A research infrastructure for
the social sciences & humanities

@article{Loconto2026,

title = {The Technopolitics of Food Security: Intermediating Knowledge Infrastructures via FAO’s State of Food Security and Nutrition},

author = {Allison Marie Loconto},

url = {https://mail.ijsaf.org/index.php/ijsaf/article/view/761},

doi = {/10.48416/ijsaf.v31i1.761},

issn = {0798-1759},

year  = {2026},

date = {2026-08-24},

urldate = {2026-08-24},

journal = {The International Journal of the Sociology of Agriculture and Food},

volume = {32},

issue = {2},

pages = {69-86},

abstract = {The Food and Agriculture Organization of the United Nations (FAO) plays a dual role in the governance of global food security, as both an arena for policy debate and a ‘universal’ knowledge institution defining itself as a ‘neutral knowledge broker’. These roles do not, however, exhaust FAO’s governance functions, which also include agenda- and priority-setting (the international years and decades it proclaims) and its participation, alongside the other Rome-based agencies, in the Committee on World Food Security (CFS).

One such instrument is the annual flagship publication,The State of Food Security and Nutrition in the World (SOFI), the global reference report tracking progress towards food and nutrition security. The 2017 SOFI report marks an important turning point. On the one hand, it observed that the decline in the Prevalence of Undernourishment (PoU) over the previous decade had probably reversed. On the other, it introduced new metrics enabling FAO to report progress towards the Sustainable Development Goals (SDGs). Notably, it proposed a subjective measure of food insecurity, the Food Insecurity Experience Scale (FIES), whereas until then the PoU offered an “objective” measure based on a balance between availability and estimated needs. Based on a lexical analysis of SOFI reports and an ethnography within FAO, this article examines the relationship between quantification techniques and global policies. By developing the concept of knowledge intermediation and its infrastructures, it reflects on how governance through metrics affects our ways of knowing about food security.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Moats2026,

title = {'What does "fairness" mean for you?': Using data visualizations to promote interdisciplinary dialogue about key terms in AI Ethics},

author = {David Moats and Francien Dechesne and Judit Varga and Tjitske Holtrop and Ludo Waltman and Nees Jan van Eck},

editor = {Center for Open Science},

url = {https://osf.io/preprints/socarxiv/47f6j_v1},

doi = {/10.31235/osf.io/47f6j_v1},

year  = {2026},

date = {2026-08-11},

abstract = {The task of making Artificial Intelligence and Machine Learning systems, fair, accountable and transparent is a necessarily interdisciplinary one, involving contributions from computer science, philosophy, sociology and law. But in this emerging field it is frequently acknowledged that key terms like ‘fairness’, ‘accountability’, ‘transparency’, ‘discrimination’ and ‘bias’ are used very differently by these different disciplines. This paper presents a workshop exercise intended to facilitate discussions about the divergent uses of key terms in AI Ethics, FairML and related interdisciplinary spaces. It uses a simple data visualization technique to highlight different uses of key terms in a given corpus of scientific papers and also provides a platform and protocol to guide the discussion. We argue that data visualizations can play an important role in this task, but they need to acknowledge the multivalence of key terms, rather than glossing over them, and they need to be deployed as part of a process of collective inquiry and managed dialogue (they do not speak for themselves). Our goal is to both promote awareness and understanding of different uses of words and, hopefully, generate new ideas and thinking through more productive dialogue between disciplines.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Crosset2026,

title = {Content moderation as traffic control: an analysis of EU and US legislation on platform regulation},

author = {Valentine Crosset and Tommaso Venturini and Benoît Dupont},

url = {https://www.tandfonline.com/doi/pdf/10.1080/21624887.2026.2692735

https://www.tandfonline.com/journals/rcss20?src=pdf

},

doi = {/10.1080/21624887.2026.2692735},

issn = { 2162-4887},

year  = {2026},

date = {2026-06-24},

urldate = {2026-06-24},

journal = {Critical Studies on Security},

school = {York University},

abstract = {This article investigates online speech governance as a case study of contemporary security practices, focusing on how states have tried to regulate the moderation of digital communication flows. Drawing on governance theories and critical security studies, the study analyzes and compares different regulatory regimes in the United States and Europe. Using a quali-quantitative analysis of seven legislative texts, it identifies three distinct approaches to managing information flows: free circulation, patrolling, and flow optimisation. These regimes reflect a shift in security governance from controlling content to channelling its circulation, embedding platforms within state-driven frameworks of transparency and accountability. The analysis reveals how legislation reshapes platform practices, transforming them into quasi-public entities subject to bureaucratic oversight. Platforms, in turn, adapt by integrating regulatory expectations into their operations, balancing compliance demands with their business models. Contributing to the literature on critical security studies, this article critically examines how these diverse regulatory regimes converge around a shared mechanism of security bureaucratisation. Rather than governing through direct content control, states translate security imperatives into administrative rationalities – transparency, auditing, and reporting – that programme platforms conduct and govern information circulation through continuous bureaucratic procedures.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Marti2026,

title = {Disorder-Specific Knowledge in Teacher Professional Studies: A Frame- Analytical Study of Student Work},

author = {Stephan Marti},

url = {https://link.springer.com/article/10.1007/s35834-026-00549-1

https://link.springer.com/content/pdf/10.1007/s35834-026-00549-1.pdf},

doi = {/10.1007/s35834-026-00549-1},

year  = {2026},

date = {2026-06-15},

journal = { Zeitschrift für Bildungsforschung  Journal of Research on Education},

abstract = {This article examines the question of what special education knowledge students acquire in the second year of secondary teacher training as part of an interdisciplinary module system between educational science and special education at university of teacher education lucerne. The study presented here focuses in particular on the acquisition of knowledge about special education disorders and on the acquisition of skills for professional practice. The module structure follows the claim to establish micro-forms of practical relevance through so-called framework-studies in order to bring about practical learning beyond the internships. The framework of this 2nd year of study encompasses adaptive teaching and planning skills, but also issues of special education disorders. Methodologically, the socio-cognition of a specific year cohort on these disorders is calculated along a text corpus consisting of student papers and visualized as frame modelling. The study concludes with suggestions for adapting the curriculum and the presented module system.



Störungsspezifisches Wissen in den Berufspraktischen Studien – eine frameanalytische Untersuchung von Studierendenarbeiten

In diesem Beitrag wird der Frage nachgegangen, welches heilpädagogische Wissen Studierende im 2. Studienjahr der Sekundarlehrpersonenausbildung im Rahmen einer interdisziplinär angelegten Modulanlage zwischen Bildungswissenschaften und Heilpädagogik an der Pädagogischen Hochschule Luzern erwerben. Die hier vorgelegte Studie fokussiert insbesondere den Wissenserwerb zu heilpädagogischen Störungsbildern sowie den Erwerb von Handlungskompetenzen für die Berufspraxis. Die Modulanlage folgt dem Anspruch, Mikroformen des Praxisbezugs durch sog. Frameworkarbeiten zu etablieren, um über die Praktika hinaus berufspraktisches Lernen zu bewirken. Das Framework dieses 2. Studienjahres umfasst die Adaptive Lehr- und Planungskompetenz sowie darin integriert, die heilpädagogischen Störungsbilder. Methodisch wird die Sozio-Kognition einer spezifischen Jahrgangs-Kohorte zu diesen Störungsbildern entlang eines Textkorpus bestehend aus Studierendenarbeiten berechnet und als Framemodellierung visualisiert. Die Studie schliesst mit Vorschlägen zur Anpassung des Curriculums und der vorgestellten Modulanlage.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}