PLATFORM COUNTERPUBLICS: GOSSIP & CONTESTED KNOWLEDGE ABOUT ONLINE LABOR PLATFORMS

As commercial platforms mediate large swaths of online markets for information and services, scholars have shown how users resist, or work around these opaque digital environments. From content producers to Uber drivers, digital laborers are particularly adept at appropriating and gaming platforms like YouTube, and Uber (Chen 2017; Duffy 2017; Rosenblat 2018). Often described as “multi-sided markets,” platforms bring together many different kinds of stakeholders, including consumers, workers, advertisers, and regulators (Gillespie 2010; Lingel 2020). However, investigations of working alongside algorithms have so far focused on workers’ relationship to algorithms, and neglected other stakeholders. Extending counterpublics theories (Warner 2002; Fraser 1990), we examine over 3,000 online reviews of a labor platform, Care.com, finding that both workers and clients use gossip to create a $2 that constructs a counternarrative about platform business practices. While previous studies suggest that different platform stakeholders have conflicting interests, we find that platform counterpublics draw both workers and clients together to draw boundaries demarcating acceptable platform business practices. Second, we point to the implications of platform counterpublics for the investigation of platform labor and algorithms. Consumer reviews of platforms are absent from critical literature on labor platforms. By bringing together scholarship on counterpublics with critical literature on labor platforms, this paper offers a relational approach to platforms.

After the facts: Producing, using and contesting knowledge in two spatial-environmental conflicts in the Netherlands

While the problematic role of knowledge in controversial policy processes is widely acknowledged, relatively little is known about how protesting citizen groups involved in such controversies construct, mobilize and use knowledge. This article explores these issues in two conflicts about planned interventions in the Netherlands. The first case, about energy policies, concerns protests against plans for shale gas extraction. In the second case, concerning flood risk management, citizens organized protests against a planned ‘bypass’ of the River Waal. To better understand the role of citizen groups as knowledge actors, we analyse how these groups organized and strategized their protests and produced, used and contested knowledge to claim voice in decision-making. The study shows the key role of citizen groups as knowledge actors in contested planning processes, and of their knowledge strategies in internally divided communities. It also shows the importance of the source and type of knowledge and how it is constructed, mobilized and used in various stages of resistance against policy plans.

The Water Framework Directive and Agricultural Diffuse Pollution: Fighting a Running Battle?

In order to provide a common ground for the Special Issue ‘Water quality and agricultural diffuse pollution in light of the EU Water Framework Directive,’ this review sets out to provide a concise overview of the academic literature on two topics. First, we review the issues in the governance literature on the ‘wicked problem’ of diffuse agricultural sources focussing on three principles: (1) fragmentation and the distribution of power to address diffuse sources, (2) the problem of source-oriented and effect-oriented measures, and (3) contested knowledge for policies for diffuse sources. Second, we briefly sketch the literature on policy instruments and confront that with the scholarly understanding of addressing diffuse agricultural sources under the Water Framework Directive (WFD).

‘Teaching from the Heart’: challenges for non-Aboriginal teachers teaching Stage 6 Aboriginal Studies in NSW secondary schools

This paper explores the unique challenges, experiences and circumstances that enable and/or constrain non-Aboriginal teachers involved in teaching the Stage 6 Aboriginal Studies syllabus in the New South Wales (NSW) curriculum (2010). Drawing on the yarning inquiry methodology of Bessarab and Ng'andu, seven semi-structured interviews were conducted with Aboriginal and non-Aboriginal Aboriginal Studies teachers to open a powerful and insightful dialogue pertaining to the complexities and challenges for non-Aboriginal teachers teaching in the Aboriginal Studies space. Interview data identified key issues, strategies and themes relating to how non-Aboriginal teachers of Aboriginal Studies negotiate and operate in highly contested knowledge spaces, their roles and responsibilities as social justice educators and their capacity to enact substantive change within and beyond the Aboriginal Studies classroom. Nakata's cultural interface theory provides a useful tool for data analysis as Aboriginal Studies sits squarely at the centre of this interface. The findings provide valuable insights and practical recommendations for aspiring and current non-Aboriginal Aboriginal Studies teachers seeking to develop a clearer understanding of their, thus far under-researched, roles within the classroom, whilst opening an intriguing dialogue pertaining to the future of Aboriginal Studies in schools and its place within Australia's broader movement for conciliation.

Weaving First Peoples' knowledge into a university course

First Peoples' knowledge at university lies within a contested knowledge space. The incompatibilities and differences between Western and First Peoples' knowledge systems means attempts to superficially ‘add’ First Peoples' content to university courses are often ineffective and tokenistic. Considering these issues, this paper reflects on the design and implementation of weaving First Peoples' knowledge and perspectives throughout a service-learning course. The course is a nationally awarded work-integrated learning programme delivered to undergraduate and postgraduate students. Drawing on a theoretical framework of Woven Law, the design of the module was led and authored by First Peoples. Throughout the design process, the module was critically examined in terms of the content developed and methods of content inclusion, while also responding to institutional demands of student learning outcomes. Survey results show a positive student reception and early success in enabling students to achieve learning outcomes. While initial results are promising, data are limited due to this being the first assessment of the programme and the fact that students were asked to rate their own experience. Nonetheless, Woven Law and carefully weaving First Peoples' knowledge throughout the curriculum represents a promising methodology and area for future research.

Contested knowledge: changing practices in origin-food communities

Purpose The purpose of this paper is to investigate how communities engaged in the valorisation of origin food through Geographical Indications (GIs) and Slow Food Presidia can be resilient to changing conditions and able to innovate their practices. Design/methodology/approach This paper uses the concept of “community of practices” (CoP) to explore the learning processes occurring in three origin cheese initiatives located in France and Morocco. Findings Learning processes surpass the border of the governing body and encompass competitors and consumers. Discrepancies between what is codified and what is done lead to a dynamic redefinition of both specifications and communities. Such initiatives are frameworks for envisioning possible futures emerging from controversies. Originality/value This paper compares two localised agrofood systems initiatives (GIs and Slow Food Presidia), based on evidence from two European and an African cases. The analytical frame of “CoP” sheds light on the underestimated dynamic effect of controversies on knowledge.

Book review: Shiju Sam Varughese, Contested Knowledge: Science, Media and Democracy in Kerala

Shiju Sam Varughese, Contested Knowledge: Science, Media and Democracy in Kerala. New Delhi: Oxford University Press, 2017, 290 pp., ₹995 (Hard Cover), ISBN-13: 978-0-19-946912-3.

Contested Knowledges: Large Dams and Mega-Hydraulic Development

Locally and globally, mega-hydraulic projects have become deeply controversial. Recently, despite widespread critique, they have regained a new impetus worldwide. The development and operation of large dams and mega-hydraulic infrastructure projects are manifestations of contested knowledge regimes. In this special issue we present, analyze and critically engage with situations where multiple knowledge regimes interact and conflict with each other, and where different grounds for claiming the truth are used to construct hydrosocial realities. In this introductory paper, we outline the conceptual groundwork. We discuss ‘the dark legend of UnGovernance’ as an epistemological mainstay underlying the mega-hydraulic knowledge regimes, involving a deep, often subconscious, neglect of the multiplicity of hydrosocial territories and water cultures. Accordingly, modernist epistemic regimes tend to subjugate other knowledge systems and dichotomize ‘civilized Self’ versus ‘backward Other’; they depend upon depersonalized planning models that manufacture ignorance. Romanticizing and reifying the ‘othered’ hydrosocial territories and vernacular/indigenous knowledge, however, may pose a serious danger to dam-affected communities. Instead, we show how multiple forms of power challenge mega-hydraulic rationality thereby repoliticizing large dam regimes. This happens often through complex, multi-actor, multi-scalar coalitions that make that knowledge is co-created in informal arenas and battlefields.

Reflections: Contested Epistemologies on Large Dams and Mega-Hydraulic Development

The contributions to the Special Issue on Contested Knowledges: Water Conflicts on Large Dams and Mega-Hydraulic Development have looked at the politics of contested knowledge as manifested in the conceptualization, design, development, implementation and governance of large dams and mega-hydraulic infrastructure projects in various parts of the world [...]