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teaching the conflicts

**content warning: contains images of animal dissection** Since I last visited Tanzania in October 2017, there is a particular day I have put off writing about. Not because it’s unpleasant, but more because something about it makes it ‘difficult to process’—or at least, that’s the phrase I’ve been using to describe it to friends. Perhaps this difficulty comes down to the way in which the day complicated the categories that people—or I—might imagine comprise the research project, i.e., a team of mostly white, western scientists interacting with (mostly) non-scientifically trained farming communities.  On first glance there appear to be two ethical poles in terms of how western science should be present – if at all – in such communities: at one end, the triumphalist stance paints science as a kind of benevolent, messianic gift bequeathed to the ‘underdeveloped’, and at the other, science as an imported and corrupting influence from which people should be protected.  These

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