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Abstract

Established roles for praxis beyond teaching are often missing from discussions of RSTEM engagement with the science community. Although it is important to ground engagement in identifiable roles, it may be that these roles are still being conceived or need to be re-created contextually for every engagement situation. This paper grounds RSTEM engagement in one identifiable field of practice: scientific community management. RSTEM's specialized attention to and understanding of how science communities and genre systems interact can provide insight into the forming of these communities and their management.

Keywords

rhetoric of science, science, community, engagement, arrangement

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

DOI

10.13008/2151-2957.1256

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