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Introducing interactive social science

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  • Chris Caswill
  • Elizabeth Shove

Abstract

The papers in this special issue examine the content and practice of interactive social science and its developing institutional context. Although the contemporary environment of academic research and funding is relevant, the papers engage with themes which have preoccupied social scientists for many years: what is distinctive about social scientific knowledge, how is it produced and used, how might it be evaluated, and how does it relate to other forms of knowledge including the knowledge of those who are the subjects of study? Copyright , Beech Tree Publishing.

Suggested Citation

  • Chris Caswill & Elizabeth Shove, 2000. "Introducing interactive social science," Science and Public Policy, Oxford University Press, vol. 27(3), pages 154-157, June.
    • Handle: RePEc:oup:scippl:v:27:y:2000:i:3:p:154-157
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    File URL: http://hdl.handle.net/10.3152/147154300781781968
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    Cited by:

    1. Gigi Owen & Daniel B. Ferguson & Ben McMahan, 2019. "Contextualizing climate science: applying social learning systems theory to knowledge production, climate services, and use-inspired research," Climatic Change, Springer, vol. 157(1), pages 151-170, November.
    2. Kimberley Slater & John Robinson, 2020. "Social Learning and Transdisciplinary Co-Production: A Social Practice Approach," Sustainability, MDPI, vol. 12(18), pages 1-16, September.
    3. Barry Bozeman & Catherine Slade & Paul Hirsch, 2011. "Inequity in the distribution of science and technology outcomes: a conceptual model," Policy Sciences, Springer;Society of Policy Sciences, vol. 44(3), pages 231-248, September.

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