Algorithmic paranoia and the convivial alternative

In a time of big data, thinking about how we are seen and how that affects our lives means changing our idea about who does the seeing. Data produced by machines is most often 'seen' by other machines; the eye is in question is algorithmic. Algorithmic seeing does not produce a computational panopticon but a mechanism of prediction. The authority of its predictions rests on a slippage of the scientific method in to the world of data. Data science inherits some of the problems of science, especially the disembodied 'view from above', and adds new ones of its own. As its core methods like machine learning are based on seeing correlations not understanding causation, it reproduces the prejudices of its input. Rising in to the apparatuses of governance, it reinforces the problematic sides of 'seeing like a state' and links to the recursive production of paranoia. It forces us to ask the question 'what counts as rational seeing?'. Answering this from a position of feminist empiricism reveals different possibilities latent in seeing with machines. Grounded in the idea of conviviality, machine learning may reveal forgotten non-market patterns and enable free and critical learning. It is proposed that a programme to challenge the production of irrational preemption is also a search for the possibility of algorithmic conviviality

‘You're kinda passing a test’: A phenomenological study of women's experiences of breastfeeding

Background: Despite an increasing research base about what helps or hinders breastfeeding, there is a dramatic drop in breastfeeding prevalence within the first 6 weeks. Aim: To explore the experiences of breastfeeding women. Methods: This study used interpretive phenomenology to research the experiences of 22 women who had all breastfed their youngest baby for at least 11 days. Data were collected using in-depth interviews when the women's babies were between 3-6 months of age. Thematic analysis was used to analyse findings. Findings: The women described tensions and mixed messages regarding breastfeeding, and contradictions between public health messages promoting breastfeeding and the support received to continue breastfeeding. The women also described how these approaches and messages affected their breastfeeding experiences, and how they managed breastfeeding as a result. Conclusions: The findings from this study revealed a patriarchal healthcare support system for breastfeeding whereby the women felt under surveillance and expected to perform to a prescribed ideal, but also a lack of support for exclusive breastfeeding after the initial postnatal period. These findings have clear implications for practice and policy

The convivial and the pastoral in patient-doctor relationships : a multi-country study of patient stories of care, choice and medical authority in cancer diagnostic processes

Experiences of cancer diagnosis are changing in light of both the increasingly technological‐clinical diagnostic processes and the socio‐political context in which interpersonal relations take place. This has raised questions about how we might understand patient–doctor relationship marked by asymmetries of knowledge and social capital, but that emphasise patients’ empowered choices and individualised care. As part of an interview study of 155 participants with bowel or lung cancer across Denmark, England and Sweden, we explored participants’ stories of the decisions made during their cancer diagnostic process. By focusing on the intersections of care, choice and medical authority – a convivial pastoral dynamic – we provide a conceptual analysis of the normative ambivalences in people's stories of their cancer diagnosis. We found that participants drew from care, choice and medical authority to emphasise their relationality and interdependence with their doctors in their stories of their diagnosis. Importantly negotiations of an asymmetrical patient–doctor relationship were part of an on‐going realisation of the healthcare processes as a human endeavour. We were therefore able to draw attention to the limitations of dichotomising emancipatory‐empowerment discourses and argue for a theorisation of the patient–doctor relationship as a contextually bounded and relationally ambivalent humanity

Story in health and social care

This paper offers a brief consideration of how narrative, in the form of people‟s own stories, potentially figures in health and social care provision as part of the impulse towards patient-centred care. The rise of the epistemological legitimacy of patients‟ stories is sketched here. The paper draws upon relevant literature and original writing to consider the ways in which stories can mislead as well as illuminate the process of making individual treatment care plans

Emotions and Digital Well-being. The rationalistic bias of social media design in online deliberations

In this chapter we argue that emotions are mediated in an incomplete way in online social media because of the heavy reliance on textual messages which fosters a rationalistic bias and an inclination towards less nuanced emotional expressions. This incompleteness can happen either by obscuring emotions, showing less than the original intensity, misinterpreting emotions, or eliciting emotions without feedback and context. Online interactions and deliberations tend to contribute rather than overcome stalemates and informational bubbles, partially due to prevalence of anti-social emotions. It is tempting to see emotions as being the cause of the problem of online verbal aggression and bullying. However, we argue that social media are actually designed in a predominantly rationalistic way, because of the reliance on text-based communication, thereby filtering out social emotions and leaving space for easily expressed antisocial emotions. Based on research on emotions that sees these as key ingredients to moral interaction and deliberation, as well as on research on text-based versus non-verbal communication, we propose a richer understanding of emotions, requiring different designs of online deliberation platforms. We propose that such designs should move from text-centred designs and should find ways to incorporate the complete expression of the full range of human emotions so that these can play a constructive role in online deliberations

Open education and critical pedagogy

This paper argues for a revaluation of the potential of open education to support more critical forms of pedagogy. Section I examines contemporary discourses around open education, offering a commentary on the perception of openness as both a disruptive force in education, and a potential solution to contemporary challenges. Section II examines the implications of the lack of consensus around what it means to be open, focusing on the example of commercial and proprietary claims to openness commonly known as ‘openwashing’. Section III uses Raymond’s influential essay on open source software ‘The Cathedral and the Bazaar’ as a framework for thinking through these issues, and about alternative power structures in open education. In Section IV an explicit link is drawn between more equal or democratic power structures and the possibility for developing pedagogies which are critical and reflexive, providing examples which show how certain interpretations of openness can raise opportunities to support critical approaches to pedagogy

Building the field of health policy and systems research: framing the questions.

In the first of a series of articles addressing the current challenges and opportunities for the development of Health Policy & Systems Research (HPSR), Kabir Sheikh and colleagues lay out the main questions vexing the field

Education and older adults at the University of the Third Age

This article reports a critical analysis of older adult education in Malta. In educational gerontology, a critical perspective demands the exposure of how relations of power and inequality, in their myriad forms, combinations, and complexities, are manifest in late-life learning initiatives. Fieldwork conducted at the University of the Third Age (UTA) in Malta uncovered the political nature of elder-learning, especially with respect to three intersecting lines of inequality - namely, positive aging, elitism, and gender. A cautionary note is, therefore, warranted at the dominant positive interpretations of UTAs since late-life learning, as any other education activity, is not politically neutral.peer-reviewe