Analyze

I am a Ph.D. candidate in anthropology at the University of California, Irvine. I am working on my doctoral dissertation that explores post-disaster ecological imaginary shaped and performed through data practices in post-Fukushima Japan. My project examines how data practices of citizen radiation detection activities construct and reconfigure the understanding and experience of citizen scientists regarding post-Fukushima “Japan” as part of the ecosystem.  For further projects, I am also interested in the sociocultural role of small data in the era of big data and how small data that represent and intervene in environmental issues are intersected and interacted with big data in various domains. 

I am currently participating in the Transnational Disaster STS COVID-19 project and the COVID-19 and Data group as a subgroup of the project above. As a member of these groups, I am unraveling COVID-19 data practices and the relationships among multiple data actors such as the government, research institutions, media, and citizen scientists in Japan. I am also interested in how differently citizen data platforms have been gaining scientific and political authorities in Japan, the U.S., and South Korea during the pandemic.

I am particularly interested in these questions: 

• What do different disciplines and communities involved in COVID-19 response mean by “good data”?

• How do local, national, and global data intersect, interact, and compete with each other? 

• What is shown and what is revealed or disregarded in COVID-19 data produced about different settings (a particular city, region, or country, for example)?

• How are COVID-19 GIS data integrated with other data forms? What is the role of the GIS data in different COVID-19 settings?

• What is the role of civic data as COVID-19 information in comparison to governmental or institutional data?

• What do people expect from data within the COVID-19 pandemic? 

• How is the data circulated for COVID-19 different from data produced in another pandemic period?

I can be contacted at inahk[at]uci.edu.

I am mainly part of the research collective called “COVID-19 Places: Turkey.” I focus on the COVID-19 disaster governance and scientific cultures. So far, we have worked through google docs. By September, we plan to hold regular meetings, and add more to the PECE essay. This group welcomes new members. 

I also have many questions at local, national, and transnational levels. Nevertheless, in the short-term (Fall 2020), I want to focus on the following research topics/areas: 

• The transnational governance of COVID-19

• The ways science-society relations (and/or scientific cultures) shape and are shaped by the governance of COVID-19 in specific places (from community to institution to city to nation-state scale).

• Tactics that can be developed through transnational collaboration so as to respond to the various problems deepening and/or emerging in the midst of this disaster, e.g., the problems we (may) encounter as educators, and so on. 

I imagine all these as collaborative studies.

On July 3, Selim Badur has interpreted this report (Açık Radyo - Korona Günleri programme) by drawing attention to "two interesting points":

1. The highest incidences were seen in persons aged 80 years and older but the second cluster includes persons aged 25 to 49 years (49.4%). 

2. In the world, it is said that men are infected more than women. In Turkey, female cases aged 15 to 24 are more than male cases.

shortly attaching this news article on "coronavirus lockdown protests" to this reading. should be an obvious one to all. 

Re: the discussion on "our" concepts of freedom

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Adding a popular quote - from Kafka's "A Report to an Academy" 

I fear that perhaps you do not quite understand what I mean by "way out." I use the expression in its fullest and most popular sense—I deliberately do not use the word "freedom." I do not mean the spacious feeling of freedom on all sides. As an ape, perhaps, I knew that, and I have met men who yearn for it. But for my part I desired such freedom neither then nor now. In passing: may I say that all too often men are betrayed by the word freedom. And as freedom is counted among the most sublime feelings, so the corresponding disillusionment can be also sublime. In variety theaters I have often watched, before my turn came on, a couple of acrobats performing on trapezes high in the roof. They swung themselves, they rocked to and fro, they sprang into the air, they floated into each other's arms, one hung by the hair from the teeth of the other. "And that too is human freedom," I thought, "self-controlled movement." What a mockery of holy Mother Nature! Were the apes to see such a spectacle, no theater walls could stand the shock of their laughter.

No, freedom was not what I wanted. Only a way out; right or left, or in any direction; I made no other demand; even should the way out prove to be an illusion; the demand was a small one, the disappointment could be no bigger. To get out somewhere, to get out! Only not to stay motionless with raised arms, crushed against a wooden wall.

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.  

I live in İzmir, Turkey, and am assistant professor in the Division of Urbanization and Environmental Problems at the Department of Political Science and Public Administration at İzmir Katip Çelebi University. I am also part of an STS Research Network in Turkey – IstanbuLab. I can be reached at duygukasdogan@gmail.com

I have been involved in the Transnational STS Working Group. I am interested in fostering transnational organizational capacities in response to disasters.

I am especially interested in the following questions:  

• How is COVID-19 coordinational capacity in different settings described, evaluated and explained?
• How are governments - in different settings, at different scales - sharing COVID-19 information?
• How is COVID-19 knowledge and expertise moving across national borders? 
• How is the aftermath of COVID-19 crisis being imagined in different settings? How is this shaping beliefs, practices, and policies?

The article focuses on rebuilding more resilliently, 

"At the forefront of this work is NJIT’s Center for Resilient Design, housed at the university’s College of Architecture and Design. Established immediately post-Sandy, the Center conducts research and serves as a clearinghouse for expertise, ready-to-build designs, case studies and best practices. The Center is accessed by state and local leaders, business owners and residents living in areas especially vulnerable to flooding and storms."