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Opening up Spaces for Reflexivity? Scientists' Discourses About Stem Cell Research and Public Engagement

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Opening up Spaces for Reflexivity? Scientists' Discourses About Stem Cell Research and Public Engagement Opening Up Spaces for Reflexivity? Scientists’ Discourses about Stem Cell Research and Public Engagement Nicola J. Marks Ph.D University of Edinburgh 2008 I declare that the work in this thesis is my own, unless otherwise specified. It has not been presented for any other degree or qualification. Nicola J. Marks Edinburgh May 2008 ii Acknowledgements It is a pleasure to thank the many people who made this research project not only possible, but also full of fun and excitement. I am greatly indebted to my supervisors for all their extremely valuable help and support, but also for trusting my judgement: Sarah, thank you for your insightful comments and enthusiasm about my study, and for being a great travel companion; Veronica, thank you for making my change from genetics to social sciences possible, and for remaining supportive of my work throughout; and Wendy, thank you for all your helpful feedback, and for being truly involved in my work, despite not directly being my supervisor. I am also grateful to the MRC Human Genetics Unit for its continued funding and backing. I am particularly appreciative of the interest Nick, Kate and Ian took in my work. My gratitude also goes out to INNOGEN for making me feel welcome in their institution and providing me with fabulous office space. Particular thanks go to Robin and Joyce for believing I could make the transition over from genetics. Thanks are also due to the institutes and people who welcomed me in Australia: the Office of Public Policy and Ethics at the Institute of Molecular Biosciences and the Biohumanities Project, both within the University of Queensland. Particular thanks go to Wayne, Sarah, Jen, Adrian, Paul and Joan. Thanks also to Rosemary and Sylvia for their warm welcome at the Murdoch Children’s Research Institute. I am very grateful to colleagues for their feedback and for sharing their own thought provoking work. Particular thanks go to colleagues at the Science Studies Unit and INNOGEN, and to all the members of Moggies. Thanks to all the students with whom I shared the joys and pains of doing a PhD. I am particularly grateful to Sian, Shulin and Becky for putting up with my mess and hyper-activity over the last few months. Sian, thanks for your title suggestions, I’m sure that “May the stem cells safely grow” will be used someday! I am forever indebted to my parents for their enthusiasm and support for this whole project, and for welcoming me back home whenever I was in need of sun and smelly cheese. And Simon, thank you for your patience and understanding, and for being there, in spirit if not in body, throughout this whole thesis. Last, but not least, my heartfelt gratitude to all my participants, without whom this thesis would not exist. iii Table of Contents Acknowledgements .............................................................................................. iii Table of Contents ..................................................................................................iv List of tables ......................................................................................................... ix List of figures......................................................................................................... x List of abbreviations............................................................................................. xi Abstract................................................................................................................ xii Chapter 1 Introduction.................................................................................. 1 1.1 A “crisis of trust”?.............................................................................................. 1 1.2 The public understanding of science ............................................................... 2 1.3 The co-existence of “two voices” ..................................................................... 5 1.4 Stem cell research .............................................................................................. 6 1.5 Studying scientists in the UK and Australia .................................................... 7 1.6 Broader relevance and outline of thesis .......................................................... 9 Chapter 2 Literature review.........................................................................13 2.1 Introduction ....................................................................................................... 13 2.2 CPUS and the social construction of expertise and knowledge; The need for better public engagement ................................................................................ 15 2.2.1 The social construction of scientific knowledge........................................ 15 2.2.2 The importance of “lay” knowledge .......................................................... 17 2.2.3 Farmers, activists and expertise: combining different sorts of knowledges and worldviews? ................................................................................................ 18 2.2.4 Engagement and participation; “performing” identities............................. 22 2.3 Conceptualizing, engineering and enabling trust ......................................... 26 2.3.1 Institutions and “instrumentalising” trust ................................................... 26 2.3.2 Rational-calculative and hermeneutic trust............................................... 27 iv 2.4 “Reflexivity” and emancipation....................................................................... 30 2.4.1 “Substantive” and “interpretative” reflexivity ............................................. 31 2.4.2 Conceptualizing power and emancipation................................................ 34 2.4.3 Social identities......................................................................................... 38 2.5 Studying scientists and their discourses and rhetorical strategies............ 41 2.5.1 Boundary-work.......................................................................................... 41 2.5.2 Discourse analysis.................................................................................... 46 2.6 Conclusion......................................................................................................... 49 Chapter 3 Research design: Studying scientists and their discourses..51 3.1 Introduction ....................................................................................................... 51 3.2 Research questions.......................................................................................... 51 3.2.1 Background and initial decisions .............................................................. 51 3.2.2 Questions and analytical framework......................................................... 52 3.3 Epistemological and theoretical frameworks ................................................ 55 3.3.1 Ontology, epistemology and methodology ............................................... 55 3.3.2 Symmetry, “methodological” reflexivity and infinite regress ..................... 57 3.3.3 Values and political stances ..................................................................... 58 3.3.4 A grounded theory-inspired approach ...................................................... 60 3.4 Data collection................................................................................................... 61 3.4.1 Multiple sites of data collection................................................................. 61 3.4.2 Multi-disciplinary discussions ................................................................... 65 3.4.3 One-to-one interviews............................................................................... 68 3.4.4 Group interviews....................................................................................... 69 3.4.5 Background activities................................................................................ 70 3.4.6 Reflections on data collection................................................................... 70 3.4.7 Data presentation ..................................................................................... 73 3.5 Data analysis ..................................................................................................... 75 3.5.1 Discourse analytic approach .................................................................... 75 3.5.2 An iterative process .................................................................................. 76 3.5.3 “QASA”...................................................................................................... 77 3.6 Reflections and limitations .............................................................................. 78 Chapter 4 Constructions and definitions of stem cell research..............81 4.1 Introduction ....................................................................................................... 81 4.2 Contexts of SCR discourses............................................................................ 82 4.3 Defining and finding stem cells....................................................................... 85 4.3.1 Types of stem cells ................................................................................... 85 4.3.2 Defining stem cells?.................................................................................. 91 4.3.3 Classifying stem cells according to their differentiation potential ............. 92 4.3.4 Professionals’ accounts: multiple foci for SCR........................................
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