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Opening up RRI to values and ways of knowing and doing beyond its European and Anglophone origins has become a focal area for scholars and practitioners. This article addresses the role of RRI pedagogy within the broader scope of this transformation, an under-examined topic in the literature. Drawing on the theoretical framework of critical resista...
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... In these interactions, critique is performed for R(R)I in the sense that the cultivation of critical capacities of local actors is considered as a condition for advancing ideals of responsible innovation more broadly. Capacity-building can take place within diverse educational settings (Orchard and O'Gorman 2024;Perez Comisso, Gansky, and Smith 2024) and at scientific, engineering, or other expert sites (Domínguez Hernández and Owen 2024). ...
... For Perez Comisso, Gansky, and Smith (2024), building R(R)I capacities through education depends on teachers fostering "critical self-reflexivity," calling into question their own epistemic authority. They introduce design practices and principles to bring R(R)I pedagogy in line with the plural meanings and practices that emerge as R(R)I travels across borders. ...
Critique has been a central theme in Responsible Innovation and Responsible Research and Innovation (R(R)I). R(R)I promises to critique dominant technocratic and economic regimes by conducting critical analysis, promoting critical reflection, and launching critical interventions to democratize science, technology, and innovation. However, the sheer success of R(R)I as a policy concept promoted by influential international organizations, a measure to satisfy consumer demands in tech companies, and a pedagogical program advertised to students, suggests that its critical impetus has been curbed by the institutions it sought to confront. Tasked with enacting critique within the dominant regimes it aims to challenge, R(R)I finds itself in a double bind. This collection probes the role that critique has played and could play in R(R)I. Fourteen contributions shed light on the multiple ways in which critique has been conceptualized, performed, and debated in R(R)I, and they discuss how critique could be reclaimed and become more generative for the responsible governance of science, technology, and innovation. Taken together, the contributions indicate that critique is as flexible as R(R)I’s scholarly styles, that it operates in different modes and across each of these styles, and that more consciously cultivating such difference provides generative responses to R(R)I’s double bind.
