John “not Jaws” Williams writes: For some time, I’ve noticed postmodernist views cropping up in the magazine Science, mostly in the book reviews. In the 23 Feb 2004 issue, however, they arrived full blown in a set of opinion pieces about genetics education (e.g., Duncan et al., Vol. 383, Issue 6685, pp. 826-828, excerpt below): “The methods of conducting genetics research and its outcomes are steeped in, and influenced by, power and privilege dynamics in broader society. The kinds of questions asked, biological differences sought, and how populations are defined and examined are all informed by the respective dominant culture (often Eurocentric, white, economically privileged, masculine, and heteronormative) and its predominant ways of knowing and being (3). Findings from human genetics and genomics research subsequently play into existing sociopolitical dynamics by providing support for claims about putative differences between groups and the prevalence of particular traits in…
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