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Citizen Social Science in Germany—cooperation beyond invited and uninvited participation

Author

Listed:
  • Claudia Göbel

    (Institute for Higher Education Research at University Halle-Wittenberg (HoF))

  • Sylvi Mauermeister

    (Institute for Higher Education Research at University Halle-Wittenberg (HoF))

  • Justus Henke

    (Institute for Higher Education Research at University Halle-Wittenberg (HoF))

Abstract

This article presents an overview of characteristics of Citizen Social Science (CSS) in Germany. CSS is defined as scientific research in the humanities and social sciences, carried out in cooperation between professional and non-professional researchers. The study draws on an online survey and semi-structured interviews with project coordinators and co-researchers. It finds that participatory research activities in the humanities and social sciences are very diverse in their disciplinary traditions and organisational settings. Key features of CSS activities initiated inside as well as outside academic institutions are analysed to understand patterns of participation and cooperation. The results show that CSS activities are frequently realised in heterogeneous consortia of academic and non-academic partners. These consortia influence interactions between professional and non-professional researchers. To investigate these observations further, the article extends the analytical gaze from participation of individual volunteers to various forms of cooperation in consortia. This shift in attention brings to sight additional actors and activities that are usually not, or only marginally, considered in discussions about C(S)S. Staff of civil society organisations, municipalities, schools or cross-sectoral initiatives as well as university students are involved in making CSS work. In addition to research tasks, CSS rests on science communication, project management and intermediation activities. This extended perspective captures more diverse constellations of knowledge production in participatory research in the social sciences and humanities than the common focus on participation. In this way, the article aims to lay the groundwork for understanding the functioning of CSS beyond aspects described by the concept of invited and uninvited participation. It shows that CSS activities are not limited to capacitating lay people for participation in science. A more adequate description is that such projects are concerned with facilitating cooperation with co-researchers and other partners in consortia inside and outside of academia. On this basis, the article introduces the notion of cooperation capacity as a heuristic device to propose new prompts for research on CSS as well as for supporting CSS practice.

Suggested Citation

  • Claudia Göbel & Sylvi Mauermeister & Justus Henke, 2022. "Citizen Social Science in Germany—cooperation beyond invited and uninvited participation," Palgrave Communications, Palgrave Macmillan, vol. 9(1), pages 1-11, December.
    • Handle: RePEc:pal:palcom:v:9:y:2022:i:1:d:10.1057_s41599-022-01198-1
    DOI: 10.1057/s41599-022-01198-1
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    References listed on IDEAS

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    Cited by:

    1. Justus Henke, 2022. "Can Citizen Science in the Humanities and Social Sciences Deliver on the Sustainability Goals?," Sustainability, MDPI, vol. 14(15), pages 1-20, July.
    2. Jida Liu & Zheng Fu & Yuwei Song & Ruining Ma & Zebin Zhao, 2024. "How to improve the effectiveness of the cooperation networks of emergency science communication for public health emergencies," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-15, December.
    3. Isabelle Bonhoure & Anna Cigarini & Julián Vicens & Bàrbara Mitats & Josep Perelló, 2023. "Reformulating computational social science with citizen social science: the case of a community-based mental health care research," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-14, December.
    4. Laura Ruiz-Eugenio & Ariadna Munte-Pascual & Andrea Khalfaoui & Olga Serradell, 2023. "Dialogic scientific gatherings with mothers and teachers from a primary school: raising awareness about the impact of gender and education research," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-11, December.

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