↩

2Nordic Research Course in Gender Research specifically focusing interdisciplinary methodology and theory, Littokoti, Veikkola, September 1 – 12, 1989.↩

3I use the concept feminist research synonymously with gender research and I use the concept feminist technoscience almost synonymously with gender research within technology and engineering as well as feminist research within technology and engineering. See chapter 5 and 6.↩

4Just to make myself clear, the positivist knowledge view as I have learned to understand it is characterized by objectivity (possible to identify and read off a true reality), neutrality, cumulative knowledge expansion, reproducibility, sharp demarcation between the research subject and research object, between basic research and applied research, between what is considered true and false etc..↩

5The formal naming was Gender and Technology.↩

6See chapter 11.↩

7See discussions in the epilogue.↩

8I rather use the concept diffraction than reflection, which I come back to in chapter 7. But for the case of not confusing unnecessarily I stick to reflection.↩

9See chapter 11.↩

10Information and Communication Technology↩

11see e.g. Elisabeth Gulbrandsen (2000).↩

12This is a revised version of a text first published in Swedish in Häften för KRITISKA STUDIER, nr 4, 1995, (Trojer 1995a).↩

13Diffraction see Haraway, 1997b, p 16.↩

14The discussion referred took place in a plenary session at the conference “Between Mother Goddesses, Monsters and Cyborgs - feminist critique of science, technology and health care”, Odense University, Denmark, 2 - 5 November, 1994. See also Lykke & Braidotti (1996).↩

15This development also contributes to the use of technoscience as a disciplinary concept.↩

16A more detailed discussion will be found in for instance (Keller 1992).↩

17Donna Haraway, with her background in natural science and biology, describes a knowledge process focusing “what we learn how to see”, like in the text ”Situated knowledges: The Science Question in Feminism and the Privilege of Partial Perspective” (Haraway 1991b, pp 183-201 ). She writes ”Feminist objectivity is about limited location and situated knowledge, not about transcendence and splitting of subject and object. In this way we might become answerable for what we learn how to see.”↩

18Ruth Bleier gives in her books and other texts comprehensive arguments, see Science and Gender: A Critique of Biology and Its Theories on Women (1984) and Feminist Approaches to Science (1986).↩

19The reference is from the lecture of Carita Peltonens at Nordic Forum, Åbo, Finland, August 1994.↩

20The European Organization for Nuclear Research, Geneva. At CERN physicists and engineers are probing the fundamental structure of the universe.↩

21Svenska Dagbladet (The national newspaper Swedish Daily) 1994 04 08↩

22Wikipedia retrieved 20160418.↩

23This aim has become such a self evident project that it has not been an object of problematizing in a visible way. It seems like feminist research now has reached a point where the self evident project more or less collapse. (Trojer & Gulbrandsen 1996).↩

24This text is a revised version written by Elisabeth Gulbrandsen and Lena Trojer first published in Trojer & Gulbrandsen (1996).↩

25We take such an understanding to be fairly widespread in Nordic women’s research implicating we “in here” have developed something valuable we want to give to you “out there”. At a Nordic conference on “Women, Development and Environment” in Oslo (autumn 1990) the Indian feminist/activist/researcher Vandana Shiva responded to our wanting to export our knowledge to Indian rural women, by asking back “Who appointed you God?”↩

26We refer here to an article “Trying Transformations” (Aiken et.al 1987) that has meant a lot to us in so far as it was the first attempt to make sense of transformatory work from inside the established institutions, that we met. This article and the accompanying book; Changing Our Minds (Aiken et al 1988), is still one of a handful of texts that we find has potential to enhance our “transformatory competence”. We find this worrying. Please tell us, if you know of other examples!↩

27We are aware that some would prefer the term “feminist research” as a translation of the Nordic word “kvinnoforskning” (women’s research). We suggest that the term “feminist” is applied, when discussions about what we mean by feminism and about the evaluative frameworks different feminisms can yield are included both in the research activity and in the presentation of results.↩

28By “science” we mean what is referred to in Norwegian by “vitenskap”, Swedish “vetenskap” and in German by “Wissenschaft”, all of which includes not only the natural sciences, but the social sciences as well as the arts and humanities.↩

29Warning issued at a Nordic conference for science policy in feminist research. Hässelby slott, November 1993.↩

30Our Common Future, From One Earth to One World - An Overview by the World Commission on Environment and Development, UN document http://www.un-documents.net/our-common-future.pdf Forward Chairperson Gro Harlem Brundtland, Oslo, 20 March 1987.↩

31The conference was marked by a humble attitude as well as confessions of doubts and defeats. A report was published by the Council for Social Science Research in the Norwegian Research Council for Science and the Humanities, titled Miljö og utvikling, Rapport fra den forskningspolitiske konferensen på Vettre, 28 - 29 januar 1992. (Environment and Development: Report from the conference on research policies at Vettre, January 28 - 29, 1992).↩

32The Norwegian philosopher Hans Skjervheim was an excellent mediator who also expanded on these critical traditions. One of his most influential texts circulated as a working paper from the late 50s and thus prepared the Norwegian student revolution.↩

33See, for example, Taksdal, Widerberg (1992), Kunnskapsproduksjon og kjønn, skriftserie 3/91, Centre for Women’s Studies, University of Trondheim, as well as the program for basic feminist research in the humanities, NAVF, Oslo (1989).↩

34In a context of natural science like particle physics communication of knowledge in various kinds of “texts” is illustrative. (Traweek 1988, p 117 ff). The different forms of expressions (texts) has specific functions. Oral communication of results is fundamental in order to maintain the whole complex of the discipline and to operate in the physics community. Written texts as preprints are used to verify results. Finally knowledge in texts published in scientific journals with referee system gives property rights of the formulation of the results to the author(s).↩

35Forskningsrådsnämnden↩

36For a thorough introduction see Uno Svedin et al. TVÄRVETENSKAP – HUR, AV VEM OCH VARFÖR (Interdisciplinarity – how, by whom and why), Rapport från Expertgruppen för tvärvetenskap under Samverkansgruppen för Tvärvetenskap, Genusforskning och Jämställdhet (Report from the Expert Group for Interdisciplinarity under The Committee for Cooperation between Swedish Research Councils), Stockholm den 2 September 1999.↩

37See introduction↩

38As an example in the Research Bill to Parliament “Research and Society” (Forskning och samhälle), Prop. 1996/97:5, p. 55.↩

39more information can be gained at www.genus.gu.se↩

40InterGender offers a large scale research training program meeting the needs of PhD students in different phases of their training. The main modules are offered every year on a rotating basis, thus coordinating the respective specialities of the different partner institutions, as well as the different needs of first-, mid- and last-phase PhD students.↩

41Which can of course never be separated from theory.↩

42This is something quite far removed from my theoretical background, which is theory of thermal degradation in pyrolysis gas chromatography.↩

43and work yourself away from the nurtured god-trick of seeing everything from nowhere. Haraway, 1991, pp. 189, 190.↩

44“Global Ecology and the Shadow of ‘Development’ “ in Wolfgang Sachs (1993).↩

45However, there had been feminist research activities within the technical faculty of Luleå University of Technology since 1982.↩

46Helga Nowotny (1994) emphasises that knowledge is accepted or approved not on the grounds of claims of higher scientific authority but on grounds of negotiations.↩

47Gibbons et al, 1994, p 5.↩

48The presentation of the project is based on a research project accomplished by Birgitta Rydhagen.↩

49For a further discussion of the views on and interpretations of situated knowledge, see Haraway, 1991, chapter 9.↩

50The participatory research method used is called PRA (Participatory Rural Appraisal) and is described in Chambers,1997.↩

51www2.bth.se/tks/teknovet.nsf/↩

52Citat från ACT Labs dåvarande webbsite http://www.actlab.utexas.edu (2000-02-20).↩

53see chapter 7.↩

54This chapter is a revised text presented at E-CAP, European Computing and Philosophy Conference, Mälardalens högskola 2005 06 04 and published (Trojer 2006) in Computing, Philosophy, and Cognitive Science, Cambridge Scholars Press.↩

55Please note that I use gender research within the technology / engineering disciplines and feminist technoscience synonymously.↩

56www.bth.se↩

57www.netport.se 2013 NetPort changed name to NetPort Science Park.↩

58The name of the division was later on changed to Division of Technoscience Studies.↩

59The agora is central places for public life. The concept agora embrace the political arena and the market place – and goes beyond both (Nowotny et al 2003, p. 192).↩

60Beck 1992.↩

61See chapter 11.↩

62See Argyris (1991) and Nowotny et al (2001).↩

63Compare the contexts of production and implication (Nowotny et al. 2001).↩

64In the Swedish academic context characterized by ’the culture of no culture’ the dominant epistemological approach is still to make a strong division between research and politics – an approach becoming more and more obsolete in the world we are living in.↩

65Maud Eduards’ article ”En allvarsam lek med ord” (A serious game with words) (Eduards 1995) provides an interesting interpretation of gender research within social sciences and its conceptual development.↩

66See also Hirdman (1998).↩

67Christine de Pizan, The Book of the City of Ladies (1404-5), translated by Jeffrey Richards. New York: Persea, 1982.↩

68I am grateful to Sif Johansson, who introduced me to Astrid Cleve, when I was looking for an early female role model in chemistry preferably in Sweden. For more information about Astrid Cleve please see Johansson (1983).↩

69Journal for Metafysisk Spekulasjon (for metaphysical speculation)↩

70e.g. developing cars or speech synthesizer suitable for bodies of women.↩

71from in-vitro fertilization to cloning see e.g. www.finrrage.org↩

72I am using the term radical in its original sense (fundamental, arising from the root) and in its chemical sense (highly changeable).↩

73Gibbons et al 1994↩

74God-trick of seeing everything from nowhere↩

75This text was part of a lecture series “The Role of the University in Society” spring 2000. Responsible for the lecture series was the Research Board at Blekinge Institute of Technology.↩

76Dnr 1999-0843:2↩

77Research conference “University structures, knowledge production and gender constructions”, Copenhagen 2–3 March 2000, financed by six Danish research councils.↩

78Official Norwegian Report NOU 1991:24↩

79Published in the Swedish Council for Planning and Co-ordination of Research’s journal FRN nytt no. 2, 1995↩

801996:28↩

81Forskning och Pengar [Research and money] SOU 1996:29↩

82Prop. 1996/97:5↩

83Forskningspolitik [Research policy] SOU 198:28↩

84Prop. 1992/93:170↩

85Prop. 1992/93:171↩

86Prop. 1996/97:5↩

87Forskning och Pengar [Research and money] Swedish Government Official Report SOU 1996:29; Forskningspolitik [Research policy] Swedish Government Official Report SOU 198:28 (Research 2000); Vissa forskningsfrågor [Selected research questions] Government bill 1998/99:94; Att finansiera forskning och utveckling [Financing research and development] Ds 1999 (Report from the working group on how to structure the authorities that finance research), to name but a few.↩

88Prop. 1999/2000:81↩

89Liedman 1997↩

90Held at the Norra Latin City Conference Centre, Stockholm, on 30 March 2000. The conference was jointly arranged by the Swedish Council for Planning and Co-ordination of Research, the Dalarna Research Council, The Swedish Association of Local Authorities and the Federation of Swedish County Councils.↩

91Uhlin et al. (2000) provides an in-depth introduction to the complexity of regional innovation programmes and innovation system in the study “Modelling and facilitating prospective innovation systems”.↩

92This text is a modified version of a text first published in Contemporary Politics, vol. 5, nr 1, 1999.↩

93In 1993, 47 per cent of the research performed at the universities in Sweden was financed by external authorities other than the Parliament (basic resources) (SOU 1996:28 page 45). The percentage for external funding in 2014 was 55%.↩

94Research for Knowledge and Progress, Prop. 1992/93:170.↩

95After FRN was closed down, the commitment was transferred to an advisory committee on gender research under the board of the Swedish Research Council.↩

96SOU 1995:110, Viljan att veta viljan att förstå - kön, makt och den kvinnovetenskapliga utmaningen i högre utbildning (The wish to know the wish to understand - gender, power and women’s research challenges in postgraduate education).↩

97For a further discussion see below.↩

98FAF for Swedish Council for Planning and Coordination of Research 1997 – 1999.↩

99In the FAF it is called Research about research.↩

100As it appeared in the text of the call for application 1997.↩

101After proposal from government in Prop. 1994/95:164 (Equality between women and men in the field of education) page 28 ff and after its discussion in the education committee of Parliament, report 1994/95:UbU18, page 26 ff, FRN was invited to suggest fields for professor chairs or other research appointments with gender research focus. FRN was also instructed to consult the other research councils.↩

102Presented in FRN-nytt (FRN news) nr 2 1996.↩

103in Swedish ‘kvinnovetenskaplig’, yet another term for what I have called feminist research.↩

104SOU 1995:110, pp. 173.↩

105For a detailed discussion about deconstruction projects of feminist research itself, see Saarinen (1989).↩

106Research and society, Prop. 1996/97:5.↩

107The concept used in the present bill is now gender research compared to women research used in the former bill. Feminist research is still too strong and charged a concept to use in a research bill in Sweden.↩

108Prop. 1996/97:5, pp. 55.↩

109Ibid. pp. 54.↩

110Ibid. pp. 101.↩

111In Swedish Samverkansgruppen↩

112This is an alternative organisation to the proposed ‘board of research councils’ suggested by the official report on research financing, the results of which were presented in spring 1996.↩

113Prop. 1996/97:5, pp. 207.↩

114Budget Bill to Parliament for the year 1997, Prop. 1996/1997:1.↩

115At the same time I am well aware of some traditions within critique in Europe that, unfortunately, still are to be realized, see Gulbrandsen (1995).↩

116In science studies research has long since been recognized as a social praxis and process together with the view that modern science and technology have a political life (Lundstøl (1977), Rose & Rose (1969), Rose & Rose (1980)). During the 70s there was a catchphrase that society is in science as much as science is in society.↩

117In the Swedish the name is Samverkansgruppen.↩

118The report can be found as a pdf at http://www2.bth.se/tks/teknovet.nsf/(WebFiles)/5D3697EA83FFF4E2C1256F960037F87F/$FILE/Genusforskningens%20Relevans%20Expertgruppens%20Slutrapporten000913.pdf↩

119www.genus.gu.se↩

120This chapter is a slightly revised text from Gulbrandsen & Trojer (2010).↩

121See chapter 2.↩

122“Science in society” became a catch word for science-society activities of EC during FP7. However, we saw how the focus was broadening to include struggles coming to grips also with “society in science” e.g in the expert-reports by Felt (2007) and Markus (2009).↩

123Reference to e.g. OECD’s Global Project on Measuring the Progress of Societies.↩

124For an introduction to such discussions see Voß, J.-P. (2007): Designs on governance. Development of policy instruments and dynamics in governance.↩

125There is increasing pressure (as articulated by OECD, EC as well as the president of US) on science and technology to address the grand and sometimes global challenges of our times – the 2009 Lund Declaration is just one example.↩

126Triple loop learning entails inquiring how we know that we are doing the right things, while single loop learning entail asking ourselves whether we are doing “things right” (first order learning) and double loop (or second order learning) concerns whether we are doing “the right things”.↩

127The network emerged out of a project from the Consultative Committee of Sector Councils for Research and Development (COS) concerning how to measure the social impact of research. Later The Royal Netherlands Academy of Arts and Sciences (KNAW), Netherlands Organisation for Scientific Research (NWO), Netherlands Association of Universities of Applied Sciences (HBO-Raad), and Quality Assurance Netherlands Universities (QANU) have participated in the project, and Hogeschool Utrecht, the Ministry of Education, Culture and Science (OCW) and Rathenau Institute have been involved as observers.↩

128For an elaborated discussion see ”Normative machineries at work” in chapter IV (Felt 2009).↩

129For further discussions see Part IV.↩

130I use the concept ‘low income countries’ synonymously with the more frequently used concept ‘developing countries’. I prefer to use low income countries.↩

131Information and Communication Technology↩

132www.sicd.se↩

133Intellectual Property Rights↩

134The salt extraction example was presented at a study visit at KTH, Department of Chemical Engineering, 2013 08 28.↩

135Swedish International Development Cooperation Agency↩

136http://www.imf.org/external/pubs/ft/scr/2011/cr1117.pdf↩

137http://www.tzonline.org/pdf/theTanzaniadevelopmentvision.pdf↩

138http://www.uneca.org/publications/economic-report-africa-2013↩

139Skr. 2007/08:67 Sweden and Africa – a policy for common challenges and possibilities.↩

140Department for Research Cooperation↩

141For details see http://sicd.se/?page_id=2↩

142Triple Helix IX International Conference, “Silicon Valley: Global Model or Unique Anomaly?”, 11-14 July 2011, Stanford University, Human Sciences and Technologies Advanced Research Institute (H-STAR), Triple Helix Research Group http://www.triplehelixconference.org/the-triple-helix-concept.html 2011.↩

143The story has some similarities to the story of Sweden and the role of the university, in this case the Royal technical university KTH.↩

144This chapter is a revised version of Trojer (2004) and parts of Rydhagen, Trojer (2004).↩

145Examples from regional contexts are given in (Uhlin, Johansen 2001, Henningsson, Trojer 2005)↩

146The document can be found at http://www.ist-africa.org/home/files/Tanzania_ICTPolicy.pdf↩

147As far as hardware and software skills are concerned, skills for the training of professionals in both these skill areas were available only at UDSM. Training of hardware sub-professionals was done at the Dar es Salaam Institute of Technology and at several other institutions offering Cisco approved courses, for which the. University Computing Centre Limited (UCC Ltd) served as the Regional Academy for the local “Cisco Academics” spread all over Tanzania imparting skills in hardware and software. As far as acquiring skills in software applications is concerned, many institutions, both public and private, were active and they are regulated by the National Council for Technical Education (NACTE).↩

148See chapter 3.3.1 in the National ICT Policy document.↩

149Retrieved 2004 at www.sida-sarec.udsm.ac.tz↩

150from interview 2003 09 12↩

151The UDSM started e-mail services using a Low Earth Orbit Satellite (Health net) before starting the dial up services. Then as presented by Mutagahywa (2003 page 474) GreenNet routed the messages through London. Given the high cost of international calls, the UDSM hub called once a day to London to download and upload messages. The email messages were the printed out for the recipients, who paid about 0,10US$ for the service. The demand for the service grew rapidly. More modems were added to the system to service not only internal clients but people outside the University as well. This email service was provided by the Computing Centre.↩

152In Sweden, Internet was introduced in the 80s. Like in Tanzania, initiatives grew from a University, namely Royal Institute of Technology (KTH). The centre for Internet supply (KTHNOC) at KTH became the hub for development of the Swedish Internet. The net had its core at KTHNOC and was linked up to the Swedish universities under the name SUNET, Swedish University Computer Network (http://basun.sunet.se). The success of the Swedish Internet development depends on a high degree on personal and trustful relations with Internet pioneers in USA (Hamngren, Odhnoff 2003).↩

153Internet Service Providers, also known as Internet Access Providers. It is a company that provides infrastructure for access to the Internet or for interconnecting other ISP and content based or application based services on the Internet.↩

154PM Sida SAREC 2003 04 28 to the research board of SAREC.↩

155PM 2003 09 22 to research board of SAREC.↩

156Interview at pCET 2003 09 15.↩

157Over 4 000 participants from the industry and other organizations including participants from all 25 regions in Tanzania had attended professional development courses aimed at enabling them to keep close with technical development. (Mwamila, Katalambula 2004 page 8)↩

158All technology development by the pCET staff, technology brokerage as well as the subsequent transfer to industry was coordinated by TDTC. (Mwamila, Katalambula 2004 page 11)↩

159Interview at Civil Service Department of the President’s Office 2003 09 11.↩

16018th of February 2004↩

161http://www.budde.com.au/Research/Tanzania-Telecoms-Mobile-and-Broadband-Statistics-and-Analyses.html?r=51 retrieved 20160419↩

162Mkukuta is the poverty reduction strategy of Tanzania.↩

163For a discussion of diverse actors in ICT contexts, see Elovaara 2004.↩

164Emphasized by the Minister for Science, Technology and Higher Education of Tanzania 20040218 at the Regional Conference on Innovation Systems and Innovative Clusters in Africa, Bagamoyo, Tanzania.↩

165WSIS - World Summit on the Information Society↩

166This chapter combines presentations made at conferences in Luleå and Lund, Sweden as well as in Geneva (WSIS 1) and written in Rydhagen, Trojer (2004).↩

167See for instance http://www.itu.int/ITU-D/gender/GenderWSIS/documents/list_documents.html↩

168Lecture at Luleå University of Technology, March 5th 1998.↩

169An example of exploring the case between critics and proponents of information and communication technology for development (ICT4D) is given in Oppenneer (2009).↩

170Indicated by Albert Nsengiyumva already in a workshop 23/10/2003 at Blekinge Institute of Technology, Sweden.↩

171In a workshop 23/10/2003 at Blekinge Institute of Technology, Sweden.↩

172Regional Meeting, Engineering and Technology for Sustainable Development in Africa, Bagamoyo, October 17 – 21, 2001, UDSM, UEM, MU, UZ, Sida/SAREC, http://www.nusesa.org/Newsletter/Highlights.html [read 20040310].↩

173Bamako, Mali 28-30 May 2002. Summary at http://www.geneva2003.org/bamako2002/docs_word/Dec_bko2002_en.doc [read 20030312].↩

174This chapter is combining parts of 2 papers, namely Peter Okidi-Lating, S.B.Kucel, Lena Trojer (2007) “E-Learning for Development in Rural Uganda: Co-evolution in Triple Helix Processes”, conference paper, the Conference on Collaborative Research for Technological Development - Kampala 17th - 21st December and Lena Trojer, Peter Okidi Lating (2011) “Gender Research as Knowledge Resource in Technology and Engineering” in Proceedings of 2nd International Advances in Engineering and Technology Conference of Makerere University, 31st Jan-2nd Feb, Entebbe-Uganda, Macmillan Uganda Ltd.↩

175ICT refers to Information and Communication Technology and GIS refers to Geographic Information System.↩

176Uganda vision 2025 Prosperous people, harmonious nation, beautiful country: a strategic framework for national development. Kampala: Ministry of Finance, Planning and Economic Development, 1999.↩

177later became CEDAT, College of Engineering, Design, Art and Technology at Makerere University.↩

178see footnote 176↩

179This expensive connectivity was the only function available in the start. Some years later mobile internet connectivity had reached Arua and became a cheaper alternative.↩

180This chapter is a revised version of Rydhagen, Trojer (2011) Research report from Cluster Initiatives Lake Katwe Salt, Uganda and Zanzibar Seaweed, Tanzania. The research project was done with financial support from Sida project grant SWE-SP2010-005.↩

181See chapter 11.↩

182World Commission on Environment and Development (1987) Our Common Future, Oxford University Press.↩

183http://www.un.org/millenniumgoals/↩

184http://www.un.org/en/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E↩

185See examples in e.g. Msuya, Flower E. (2011) Status Report of Cluster Initiatives in Tanzania, Report to the Pan African Competitiveness Forum, Tanzania Chapter.↩

186Lake Katwe Salt Cluster Progress Report October 2005 to June 2006 . Estimates vary between years, and during interviews, the number of salt winners working with the ponds had reduced due to low production.↩

187See http://www.must.ac.ug↩

188ISBN 978-92-79-43169-2, ISSN 1831-9424, doi 10.2777/9742↩

1891.Governance, 2.Public engagement, 3.Gender equality, 4.Science education, 5.Open access/open science, 6.Ethics, 7.Sustainability, 8.Social justice/inclusion.↩

190With their use of affective I find a clear link to Barads understanding of affective, when she discusses ‘touching’ in measurements in chemistry or in physics (see e.g. Heisenberg’s theory of relativity) and points out that “touch engages us in a felt sense of causality, whether we generally acknowledge that or not, and whatever it is we may think of this charged and highly important term. Touch moves and affects what it effects” (Barad, 2012, p. 208).↩

191It is not easy to find the origin of phrase ’the no longer and not yet’. I have learned it from Elisabeth Gulbrandsen.↩