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To compel people to bring about social change, activist brands must develop moral competency to ensure that they are perceived as authentic. However, there is limited research on the processes underpinning brands' moral competency development. Furthermore, prior research on authentic brand activism has largely conceived of brands as singular entities as opposed to networks of diverse actors. Consequently, little is known about how inter-organisational collaborations influence brands' moral competency development and ability to engage in authentic activism. We address this gap by presenting a case study of Nike, Inc./Wieden+Kennedy campaigns from 2017 to 2021 centred on women's empowerment and of controversies from this period surrounding discrimination of female employees at Nike, Inc. By locating brand activism within the advertising client–agency relationship, we develop a cyclical model of activist brands' moral competency development. Our model highlights that moral competency is not a static feature of brands but develops dynamically, and we identify the mobilisation of interactional expertise as a key driver of moral competency development. Furthermore, our model shows that a brand's moral competency is not developed by a single organisation but through inter-organisational collaborations. We also demonstrate the challenges emerging from these collaborations and develop practical implications for activist brands. [ABSTRACT FROM AUTHOR]

This article interprets recent changes in the structure of the scientific field, focusing on the legitimacy of expertise and the division between lay and expert knowledge. It compares aspects of the scientific transition, the professionalisation of the scientific field in Victorian England to developments of the past few decades. Nineteenth-century transformations resulted in the restructuring and decolonisation of the scientific field: clearer internal and external boundaries and relative autonomy. Today, we witness the blurring of these demarcations and the deconstruction of earlier constructs. The conceptual framework of my analysis is that introduced by Harry Collins and his colleagues as the Studies of Expertise and Experience. The article first provides an overview of the most important concepts, altering some emphases to fit the purposes of the present subject. By examining the question of legitimacy and status of expert knowledge under different periods and circumstances, the article points out both similarities and important differences between the two eras of transition. Finally, the paper discusses the recolonisation of the scientific field observed in twenty-first-century autocracies and concludes that the conceptual framework of the third wave of science studies needs to be adjusted to give an entirely satisfying interpretation of this novel development. [ABSTRACT FROM AUTHOR]

The Imitation Game is a new method and, as such, it is important to show that its results are plausible and replicable. We tested this by conducting Imitation Games on religion in a range of European countries, returning approximately 12 months later to repeat the research. The idea was that non-Christian members of strongly Christian countries would find it easy to pass as members of the practicing majority because Christian beliefs and practices would be ubiquitous. In more secular countries, the expectation was that non-Christians would find it harder to pass as Christian because religious practices are less visible. We show that, despite some anomalous results, the data are consistent with expectations derived from survey data and that the claim to have replicated the results can be supported. We also suggest that our experiences show that questions of replication in the social sciences cannot be resolved by statistical meta-analysis alone. [ABSTRACT FROM AUTHOR]

Background & aims: There is increasing recognition of the importance of challenging deficit-focused, medical model approaches to supporting autistic people in daily life, however there is a lack of inclusion of autistic perspectives to inform approaches that may empower autistic people in conversations. Methods: This multiple case study used a participatory approach to explore the conversation experiences and exchange in dyads of five autistic and five non-autistic adults over four to 12 months. The study was grounded in the perspectives of autistic people through a series of semi-structured interviews, observations, reflective conversations, and diary records. Results: The findings focus on autistic participants' existing knowledge of conversations that they reported could be useful to them, including the communication environment, and type and structure of talk. The study also helped participants to identify and use previously unrecognised metacognitive abilities (what they already knew about conversations) within naturalistic interactive contexts. Conclusions: These findings provide novel insights as to how the 'interactional expertise' of non-autistic people could be strengthened to enable the effective contribution of the voices of autistic people in everyday conversations. Implications: The identification and use of successful conversation strategies identified by autistic adults gave them a greater sense of empowerment within the conversation based on their accounts of their experiences. Understanding these strategies has valuable implications for staff training, for working with families and for learning by autistic adults. [ABSTRACT FROM AUTHOR]

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The paper analyzes, on the basis of Ryle’s concepts of knowledge that and knowledge how, both objectified (verbalized, justified and verified) forms of expert knowledge and the performative (procedural, interactional) nature of expertise. Both theoretical and practical aspects of the identified categories are studied from historical and social (institutional) perspectives as phenomena characteristic of post-modern information society. In virtue of the selected social examples an epistemological model of performative expert knowledge and expertise is constructed in which crucial elements are distinguished: experts’ cognitive attitudes and dispositions, intellectual skills, intuition and mistakes as well as types of interactional versus contributory expertise. Also considered are the epistemological consequences derived from the research concerning expertise in psychiatric treatment where both expert knowledge and expertise fall into line with institutional requirements (medical or juridical) as well as procedures (correspondence with facts and/or other procedures).

There are widespread calls for increased demographic diversity in science, often linked to the epistemic claim that including more perspectives will improve the quality of the knowledge produced. By distinguishing between demographic and epistemic diversity, we show that this is only true some of the time. There are cases where increasing demographic diversity will not bring about the necessary epistemic diversity and cases where failing to exclude some voices reduces the quality of the scientific debate. We seek to resolve these tensions with an analysis that turns on the way the experience-based expertise of non-scientists can be absorbed into mainstream science. Mostly it has to be done via what we call 'virtual diversity', in which scientists take responsibility for acquiring interactional expertise in the non-scientific expertise-based domains which they consider provide knowledge valuable to the science. We argue that virtual diversity represents the only feasible option in most scenarios, with cases where demographic diversity or full cultural mergers provide the solution being the exception rather than the rule. This analysis is an exercise in the sociology of knowledge, which is considered as being continuous with philosophy. The paper is prescriptive as well as descriptive, and the moral, cultural, political, and educational implications of the argument are drawn out. A main conclusion is that the acquisition of virtual diversity should be a new norm for science, allowing the voices of experienced non-scientist citizens to be heard but without eroding the institution of science, which continues to be a vital foundation of truth in democracy.

The study of the sociology of scientific knowledge distinguishes between contributory and interactional experts. Contributory experts have practical expertise—they can "walk the walk." Interactional experts have internalized the tacit components of expertise—they can "talk the talk" but are not able to reliably "walk the walk." Interactional expertise permits effective communication between contributory experts and others (e.g., laypeople), which in turn facilitates working jointly toward shared goals. Interactional expertise is attained through long-term immersion into the expert community in question. To assess interactional expertise, researchers developed the imitation game—a variant of the Turing test—to test whether a person, or a particular group, possesses interactional expertise of another. The imitation game, which has been used mainly in sociology to study the social nature of knowledge, may also be a useful tool for researchers who focus on cognitive aspects of expertise. In this paper, we introduce a modified version of the imitation game and apply it to examine interactional expertise in the context of blindness. Specifically, we examined blind and sighted individuals' ability to imitate each other in a street-crossing scenario. In Phase I, blind and sighted individuals provided verbal reports of their thought processes associated with crossing a street—once while imitating the other group (i.e., as a pretender) and once responding genuinely (i.e., as a non-pretender). In Phase II, transcriptions of the reports were judged as either genuine or imitated responses by a different set of blind and sighted participants, who also provided the reasoning for their decisions. The judges comprised blind individuals, sighted orientation-and-mobility specialists, and sighted individuals with infrequent socialization with blind individuals. Decision data were analyzed using probit mixed models for signal-detection-theory indices. Reasoning data were analyzed using natural-language-processing (NLP) techniques. The results revealed evidence that interactional expertise (i.e., relevant tacit knowledge) can be acquired by immersion in the group that possesses and produces the expert knowledge. The modified imitation game can be a useful research tool for measuring interactional expertise within a community of practice and evaluating practitioners' understanding of true experts. [ABSTRACT FROM AUTHOR]

The study of the sociology of scientific knowledge distinguishes between contributory and interactional experts. Contributory experts have practical expertise—they can “walk the walk.” Interactional experts have internalized the tacit components of expertise—they can “talk the talk” but are not able to reliably “walk the walk.” Interactional expertise permits effective communication between contributory experts and others (e.g., laypeople), which in turn facilitates working jointly toward shared goals. Interactional expertise is attained through long-term immersion into the expert community in question. To assess interactional expertise, researchers developed the imitation game—a variant of the Turing test—to test whether a person, or a particular group, possesses interactional expertise of another. The imitation game, which has been used mainly in sociology to study the social nature of knowledge, may also be a useful tool for researchers who focus on cognitive aspects of expertise. In this paper, we introduce a modified version of the imitation game and apply it to examine interactional expertise in the context of blindness. Specifically, we examined blind and sighted individuals’ ability to imitate each other in a street-crossing scenario. In Phase I, blind and sighted individuals provided verbal reports of their thought processes associated with crossing a street—once while imitating the other group (i.e., as a pretender) and once responding genuinely (i.e., as a non-pretender). In Phase II, transcriptions of the reports were judged as either genuine or imitated responses by a different set of blind and sighted participants, who also provided the reasoning for their decisions. The judges comprised blind individuals, sighted orientation-and-mobility specialists, and sighted individuals with infrequent socialization with blind individuals. Decision data were analyzed using probit mixed models for signal-detection-theory indices. Reasoning data were analyzed using natural-language-processing (NLP) techniques. The results revealed evidence that interactional expertise (i.e., relevant tacit knowledge) can be acquired by immersion in the group that possesses and produces the expert knowledge. The modified imitation game can be a useful research tool for measuring interactional expertise within a community of practice and evaluating practitioners’ understanding of true experts.

Since its creation in 2010, the French Agency for Food, Environmental and Occupational Health and Safety (ANSES) has opened up its governance and risk assessment processes to the representatives of professional organisations, NGOs, trade unions and agricultural unions. In 2015, the head of ANSES gave us the opportunity to carry out a one-year inquiry focusing on the design of the agency's participatory framework and the views of stakeholders about their involvement in work with ANSES. Relying on empirical analysis mixing quantitative and qualitative data, our paper gives an overview of the results of our inquiry. Firstly, we will describe how ANSES involves stakeholders. We will show that the agency's participatory framework articulates a dialogic, consultative and informative procedure. Then, we will explore the reasons why stakeholders participate in ANSES' committees. While the interviewed stakeholders perceive their membership at the agency as a key measure for strengthening their status in the field of risk governance, they point out the difficulty of seeing whether their participation has influenced ANSES' strategy. We argue that this 'lack of clarity' follows from the segmentation of the three participatory procedures, which undermines the stakeholders' ability to obtain a broad understanding of how the agency operates. Furthermore, since ANSES is responsible only for risk assessment, stakeholders at the agency's committees see merely a fraction of a process that operates via other 'arenas' such as ministries. As a consequence, stakeholders must have a strong 'interactional expertise' to be able to grasp the slightest change in the agency's strategy, which benefits in the first hand stakeholders that have been deeply involved in the French risk governance. [ABSTRACT FROM AUTHOR]

Journalism job advertisements send important signals about valued skills and attributes. How such advertisements articulate journalistic expertise, including interactional expertise, has been studied, but signals about verbal communication usually have been overlooked. Little is known about how journalism employers define the most valued communication skills and the ideal journalistic voice. This signaling theory study explores expectations advertisements convey for how journalists should sound through a thematic analysis of U.S. journalism job listings (n = 510) specifying substantial verbal communication. Requirements for exceptional verbal skills and explicit calls for vocal clarity raise barriers to entry for journalists with speech disabilities or speech anxiety. [ABSTRACT FROM AUTHOR]

In this interview, Harry Collins and Marcelo Fetz discuss Collins’ early work on the importance of tacit knowledge in laboratory research, the revolutionary spirit of early Science and Technology Studies (STS) research, and his concerns about its current intellectual decline which he sees as a result of the popularity of Actor-Network Theory (ANT) approaches and an increasing focus on policy-relevant STS studies. Collins describes how, in the early years of STS, he was part of a group of social scientists, interested in the analysis of scientific knowledge and practices, who immersed themselves in particular research fields, and then used their familiarity with science to develop radical new approaches to the topic. For him, the “interactional expertise” developed in such encounters is a key research tool––STS’s most effective means of generating compelling new ways of understanding science and technology––which should not be abandoned in favor of alternative approaches. In his following reflection, Marcelo Fetz considers the unifying conditions that were needed to “crack the crystal of science,” and the later problems resulting from the institutionalization of STS.

Philosophers of science are increasingly arguing for and addressing the need to do work that is socially and scientifically engaged. However, we currently lack well-developed frameworks for thinking about how we should engage other expert communities and what the epistemic benefits are of doing so. In this paper, I draw on Collins and Evans' concept of 'interactional expertise' – the ability to speak the language of a discipline in the absence of an ability to practice – to consider the epistemic benefits that can arise when philosophers engage scientific communities. As Collins and Evans argue, becoming an interactional expert requires that one 'hang out' with members of the relevant expert community in order to learn crucial tacit knowledge needed to speak the language. Building on this work, I argue that acquiring interactional expertise not only leads to linguistic fluency, but it also confers several 'socio-epistemic' benefits such as the opportunity to cultivate trust with scientific communities. These benefits can improve philosophical work and facilitate the broader uptake of philosophers' ideas, enabling philosophers to meet a variety of epistemic goals. As a result, having at least some philosophers of science acquire interactional expertise via engagement will likely enhance the diversity of epistemic capacities for philosophy of science as a whole. For some philosophers of science, moreover, the socio-epistemic benefits identified here may be more important than the ability to speak the language of a discipline, suggesting the need for a broader analysis of interactional expertise, which this paper also advances. • Many philosophers of science have interactional expertise in scientific fields. • Acquiring interactional expertise can improve philosophical work. • Engaging scientists enables philosophers to build trust with scientific communities. • Immersion in a scientific community can facilitate uptake of philosophical work. • Interactional expertise provides more than just linguistic fluency. [ABSTRACT FROM AUTHOR]

Using Collins and Evans' (2002) concept of interactional expertise, this article examines the online activities of three bloggers diagnosed with bipolar disorder. It argues that by combining medical knowledge with their situated experiences, and by utilizing the affordances of blogs, these bloggers have become a new type of stakeholder, the online expert mediator. Collins and Evans' concept is extended by taking into consideration the role of the medium through which interactional expertise is displayed and by showing that its bi-directional character is more substantial than they had envisaged. The rise of this new stakeholder category denotes a possible turn from community activism to exceptional entrepreneurial selves. Despite views that the internet would have broad democratizing effects, the findings show that the high standing of online expert mediators is not the result of a subversive use of this medium, but of a dynamic alliance with 'traditional' experts and of a strong media presence. [ABSTRACT FROM AUTHOR]

This article describes the use of a mixed methods research approach to explore the dynamics of social group construction with Imitation Game experiments. More specifically, we analyzed in which ways, and how effectively, people draw boundaries in social interaction. That is, we studied ways in which people distinguish between group members and outsiders. Our study included a group of active Christians (n = 20) and nonreligious individuals (n = 19) in Finland. We conceptualized the Imitation Game as a mixed data collection instrument because it combines both qualitative and quantitative data in an integrated manner. As part of our analysis, we introduce an indicator called the Sequential Identification Ratio (SIR), which is an indicator of how accurately participants draw boundaries in the Imitation Game. The results based on the SIR indicate that group boundaries are established with 4 different strategies: experiential, epistemic, axiological, and linguistic. Finally, we show how a mixed methods researcher can conduct a form of quantitizing to use both quantitative and qualitative aspects of Imitation Game data. [ABSTRACT FROM AUTHOR]

In the last decade or so, the attempt to rethink journalism expertise has been made in the context of a radically changing media environment. While many new journalism skills and knowledge areas have been identified, the existing literature lacks a clear conceptual framework that can comprehensively and systematically examine the many dimensions of journalistic expertise. Drawing on the expertise theory, this study explicates the concept of journalistic expertise and reviews the literature on the disruption, transformation, and reinvention of the journalism industry that forces a rethinking of journalistic expertise. Previous studies based on journalist job announcements are also reviewed and gaps identified. We then present an empirical content analysis of 669 journalist job announcements posted on Indeed.com from 1 July to 31 December 2017. Four types of journalistic expertise are proposed, identified and measured. The journalistic expertise preferences across different journalism platforms and for different journalistic positions are also analyzed. The conceptual implications of this study are addressed and the practical implications for journalists and journalism education are discussed. [ABSTRACT FROM AUTHOR]

As a part of their normative theory of expertise, Harry Collins and Robert Evans proposed that interactional expertise forms the third kind of knowledge, located between formal propositional knowledge and embodied skills. Interactional expertise refers to the capability to grasp the conceptual structure of another's social world, and it is expressed as the ability to speak fluently the language spoken in that social world. According to their theory, it is a key concept of sociology, because it refers to the understanding and coordination of joint actions between members of different social groups. Collins and Evans have further claimed that minority social group members tend to outpace majority social group members in terms of interactional expertise. Drawing on ethnomethodology, we detail the ways in which interactional expertise is displayed and revealed in experiments. This allowed us to specify the underlying reasons for the distribution of interactional expertise between social groups. Our results indicate that the difference between the groups depends on whether a group is either actively maintained or a passive latent category, because interactional expertise provides for not only the crossing of social boundaries but also their maintenance. The minority social group members' greater interactional expertise or competence is therefore proven to be illusory. [ABSTRACT FROM AUTHOR]

The nature and role of social groups is a central tension in sociology. On the one hand, the idea of a group enables sociologists to locate and describe individuals in terms of characteristics that are shared with others. On the other, emphasizing the fluidity of categories such as gender or ethnicity undermines their legitimacy as ways of classifying people and, by extension, the legitimacy of categorization as a goal of sociological research. In this paper, we use a new research method known as the Imitation Game to defend the social group as a sociological concept. We show that, despite the diversity of practices that may be consistent with self‐identified membership of a group, there are also shared normative expectations – typically narrower in nature than the diversity displayed by individual group members – that shape the ways in which category membership can be discussed with, and performed to, others. Two claims follow from this. First, the Imitation Game provides a way of simultaneously revealing both the diversity and 'groupishness' of social groups. Second, that the social group, in the quasi‐Durkheimian sense of something that transcends the individual, remains an important concept for sociology. [ABSTRACT FROM AUTHOR]

Copyright of Tradução em Revista is the property of Faculdades Catolicas - Pontificia Universidade Catolica do Rio de Janeiro and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Chinese studies are going through a period of reforms. This article appraises what could constitute the theoretical and methodological foundations of contemporary sinology today. The author suggests an approach of "Chinese culture" by drawing from recent frameworks of Science and Technology Studies (STS). The paper starts with current debates in Asian studies, followed by a historical overview of the concept of culture in anthropology. Then, two short case studies are presented with regard to two different STS approaches: studies of expertise and experience and the notion of interactional expertise, and the framework of waves and forms. A general argument is thereby sketched which suggests how "Chinese culture" can be understood from the perspective of materiality. [ABSTRACT FROM AUTHOR]

I describe the program of analysis of expertise known as ‘Studies of Expertise and Experience’, or ‘SEE’ and contrast it with certain philosophical approaches. SEE differs from many approaches to expertise in that it takes the degree of ‘esotericity’ of the expertise to be one of its characteristics: esotericity is not a defining characteristic of expertise. Thus, native language speaking is taken to be an expertise along with gravitational wave physics. Expertise is taken to be acquired by socialisation within expert communities. Various methods of analysis are described. [ABSTRACT FROM AUTHOR]

Based on a multi-site ethnography of two influential newspapers in Brazil, this article examines how Brazilian journalists mediate knowledge claims made by experts, policy makers and the lay public. It asks whether and how these journalists experience themselves as knowledge-makers. More specifically, it argues that Brazilian journalists index their production of knowledge in reference to four main characteristics: depth, authorship, influence, and expertise. Journalists tend to consider newsmaking a contribution to knowledge when: (1) they have the resources to do proper investigative reporting (depth); (2) they are able to help define the public agenda through their reporting and to express their opinion (authorship); (3) they have impact on the polity, the economy or other fields they cover (influence) and (4) their journalistic knowledge is recognized by readers and by specialists (expertise). In practice, however, there are multiple obstacles that make Brazilian journalists hesitant about their contribution to knowledge, including intensified working conditions, the lack of plurality within the mainstream presses, and their informal methods for dealing with knowledge claims from other fields. This research reveals that Brazilian journalists have different understandings of the nature of knowledge in journalism. These understandings cluster around two distinct poles: an expert notion of knowledge associated with disciplinary boundaries, and a distinct conception associated with journalists' capacity to mediate between jurisdictions. When journalists' production is assessed from the former point of view, the informality of their methods is seen as undermining their knowledge credentials. By contrast, when journalists' contribution is assessed from the latter point of view, their 'interactional expertise' comes to the fore. [ABSTRACT FROM AUTHOR]

Disciplinary boundaries become increasingly unclear when grappling with “wicked problems,” which present a complex set of policy, cultural, technological, and scientific dimensions. “T-shaped” professionals, i.e. individuals with a depth and breadth of expertise, are being called upon to play a critical role in complex problem-solving. This paper unpacks the notion of the “T-shaped expert” and seeks to situate it within the broader academic literature on expertise, integration, and developmental learning. A component of this project includes an exploratory study, which is aimed at evaluating the emergent attributes of T-shaped expertise in two different educational programs completed between January and May in 2015. The two programs build disciplinary knowledge in science, technology engineering, and mathematics fields at the core (vertical dimension), while expanding the students’ awareness and comprehension of other expertise (horizontal dimension). The courses introduced science and engineering students to case study topics focusing around complex human-technological-ecological systems in a nanotechnology and society course; and the governance of genetically modified organisms (GMOs) in a science, technology, and society course. We analyze pre- and post-test data from this pilot project before presenting findings that pertain to student learning, as well as variants in the methodology and reflect on the utility (and limitations) of the selected methodology for evaluating expertise as it evolves over time. The paper closes with a discussion of a theory of acquisition with implications for delineating early attributes and characteristics of T-shaped expertise.ABSTRACT FROM PUBLISHERCopyright of Social Epistemology is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. [ABSTRACT FROM AUTHOR]