Panel

CfP for pan­el on the top­ic „Towards new alter­na­tives in social care: Tran­si­tions in the domes­tic, insti­tu­tion­al and com­mu­ni­ty care scenarios”
9th APA – Asso­ci­ação Por­tugue­sa de Antropologia
Viana do Caste­lo (Por­tu­gal)
14–18 July, 2025

Dead­line 13 Jan­u­ary 2025: https://apa2025.eventqualia.net/pt/inicio/painéis/chamada-comunicações/
We invite sub­mis­sions of papers in both Span­ish and Eng­lish that pro­vide new insights on this topic.

Abstract:
Care prac­tices have sig­nif­i­cant rela­tions to people’s exis­tence and social repro­duc­tion. Care­giv­ing involves a com­plex inter­ac­tion between stake­hold­ers in var­i­ous sce­nar­ios (domes­tic, insti­tu­tion­al, and com­mu­ni­ty-based). Indeed, care is pro­vid­ed through a chang­ing con­stel­la­tion of resources across fam­i­lies, the State, the mar­ket and civ­il soci­ety, all of which com­prise the insti­tu­tion­al struc­ture of social care. Sim­i­lar­ly, care is struc­tured not only by gen­der but also by age, class, and ethnic/national ori­gin. The tra­di­tion­al care options have been between domes­tic care and res­i­den­tial facil­i­ties. Insti­tu­tion­al­iza­tion in a res­i­den­tial care home is an option that is usu­al­ly reserved for wors­en­ing sit­u­a­tions of depen­dence. Age­ing in one’s own home is an aspi­ra­tion, but this often takes place in hous­ing and neigh­bor­hoods that are not adapt­ed to the needs of the age­ing, accel­er­at­ing their vul­ner­a­ble process­es. In addi­tion, ter­ri­to­r­i­al dis­par­i­ties (urban-rur­al areas) also account for inequal­i­ties in the access of care.
Our pan­el is ori­ent­ed towards iden­ti­fy­ing the ele­ments that can give rise to alter­na­tive for­mu­las for social care, which make it pos­si­ble to shift the cen­tral role played by fam­i­lies and women, favor­ing the dig­ni­fi­ca­tion of paid and unpaid care. To under­stand the expe­ri­ences in new care envi­ron­ments that try to fos­ter new forms of artic­u­la­tion between social agents and their care sur­round­ings (cohous­ing, care ecosys­tems, com­mu­ni­ties, etc.). We are inter­est­ed in con­tri­bu­tions that, based on ethno­graph­ic work and the­o­ret­i­cal reflec­tion, ana­lyze inno­v­a­tive for­mu­las in the artic­u­la­tion of long-term care providers, iden­ti­fy­ing their scope and lim­i­ta­tions when sub­vert­ing ter­ri­to­r­i­al, social and gen­der inequalities.

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CfP for a pan­el on “Data, Care and Learn­ing in Datafied Worlds”
4S con­fer­ence in Seat­tle and online
3–7 Sep­tem­ber 2025

The extend­ed dead­line for abstract sub­mis­sions is 2 Feb­ru­ary 2025. Please see below for more infor­ma­tion and get in touch with any ques­tions. Abstracts can be sub­mit­ted here.

Short Abstract:

How do data, care, and learn­ing shape each oth­er? Bring­ing togeth­er empir­i­cal work and the­o­ret­i­cal con­sid­er­a­tions across dis­ci­plines and con­texts, this pan­el aims to think broad­ly about the prac­tices that make up the dynam­ic data-care-learn­ing nexus and the impor­tant ques­tions they raise for STS. 

Long Abstract:

In an era of dig­i­tal trans­for­ma­tion, how do data, care and learn­ing prac­tices mutu­al­ly define each other? 

As social­ly-sit­u­at­ed and the­o­ry-laden phe­nom­e­na, data prac­tices are sub­ject to oper­a­tions of scal­ing and manip­u­la­tion, under­pinned by sys­tems of log­ic and val­ue, and co-pro­duced with cul­tur­al, polit­i­cal, and socioe­co­nom­ic real­i­ties. Data are a prin­ci­pal medi­um through which we come to learn, care, and know about our worlds. 

Fem­i­nist STS has estab­lished the crit­i­cal impor­tance of care for sus­tain­ing our worlds, direct­ing atten­tion toward who cares, about what, and how. Con­tin­u­ing to crit­i­cal­ly the­o­rize and empir­i­cal­ly inves­ti­gate care opens up ques­tions of main­te­nance, vul­ner­a­bil­i­ty and inter­de­pen­dence. Trac­ing data prac­tices with care in mind is like­ly to extend some of these insights and con­test others. 

Learn­ing is the­o­rised dif­fer­ent­ly across fields from STS and Inno­va­tion Stud­ies to Psy­chol­o­gy and Edu­ca­tion. Fun­da­men­tal ques­tions about the nature of learn­ing under­pin assump­tions about knowl­edge, exper­tise, and ped­a­gogy. What we care to learn about and how we learn to care have impli­ca­tions for our under­stand­ing of data prac­tices since those prac­tices both shape what can be learned and must them­selves be learned. 

Organ­ised by the DARE team, this pan­el seeks to build on and con­tribute to these lit­er­a­tures by bring­ing togeth­er work across data tech­nolo­gies, con­texts of use, intel­lec­tu­al fields, and com­mu­ni­ties of prac­tice to exam­ine the data-care-learn­ing nexus. 

Sub­mis­sions might offer insights into, for example: 

– What data, care, and learn­ing come to mean through their mutu­al entanglement 

– Where process­es of learn­ing and car­ing are locat­ed in data practices 

– Dis­tin­guish­ing between car­ing, learn­ing, and know­ing in rela­tion to data practices 

– How data are cared for, and how data enable or con­strain care 

– What and how we learn through data practices 

– How the nexus of data, care and learn­ing are the­o­rised across dif­fer­ent sites, and with dif­fer­ent publics 

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