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Paper short abstract:

Referring to intersectional perspectives of Feminist Science and Technology Studies I suggest how to teach the question „How artifacts do gendered politics?" to bachelor, master and doctoral students in STEM fields in exploratory teaching-research seminars.

Paper long abstract:

Referring to intersectional perspectives (Crenshaw 1989) of Feminist Science and Technology Studies I suggest how to teach the question "How artifacts do gendered politics?" to bachelor, master and doctoral students in STEM fields in exploratory teaching-research seminars of Feminist Svience and Technology Studies. This approach opens up time and space for reflections and for inventions of alternative ways of defining and transforming a given research problem or task in STEM. The seminars start of with explaining an assigned task in a STEM field in-depth. Over a time span of one semester this tasks is being explored by students in the exploratory teaching-research seminar of Feminist Science and Technology Studies. In addition, an integrated research design, the so-called "Hourglass-Model" (Maxwell 1996), fosters to specify and to integrate both research perspectives form STEM fields as well as from Feminist Science and Technology Studies. Through referring to this integrated model and therefore step by step students learn to analyze how the STEM task at hand is 'gendered' with regard to its contexts, concepts, theories, research questions, prospected results, applications and uses. In this way, students of STEM fields learn how to develop feminist analyses in relation to a given task in STEM. Over time, they re-shape and transform an initially assigned task that was framed in STEM to a project in Feminist Science and Technology Studies. Some study projects from computer science, medical technology, landscape architecture and mechanical engineering will illustrate the outcomes of this teaching-research approach in Feminist Science and Technology Studies.