Post by Francisco Durán del Fierro

This week I have started my new ESRC-funded research project titled “Infrastructuring Scientific Knowledge: Power, Agency, and the Politics of Epistemic Diversity in the Digital Research Infrastructure ecosystem” - I will be posting about this project over the next two years. For now, see this link (I will create a UCL project website soon):    https://lnkd.in/eV8fYp8B This project explores how scientists exercise their transformative agency and reshape sociomaterial practices and power relations embedded in the UK Digital Research Infrastructures (DRI) ecosystem.    The project conceptualises DRI as a site of epistemic transformation where power operates through pipelines, digital tools, standards, workflows, training programmes, etc. It proposes that changes led by DRIs expand opportunities for scientific research but at the same time narrow the range of epistemic practices – for example, by de-skilling modes of professional judgement. Yet, there remains limited understanding of how researchers actively respond to and negotiate these transformations.  The project pursues three objectives: (1) analyse policy rationalities and mechanisms of exclusion embedded in DRI design and adoption; (2) identify emergent forms of transformative agency that reshape sociomaterial practices and power dynamics, especially between human and non-human agents; (3) develop strategic interventions that may enable the recognition of alternative knowledge practices within the DRI ecosystem, thus expanding epistemic diversity. Empirically, the project uses two cases studies: UK SKA Regional Centre (UKSRC) (radio astronomers) and UK Centre for Ecology & Hydrology (UKCEH) (environmental researchers). It investigates these issues using digital ethnography methods such as remote ethnography, virtual participant observation, and interviews, as well as speculative design to envision the future of the politics of epistemic diversity within the UK DRI ecosystem. Epistemic diversity is thus theorised as an emergent effect of contested practices, rather than outcomes of policy efforts. UCL Knowledge Lab UCL Institute of Education UCL Grand Challenges Allison Littlejohn Eileen Kennedy Louise Chisholm Carolynne Lord