Analyze

New social and environmental obligations are now imposed on transnational companies. They are now responsible for the concrete implementation of these obligations and are developing a set of practices to measure, prevent and remedy their environmental impact. These “corporate transition policies” (Lhulier & Tenreira, 2023) are at the frontier of law, management and natural sciences (mapping, indicators, thresholds), thus constitutive of a new co-produced scientific-normative space. A qualitative Science & Technology (STS) analysis on the basis of corporate documents and other collective practices is useful in order to describe this “corporate assemblages” (Tenreira, 2023), especially using Jasanoff's four-tiered analysis. The case study analysis reveals that the firm Decathlon refers to the 9 planetary limits ("experts/identities" N°1). It also refers to "institutions" (N°2) such as Sciences Based Target. The analysis of the "discourses" (N°3) shows that Decathlon's commitment actually appears largely declarative. The firm falls short of adopting concrete methodologies for calculating its ecological footprint, thereby highlighting a gap between rhetoric and action. This discrepancy presents a unique "representation" (N°4) of science, which permits the company a considerable degree of latitude in employing or constructing scientific indicators according to its “discretion”. At this stage of the analysis, it is thus possible to “problematize” (Laurent, 2022) corporate objects as corporate assemblages. The next steps of the analysis would nevertheless require other methodological approaches to “assess reflexively” these assemblages regarding an “rhizomatic ecological reality”.

Image : Tomas Saraceno, "Galaxies Forming along Filaments, Like Droplets along the Strands of a Spider’s Web", 2009, in Bruno Latour

Tenreira, Luca. 2023. "The construction of an episteme of objectification of corporate practices in the field of transition." In 4S Paraconference X EiJ: Building a Global Record, curated by Misria Shaik Ali, Kim Fortun, Phillip Baum and Prerna Srigyan. Annual Meeting of the Society of Social Studies of Science. Honolulu, Hawai'i, Nov 8-11.

When I read the commentary on COVID-19 and Higher Education, it reminded me an article published in the early days of the transition to online teaching. In this article entitled "The Difference Between Emergency Remote Teaching and Online Learning," the authors emphasize the importance of naming (what we regularly refer as) online teaching as "emergency remote teaching": 

"Online learning carries a stigma of being lower quality than face-to-face learning, despite research showing otherwise. These hurried moves online by so many institutions at once could seal the perception of online learning as a weak option, when in truth nobody making the transition to online teaching under these circumstances will truly be designing to take full advantage of the affordances and possibilities of the online format."

"Researchers in educational technology, specifically in the subdiscipline of online and distance learning, have carefully defined terms over the years to distinguish between the highly variable design solutions that have been developed and implemented: distance learning, distributed learning, blended learning, online learning, mobile learning, and others. Yet an understanding of the important differences has mostly not diffused beyond the insular world of educational technology and instructional design researchers and professionals. Here, we want to offer an important discussion around the terminology and formally propose a specific term for the type of instruction being delivered in these pressing circumstances: emergency remote teaching."

Let's re-read a quote in the commentary by Robert Pose in the light of above notes: 

"The sudden brutal switch to online learning is the most obvious consequence for higher education of the pandemic. Everyone now accepts online teaching because everyone regards it as necessary to reduce serious health hazards. But after the pandemic recedes, it is likely economic forces will seek to keep online learning in place, because it is far cheaper than education before the pandemic."

I think we need much more nuanced and careful approach to the possibility of continuing online teaching in the aftermath of COVID-19 without reducing the discussion to the terms of economics. Since many universities have shifted to emergency remote teaching without necesarily having the required experience and infrastructure in online teaching, there appear many concerns beyond economics, at least in my university, e.g., the lack of regular communication between students and educators appear as a concern of the authorities beyond of teachers.  

This report is about an initiative taken by the government to rectify a century's worth of pollution dumped into the Passaic River and the means used to do it.