Debating Human Genetics

'This book on human genetics and its multiple publics is a timely reminder that there are many different publics who engage with policy issues in different ways. It is an important contribution to our understanding of the complexities of engaging publics and public engagement. Its coverage of a broad terrain, from human embryonic stem cell research to biobanks and national DNA forensic databases affords a rich assortment of narratives on how competing visions of the good life are framed differently in the different arenasa of genetics. It is a useful contribution to our broader understanding of biosocietal life.' -Edna Einsiedel, Professor of Communication Studies at the University of Calgary, Canada 'An interesting book that examines the public (and political) debates (and debaters) of the rapidly evolving science of genomics and genetics. Based around Plows' interview discussions with scientists, spokespeople and activists, it reveals the underlying analogical and metaphorical frames that configure the public discussion of issues by various institutionalised bodies and contribute directly to the wider understanding of genetic science and its medical potential.' -Nathan Emmerich, Queen's University Belfast, in Times Higher Education online, 7 Oct 2010 'Public consultation remains central to public policy. Reconsidering how publics engage in human genetics provides valuable food for thought...This book makes some interesting observations and, while academic, it is accessible to a wider audience thanks to the generous inclusion of qualitative data.' -Rosie Beauchamp, John Murray Consulting Partners, in BioNews iss 579, 11 Oct '10 '...[Alexandra Plows] takes the reader carefully through the social contexts of stem cells and cloning, biobanks and databases, pharmacogenetics, genetic testing and screening, and then, pointedly, the social issues arising from the geneticisation of society, namely individual responsibility, informed consent and individual choice.' 'This will be a useful book for those teachers wanting to strengthen their own understanding of the societal dimension of their genetics teaching. It will also help them to understand why many without their own genetics knowledge are so alarmed by the science.' -Stephen P. Tomkins, Homerton College, University of Cambridge, in Journal of Biological Education, online 8 Dec '11