Journal articles: 'Alternative Epistemologies'

1

Mills, Charles W. "Alternative Epistemologies." Social Theory and Practice 14, no. 3 (1988): 237–63. http://dx.doi.org/10.5840/soctheorpract198814316.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Kariel, Henry. "A Seminar on Politics: Alternative Epistemologies." News for Teachers of Political Science 51 (1986): 6–7. http://dx.doi.org/10.1017/s0197901900003585.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Milan, Stefania, and Lonneke van der Velden. "The Alternative Epistemologies of Data Activism." Digital Culture & Society 2, no. 2 (December 1, 2016): 57–74. http://dx.doi.org/10.14361/dcs-2016-0205.

Full text

Abstract:

Abstract As datafication progressively invades all spheres of contemporary society, citizens grow increasingly aware of the critical role of information as the new fabric of social life. This awareness triggers new forms of civic engagement and political action that we term “data activism”. Data activism indicates the range of sociotechnical practices that interrogate the fundamental paradigm shift brought about by datafication. Combining Science and Technology Studies with Social Movement Studies, this theoretical article offers a foretaste of a research agenda on data activism. It foregrounds democratic agency vis-à-vis datafication, and unites under the same label ways of affirmative engagement with data (“proactive data activism”, e. g. databased advocacy) and tactics of resistance to massive data collection (“reactive data activism”, e. g. encryption practices), understood as a continuum along which activists position and reposition themselves and their tactics. The article argues that data activism supports the emergence of novel epistemic cultures within the realm of civil society, making sense of data as a way of knowing the world and turning it into a point of intervention and generation of data countercultures. It offers the notion of data activism as a heuristic tool for the study of new forms of political participation and civil engagement in the age of datafication, and explores data activism as an evolving theoretical construct susceptible to contestation and revision.

APA, Harvard, Vancouver, ISO, and other styles

4

Maffie, James. "Alternative epistemologies and the value of truth." Social Epistemology 14, no. 4 (October 2000): 247–57. http://dx.doi.org/10.1080/0269172001/0008617.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Danneels, Lieselot, Stijn Viaene, and Joachim Van den Bergh. "Open data platforms: Discussing alternative knowledge epistemologies." Government Information Quarterly 34, no. 3 (September 2017): 365–78. http://dx.doi.org/10.1016/j.giq.2017.08.007.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Macleod, Morna. "Development or Devastation?: Epistemologies of Mayan women's resistance to an open-pit goldmine in Guatemala." AlterNative: An International Journal of Indigenous Peoples 12, no. 1 (March 2016): 86–100. http://dx.doi.org/10.20507/alternative.2016.12.1.7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Alam Choudhury, Masudul. "The epistemologies of Ghazzali, Kant and the alternative." International Journal of Social Economics 24, no. 7/8/9 (July 1997): 918–40. http://dx.doi.org/10.1108/03068299710178946.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Dawson, Marcelle C. "Rehumanising the university for an alternative future: decolonisation, alternative epistemologies and cognitive justice." Identities 27, no. 1 (May 1, 2019): 71–90. http://dx.doi.org/10.1080/1070289x.2019.1611072.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Ricaurte, Paola. "Data Epistemologies, The Coloniality of Power, and Resistance." Television & New Media 20, no. 4 (March 7, 2019): 350–65. http://dx.doi.org/10.1177/1527476419831640.

Full text

Abstract:

Data assemblages amplify historical forms of colonization through a complex arrangement of practices, materialities, territories, bodies, and subjectivities. Data-centric epistemologies should be understood as an expression of the coloniality of power manifested as the violent imposition of ways of being, thinking, and feeling that leads to the expulsion of human beings from the social order, denies the existence of alternative worlds and epistemologies, and threatens life on Earth. This article develops a theoretical model to analyze the coloniality of power through data and explores the multiple dimensions of coloniality as a framework for identifying ways of resisting data colonization. Finally, this article suggests possible alternative data epistemologies that are respectful of populations, cultural diversity, and environments.

APA, Harvard, Vancouver, ISO, and other styles

10

Schifani, Allison M. "Alternative sprawls, junkcities: Buenos Aires Libre and horizontal urban epistemologies." Journal of Urban Cultural Studies 1, no. 3 (September 1, 2014): 375–94. http://dx.doi.org/10.1386/jucs.1.3.375_1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Cech, Erin A., Anneke Metz, Jessi L. Smith, and Karen deVries. "Epistemological Dominance and Social Inequality." Science, Technology, & Human Values 42, no. 5 (January 4, 2017): 743–74. http://dx.doi.org/10.1177/0162243916687037.

Full text

Abstract:

Can epistemologies anchor processes of social inequality? In this paper, we consider how epistemological dominance in science, engineering, and health (SE&H) fields perpetuates disadvantages for students who enter higher education with alternative epistemologies. Drawing on in-depth interviews with Native American students enrolled at two US research universities who adhere to or revere indigenous epistemologies, we find that epistemological dominance in SE&H degree programs disadvantages students through three processes. First, it delegitimizes Native epistemologies and marginalizes and silences students who value them. Second, in the process of imparting these dominant scientific epistemologies, SE&H courses sometimes require students to participate in pedagogical practices that challenge indigenous ways of knowing. Third, students encounter epistemological imperialism: most students in the sample are working to earn SE&H degrees in order to return to tribal communities to “give back,” yet, because the US laws regulating the practice of SE&H extend onto tribal lands, students must earn credentials in epistemologies that devalue, delegitimate, and threaten indigenous knowledge ways to practice on tribal lands. We examine how students navigate these experiences, discuss the implications of these findings for SE&H education, and describe how epistemological dominance may serve as a mechanism of inequality reproduction more broadly.

APA, Harvard, Vancouver, ISO, and other styles

12

Mungwini, Pascah. "Pan-Africanism and Epistemologies of the South." Theoria 64, no. 153 (December 1, 2017): 165–86. http://dx.doi.org/10.3167/th.2017.6415310.

Full text

Abstract:

Abstract The topic of pan-Africanism today brings to the fore questions of the unfinished humanistic project of decolonisation in Africa. When Kwasi Wiredu (1996) calls for the need for conceptual decolonisation in Africa, he recognises the intellectual price the continent continues to pay as a result of conceptual confusions and distortions caused by a colonial conceptual idiom implanted in the African mind. Reflecting on the potential which the ideology of pan-Africanism holds for the continent’s future, my position is that the same passion and energy which brought about political independence should now be redirected to the epistemic front. A new form of pan-Africanism on the intellectual front is required to galvanise Africans to develop and deploy in their thinking veritable categories of analysis born out of the experiences of being African in Africa. It is in the generation and application of these alternative epistemologies that the future of the continent lies.

APA, Harvard, Vancouver, ISO, and other styles

13

Kirk, David. "The Orthodoxy in RT-PE and the Research/Practice Gap: A Critique and an Alternative View." Journal of Teaching in Physical Education 8, no. 2 (January 1989): 123–30. http://dx.doi.org/10.1123/jtpe.8.2.123.

Full text

Abstract:

In this paper I argue that there is currently an orthodoxy in RT-PE that is unable, through its present epistemologies and methods, to make a major impact on curriculum practice. Three particular issues are highlighted as problematic: strategies for change adopted within the orthodoxy, who has the power to define and legitimate the research agenda, and an apolitical view of change. In presenting an alternative view of how we might close the research/practice gap in RT-PE, I suggest that researchers must develop more democratic approaches to working with teachers, for example along the lines of the teacher-as-researcher movement rather than on them. I also argue that in order to do this, we must develop more appropriate research epistemologies and methodologies. Finally, these two developments must be framed within a more sophisticated and systematically developed understanding of the social change process, and of the political nature of our attempts as educators to bring about change.

APA, Harvard, Vancouver, ISO, and other styles

14

Parmar, Pooja. "TWAIL: An Epistemological Inquiry." International Community Law Review 10, no. 4 (2008): 363–70. http://dx.doi.org/10.1163/157181208x361421.

Full text

Abstract:

AbstractThis paper argues that a particular critical conceptualization based on a focus on Third World peoples, their resistance and their histories offered by TWAIL holds immense potential for formulating alternative international legal theories, in general, and human rights theories in particular. However, it further argues that this potential remains unexplored and cannot be realized unless the search for alternative epistemologies also becomes an integral part of TWAIL.

APA, Harvard, Vancouver, ISO, and other styles

15

Bejarano, Cynthia L., and Jeffrey P. Shepherd. "Reflections from the U.S.–Mexico borderlands on a “border-rooted” paradigm in higher education." Ethnicities 18, no. 2 (January 18, 2018): 277–94. http://dx.doi.org/10.1177/1468796817752559.

Full text

Abstract:

This essay proposes an alternative approach to Latino student success through a “border-rooted” paradigm shift in post-secondary education. A “border-rooted” paradigm reflects the local socio-cultural and historical epistemologies that impact post-secondary education, and how space and place impacts educational settings that serve Latino students.

APA, Harvard, Vancouver, ISO, and other styles

16

Horsthemke, Kai. "‘Epistemological diversity’ in education: Philosophical and didactic considerations." Forum Pedagogiczne 7, no. 1 (April 4, 2017): 261–78. http://dx.doi.org/10.21697/fp.2017.1.18.

Full text

Abstract:

A recent but widespread view holds that ethnic or cultural groups have their own distinctive epistemologies, that epistemologies are also gendered, and that these have been largely ignored by the dominant social group. A corollary of this view states that educational research is pursued within a framework that represents particular assumptions about knowledge and knowledge production that reflect the interests and historical traditions of this dominant group. The call for epistemological diversity becomes problematic when it conflates epistemological pluralism and epistemological relativism. More often than not, in such arguments for different, diverse, alternative, decolonized or demasculinized epistemologies some relevant philosophical issues remain unresolved, if not unaddressed altogether. What exactly do these claims about epistemological diversity mean? Do these ways of establishing knowledge stand up to critical interrogation? Moreover, how do they relate to traditional epistemological distinctions, e.g. between knowledge and belief and between descriptive and normative inquiry, and to epistemologically essential components like warrant/justification and truth? This paper examines some of the mistakes and misconceptions involved in appeals to diverse epistemologies. The concern is not just whether or not a word (‘epistemology’) is being misused, but also (and importantly) whether or not the issues dealt with in epistemology (a complex field that has evolved over a long period of time) are being given short shrift, if not ignored altogether.

APA, Harvard, Vancouver, ISO, and other styles

17

Prattes, Riikka. "‘I don’t clean up after myself’: epistemic ignorance, responsibility and the politics of the outsourcing of domestic cleaning." Feminist Theory 21, no. 1 (April 24, 2019): 25–45. http://dx.doi.org/10.1177/1464700119842560.

Full text

Abstract:

In this article, I propose to look at the organisation of reproductive labour in the ‘global North’ through a lens of epistemic ignorance. Focusing on the process of outsourcing, I argue that it creates forms of irresponsibility, and with it, epistemic ignorance. The devaluation of domestic work and the degradation of domestic workers is shaped by gendered and colonial ideologies, and Western epistemologies. These epistemologies underpin a strong subject/object split and buffer the denial of existing interdependencies. I problematise those epistemologies by drawing on feminist care ethics, accounts of relational selves and relational responsibility, and alternative epistemologies. Grounding that discussion on vignettes from an in-depth study of heterosexual couples in Austrian households who outsource domestic work, I argue that the systematic failure to see what and who we are connected to in the domestic realm is shaped by gendered and racialised privilege, and driven by an epistemology of separation. My argument will unfold in two steps. First, I use the concept of the skin as an example of how the beliefs in an independent, autonomous self and a strong subject/object split disguise connectedness and relationality. This leads me to the second step, in which I explicate my notion of semipermeable membranes – a thinking together of ontological permeability and ethical responsiveness. I argue that active forms of ‘unknowing’ at work in ‘mundane,’ everyday, domestic performances have far-reaching consequences.

APA, Harvard, Vancouver, ISO, and other styles

18

Rioux, Jennifer. "Best Practices for Rater Agreement Research in Traditional Chinese Medicine: Uplifting Traditional Epistemologies." Journal of Alternative and Complementary Medicine 25, no. 11 (November 1, 2019): 1080–82. http://dx.doi.org/10.1089/acm.2019.0289.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Cumpsty, Rebekah. "Sacralizing the streets: Pedestrian mapping and urban imaginaries in Teju Cole’sOpen Cityand Phaswane Mpe’sWelcome to Our Hillbrow." Journal of Commonwealth Literature 54, no. 3 (April 5, 2017): 305–18. http://dx.doi.org/10.1177/0021989417700232.

Full text

Abstract:

This article considers how Teju Cole’s Open City and Phaswane Mpe’s Welcome to Our Hillbrow, two “pedestrian novels”, imagine alternative modes of being and belonging in the postcolonial globalized city by foregrounding the mediatory capacity of indigenous African epistemologies and the sacred in what might otherwise be thought of as a secular environment. The protagonists of these novels embark upon what I term “pedestrian mapping”, as a means of resisting the isolation and marginalization experienced within New York and Johannesburg respectively. Pedestrian mapping enables us to read the incorporation of African epistemologies into the urban environment in tandem with the rituals of walking, thereby exposing the strategies of incorporation and resignification undertaken by Cole’s and Mpe’s protagonists as they establish new physical and ontological “homes”.

APA, Harvard, Vancouver, ISO, and other styles

20

Brown, M. Anne. "The spatial turn, reification and relational epistemologies in ‘knowing about’ security and peace." Cooperation and Conflict 55, no. 4 (November 26, 2020): 421–41. http://dx.doi.org/10.1177/0010836720954474.

Full text

Abstract:

How we approach knowing conflict and security makes a difference. This article first considers how reification, instrumental subject/object relations and the drive for certainty and control undermine effective knowledge and practice in questions of conflict and peace. It then turns to what the spatial turn and notions of emplaced security might offer to working against violence. As with any theoretical perspective, the spatial turn can itself be reified, repeating epistemological relations entrenched in much security analysis. The spatial turn and emplaced security explicitly highlight alternative, more relational knowledge practices, however. A relational epistemology approaches knowledge not only as information about a subject out there, but also as a form of practice with others which changes conditions of possibility for co-existence. If pursued, such approaches could help loosen the grip of narrow constructions of security, insecurity, the person, power and agency which dominate security analysis and obstruct understanding and the generation of alternatives in situations of entrenched conflict. An orientation to place could not only enable more nuanced accounts of peace and conflict, but support mutual recognition and exchange across division, assisting an ethic of attention and concrete peace and conflict resolution efforts.

APA, Harvard, Vancouver, ISO, and other styles

21

Joyappa, Vinitha, and Donna J. Martin. "Exploring Alternative Research Epistemologies for Adult Education: Participatory Research, Feminist Research and Feminist Participatory Research." Adult Education Quarterly 47, no. 1 (November 1996): 1–14. http://dx.doi.org/10.1177/074171369604700101.

Full text

Abstract:

Although there has been a growing interest in participatory research and feminist research as streams of social science inquiry, they remain largely peripheral to North American adult education research paradigms. This paper is based on the premise that alternative epistemologies can enhance research practices and further the democratizing aims of adult education. The authors review the emergence of participatory, feminist, and the developing feminist participatory approaches with emphasis on international dimensions of research interests. Possible ways in which these emancipatory approaches can reconceptualize and impact adult education discourse and research frameworks are suggested.

APA, Harvard, Vancouver, ISO, and other styles

22

Goedele A. M. De Clerck. "Deaf Epistemologies as a Critique and Alternative to the Practice of Science: An Anthropological Perspective." American Annals of the Deaf 154, no. 5 (2010): 435–46. http://dx.doi.org/10.1353/aad.0.0121.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Horsthemke, Kai. "Educational research, culturally distinctive epistemologies and the decline of truth." European Educational Research Journal 18, no. 5 (April 2, 2019): 513–26. http://dx.doi.org/10.1177/1474904119840174.

Full text

Abstract:

The assumptions underlying this contribution are, first, that educational research, like research in other fields, is expected to yield knowledge. This is rather uncontroversial. It is only when it comes to the definition of knowledge, the kinds of knowledge sought and to questions as to whose knowledge counts, that the debate characteristically becomes more heated. Second, and perhaps more controversially, a discussion of the nature and purposes of educational research will, at some stage, have to engage with the notion of truth. Despite having traditionally been a serious philosophical subject, the idea of truth has in recent times become rather unpopular, an idea non grata. The reconceptualisation of knowledge and the decline of truth are due in no small part to the increased popularity of certain kinds of postcolonial theory, postmodernism, constructivism and feminist thought, the rise of subaltern science and alternative epistemologies in academia. This article critically examines current trends in the theory of educational research: the case against ‘crypto-positivism’ and ‘hyperrationality’, and the trend in favour of ‘epistemological diversity’ and ‘critical constructivist epistemology’, especially against the backdrop of the decline of truth as a significant subject and yardstick that is currently exercising and restraining us, as educational researchers, philosophers and as persons.

APA, Harvard, Vancouver, ISO, and other styles

24

Hösle, Vittorio. "From Augustine’s to Hegel’s theory of Trinity." Neue Zeitschrift für Systematische Theologie und Religionsphilosophie 62, no. 4 (November 25, 2020): 441–65. http://dx.doi.org/10.1515/nzsth-2020-0023.

Full text

Abstract:

SummaryThe essay compares the two most original philosophical doctrines of the Trinity, namely the Augustinian and the Hegelian one. It focuses on their concepts of the philosophy of religion, their epistemologies of religion, their doctrines of the mind, and their conceptions of the immanent Trinity. It ends with a sketch of an alternative theory of Trinity that finds the best approach to the Trinity not in the individual mind but in intersubjective relations.

APA, Harvard, Vancouver, ISO, and other styles

25

Takayama, Keita, Arathi Sriprakash, and Raewyn Connell. "Rethinking Knowledge Production and Circulation in Comparative and International Education: Southern Theory, Postcolonial Perspectives, and Alternative Epistemologies." Comparative Education Review 59, no. 1 (February 2015): v—viii. http://dx.doi.org/10.1086/679660.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Mars, Matthew, and Anna Ball. "Ways of Knowing, Sharing, and Translating Agricultural Knowledge and Perspectives: Alternative Epistemologies across Non-formal and Informal Settings." Journal of Agricultural Education 57, no. 1 (March 30, 2016): 56–72. http://dx.doi.org/10.5032/jae.2016.01056.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Hapsari, Maharani. "CONTESTING ‘DEFORESTATION’: CIVIL SOCIETY MOVEMENTS AND KNOWLEDGE CO-PRODUCTION IN INDONESIA." PCD Journal 6, no. 1 (May 3, 2018): 117. http://dx.doi.org/10.22146/pcd.33763.

Full text

Abstract:

This article explains the emergence of civil society movements around deforestation issue in Indonesia as contestation over knowledge claims that defines ‘deforestation’ as a political term. The term ‘deforestation’, which is translated into ‘perusakan hutan’ in Indonesian forestry laws and regulation, is a product of political epistemology that serve the needs to sustain state-reinforced developmentalism. It is imposed by valorization of modern scientific and technocratic values as well as bureaucratization of the forestry sector. Engaging with critical political ecology literatures, this study unpacks the constitutive interactions among various ways of seeing that redefine state forestry and its implications to the reproduction of political order. ‘Perusakan hutan’ is continuously re-negotiated in the relations between the state and its formative societal elements. Knowledge on addressing deforestation is organized around three contesting epistemologies: conservation, redistribution, and indigeneity. Each epistemology seeks to claim political space in the institutionalization of knowledge that fortifies state’s policies in the forestry sector. Politics of knowledge co-production operates at two levels: between hegemonic knowledge construct and its counter knowledge formation, and within the formation of counter-knowledge through alternative epistemologies.

APA, Harvard, Vancouver, ISO, and other styles

28

Carey, Mark, M. Jackson, Alessandro Antonello, and Jaclyn Rushing. "Glaciers, gender, and science." Progress in Human Geography 40, no. 6 (July 9, 2016): 770–93. http://dx.doi.org/10.1177/0309132515623368.

Full text

Abstract:

Glaciers are key icons of climate change and global environmental change. However, the relationships among gender, science, and glaciers – particularly related to epistemological questions about the production of glaciological knowledge – remain understudied. This paper thus proposes a feminist glaciology framework with four key components: 1) knowledge producers; (2) gendered science and knowledge; (3) systems of scientific domination; and (4) alternative representations of glaciers. Merging feminist postcolonial science studies and feminist political ecology, the feminist glaciology framework generates robust analysis of gender, power, and epistemologies in dynamic social-ecological systems, thereby leading to more just and equitable science and human-ice interactions.

APA, Harvard, Vancouver, ISO, and other styles

29

Dulfano, Isabel. "Knowing the other/other ways of knowing: Indigenous feminism, testimonial, and anti-globalization street discourse." Arts and Humanities in Higher Education 16, no. 1 (July 24, 2016): 82–96. http://dx.doi.org/10.1177/1474022216633883.

Full text

Abstract:

In this article, I explore the relationship between anti-globalization counter hegemonic discourse and Indigenous feminist alternative knowledge production. Although seemingly unrelated, the autoethnographic writing of some Indigenous feminists from Latin America questions the assumptions and presuppositions of Western development models and globalization, while asserting an identity as contemporary Indigenous activist women. Drawing on the central ideas developed in the book Indigenous Feminist Narratives: I/We: Wo(men) of An(Other) Way, I reflect on parallels and counterpoints between the voices from the global street movement, “other” epistemologies (identified hereafter), postcolonial theory, and contemporary Indigenous feminist theorization.

APA, Harvard, Vancouver, ISO, and other styles

30

Seely, Stephen D. "Queer theory from the South: A contribution to the critique of sexual democracy." Sexualities 23, no. 7 (June 12, 2020): 1228–47. http://dx.doi.org/10.1177/1363460719893618.

Full text

Abstract:

This essay draws on the turn to southern epistemologies in social theory as a provocation for rethinking the problems and possibilities of ‘sexual democracy.’ First, I situate ‘queer theory from the South’ in relation to ongoing queer and decolonial critiques of sexual democracy. I then turn to the case of South Africa, examining ubuntu as an alternative framework for developing a sexual politics that can negotiate between the Euro-American liberal rights frames and indigenous values. Finally, I conclude by illustrating this with the work of a Zulu lesbian sangoma, whose theory and practice offers a vision of decolonizing erotic justice.

APA, Harvard, Vancouver, ISO, and other styles

31

Doucet, Andrea. "What does Rachel Carson have to do with family sociology and family policies? Ecological imaginaries, relational ontologies, and crossing social imaginaries." Families, Relationships and Societies 10, no. 1 (March 1, 2021): 11–31. http://dx.doi.org/10.1332/204674321x16111320274832.

Full text

Abstract:

In the past decade, multiple compounding crises ‐ ecological, racial injustices, ‘care crises’ and multiple recent crises related to the COVID-19 pandemic ‐ have reinforced the powerful role of critical and social policy researchers to push back against ‘fake news’, ‘alternative facts’, and a post-truth era that denigrates science and evidence-based research. These new realities can pose challenges for social scientists who work within relational, ontological, non-representational, new materialist, performative, decolonising, or ecological ‘turns’ in social theory and epistemologies. This article’s overarching question is: How does one work within non-representational research paradigms while also attempting to hold onto representational, authoritative and convincing versions of truth, evidence, facts and data? Informed by my research on feminist philosopher and epistemologist Lorraine Code’s 40-year trajectory of writing about knowledge making and ecological social imaginaries, I navigate these dilemmas by calling on an unexpected ally to family sociology and family policy: the late American environmentalist Rachel Carson. Extending Code’s case study of Carson, I argue for an approach that combines (1) ecological relational ontologies, (2) the ethics and politics of knowledge making, (3) crossing social imaginaries of knowledge making and (4) a reconfigured view of knowledge makers as working towards just and cohabitable worlds.

APA, Harvard, Vancouver, ISO, and other styles

32

Calderón, Dolores, Dolores Delgado Bernal, Lindsay Pérez Huber, María Malagón, and Verónica Nelly Vélez. "A Chicana Feminist Epistemology Revisited: Cultivating Ideas a Generation Later." Harvard Educational Review 82, no. 4 (December 1, 2012): 513–39. http://dx.doi.org/10.17763/haer.82.4.l518621577461p68.

Full text

Abstract:

this article, the authors simultaneously examine how education scholars have taken up the call for (re)articulating Chicana feminist epistemological perspectives in their research and speak back to Dolores Delgado Bernal's 1998 Harvard Educational Review article, “Using a Chicana Feminist Epistemology in Educational Research.” They address the ways in which Chicana scholars draw on their ways of knowing to unsettle dominant modes of analysis, create decolonizing methodologies, and build upon what it means to utilize Chicana feminist epistemology in educational research. Moreover, they demonstrate how such work provides new narratives that embody alternative paradigms in education research. These alternative paradigms are aligned with the scholarship of Gloria Anzaldúa, especially her theoretical concepts of nepantla, El Mundo Zurdo, and Coyolxauhqui. Finally, the authors offer researcher reflections that further explore the tensions and possibilities inherent in employing Chicana feminist epistemologies in educational research.

APA, Harvard, Vancouver, ISO, and other styles

33

Keshet, Yael. "The untenable boundaries of biomedical knowledge: epistemologies and rhetoric strategies in the debate over evaluating complementary and alternative medicine." Health: An Interdisciplinary Journal for the Social Study of Health, Illness and Medicine 13, no. 2 (March 2009): 131–55. http://dx.doi.org/10.1177/1363459308099681.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Charteris-Black, Jonathan. "Forensic deliberations on ‘purposeful metaphor’." Metaphor and the Social World 2, no. 1 (September 7, 2012): 1–21. http://dx.doi.org/10.1075/msw.2.1.01cha.

Full text

Abstract:

The concept of ‘purposeful metaphor’ is proposed as an alternative to ‘deliberate metaphor’ (Steen, 2008) in providing a theory of metaphor in discourse and communication. The case for ‘purposeful metaphor’ is framed within a discussion of intentionality in a murder trial. It is argued that ‘deliberateness’ originates in epistemologies based in language use, but is not valid for epistemologies that distinguish between conscious and unconscious thought process; in literary studies it is known as the ‘intentional fallacy’. However, considerations of intention are relevant in critical metaphor analysis that seeks insight into the social and political motivation of metaphor. Insights from Speech Act Theory and rhetorical theory suggest that ‘deliberate metaphor’ could be modified to ‘purposeful metaphor’ because we conceptualise ‘purpose’ in terms of a SOURCE (or idea), a PATH (or rhetorical plan) to realise a GOAL (or rhetorical outcome). ‘Purposeful metaphor’ therefore integrates the source (or idea behind) path, (or rhetorical plan), and goal, (or rhetorical outcome) of metaphor, while ‘deliberate metaphor’ only profiles its inception. Illustrations are given of how ‘purposeful metaphor’ contributes to an explanation of metaphor use in political and legal discourse, and other persuasive genres. Linguistic evidence for purposefulness is in the interaction between textually complex use of metaphor and contextual features such as political purpose or describing medical conditions.

APA, Harvard, Vancouver, ISO, and other styles

35

Franklin, Cynthia, and Catheleen Jordan. "Qualitative Assessment: A Methological Review." Families in Society: The Journal of Contemporary Social Services 76, no. 5 (May 1995): 281–95. http://dx.doi.org/10.1177/104438949507600502.

Full text

Abstract:

Over the past decade, social workers have been encouraged to use measurement and other assessment methodologies grounded in the research traditions of the empirical practice model. Qualitative or constructivist approaches to assessment are suggested as an alternative approach for assessing clients. The authors review definitions of qualitative assessment methods and summarize their philosophical and theoretical underpinnings originating from the constructivist epistemologies. Several qualitative assessment methods used in clinical practice are summarized with the help of case examples. Reliability and validity of qualitative assessment data are also summarized. Finally, the practical difficulties social workers may encounter in using qualitative assessment methods in practice are discussed.

APA, Harvard, Vancouver, ISO, and other styles

36

Malagon, Maria, and Crystal Alvarez. "Scholarship Girls Aren't the Only Chicanas Who Go to College: Former Chicana Continuation High School Students Disrupting the Educational Achievement Binary." Harvard Educational Review 80, no. 2 (June 23, 2010): 149–74. http://dx.doi.org/10.17763/haer.80.2.h1uk3u1uk4422834.

Full text

Abstract:

Drawing from extensive oral history interviews with five Chicana women, Malagon and Alvarez (re)conceptualize the way educational scholarship defines "high achieving."As attendees of California continuation high schools, all five women defy societal expectations by moving from these alternative educational spaces to community colleges, then transferring into four-year universities and going on to enroll in graduate programs. The article highlights the resistance strategies these young women employ through their critique of social oppression, with the authors using critical race theory, Latina/o critical theory, and Chicana feminist epistemologies to make sense of the women's narratives and their journeys through the educational pipeline.

APA, Harvard, Vancouver, ISO, and other styles

37

Rodny-Gumede, Ylva. "Awareness towards Peace Journalism among Foreign Correspondents in Africa." Media and Communication 4, no. 1 (February 18, 2016): 80–93. http://dx.doi.org/10.17645/mac.v4i1.365.

Full text

Abstract:

Much has been said about the news media’s role in instigating war, conflict and violence. Less attention has been paid to the news media’s role in mitigating conflict. Criticism has been directed towards the ways in which journalists and war correspondents cover conflict with an emphasis on violence, suffering, polarization of the views of main stakeholders, and over-simplification of the underlying causes of conflict. The growing literature and scholarship around Peace Journalism stands as a response to this. In the context of the African continent, further critique has been levelled against frames and narratives of war, conflict and violence grounded in Western epistemologies and dominant discourses of African conflicts and stakeholders. Based on data collected from interviews with a selected group of journalists working on—and covering—the African continent, the article assesses awareness towards alternative narratives and news frames, as well as attitudes towards alternative practices and models for journalism. Particular attention is paid to ideas and responses regarding Peace Journalism as an alternative model for reporting.

APA, Harvard, Vancouver, ISO, and other styles

38

Muñoz Muñoz, Marianela. "Decolonizing Cultural Cooperation, Revitalizing Epistemologies of the South: Indigenous and Black Oral Traditions in Central America." Cuadernos Inter.c.a.mbio sobre Centroamérica y el Caribe 16, no. 1 (March 9, 2019): 1–25. http://dx.doi.org/10.15517/c.a..v16i1.36455.

Full text

Abstract:

From 2009 to 2012, the “Cultural Revitalization and Creative Productive Development on the Caribbean coast of Nicaragua” program aimed to promote and revitalize cultural expressions, including oral traditions, of Indigenous and Black communities. This paper reflects some of its achievements, contradictions, and lessons. Building from experiences on the UNESCO team, and employing an ethnographic approach, I first expose how these processes underlie the daily struggle of Indigenous and Black people against colonization and Mestizo/Western hegemony in Nicaragua. Second, I delve into how the experience challenged our understanding of international cooperation in Central America, as well as my own positionality as an external and Mestiza researching with (not about) subaltern populations. My argument is that cultural revitalization processes of oral traditions not only entail the emergence of alternative epistemologies (from the South), but also destabilize the colonialist structure of cultural cooperation programs, and the identities of the collaborators.

APA, Harvard, Vancouver, ISO, and other styles

39

Artiles, Alfredo J. "Fourteenth Annual Brown Lecture in Education Research: Reenvisioning Equity Research: Disability Identification Disparities as a Case in Point." Educational Researcher 48, no. 6 (August 2019): 325–35. http://dx.doi.org/10.3102/0013189x19871949.

Full text

Abstract:

I engage longstanding challenges and risks associated with conducting and using research on complex equity problems. I engage these challenges in the context of research on disability identification disparities, which have been historically intertwined with particular identity markers (e.g., race, social class, gender, language). Some of these tensions revolve around knowledge production, the nuances of representation, and the identities of oppressed groups. I critique traditional research on disability identification disparities and outline guiding principles for the next generation of equity research. First, future research on disability intersections must rely on historical epistemologies to honor the complexities of equity in worlds of difference. Second, the next generation of research must produce alternative interdisciplinary re-presentations of disability intersections.

APA, Harvard, Vancouver, ISO, and other styles

40

Gurung, Lina. "Feminist Standpoint Theory: Conceptualization and Utility." Dhaulagiri Journal of Sociology and Anthropology 14 (December 30, 2020): 106–15. http://dx.doi.org/10.3126/dsaj.v14i0.27357.

Full text

Abstract:

Feminist Standpoint theory challenges the notion of conventional scientific practices that had excluded women from the inquiry and marginalize them in every aspect of knowledge benefits and construction. Amidst the prevalent controversies, standpoint theorists have proposed alternative knowledge construction with the theses of ‘strong objectivity’, ‘situated knowledge’, ‘epistemic advantage’, and ‘power relations’. Feminist standpoint theory is claimed to be a successful methodology and the author support this argument based on the four reasons; the logic of discovery, insider-outsider position, study up, and methodological innovation. The author also put forwards the various challenges confronted by feminist standpoint theory and the justification given by the theorists. The cognitive, methodological, and epistemological interrogations toward this theory have widened its scope and adoption in social science research. The paper aims to suggest this analysis as the most suitable analytical and theoretical approach to do feminist inquiry which brings the understanding of feminist epistemologies as the most appropriate alternative approach of recent inquires against the dominant practices.

APA, Harvard, Vancouver, ISO, and other styles

41

Panikkar, Bindu, and Jonathan Tollefson. "Land as material, knowledge and relationships: Resource extraction and subsistence imaginaries in Bristol Bay, Alaska." Social Studies of Science 48, no. 5 (October 2018): 715–39. http://dx.doi.org/10.1177/0306312718803453.

Full text

Abstract:

This article examines the social, historical and political constitution of land and resource imaginaries in Bristol Bay, Alaska. We compare the dynamics of these different imaginaries in the region within the early permitting debates concerning the proposed Pebble Mine to understand the contemporary politics of defining and constructing ideologies of extractive resource use. We show that the civic epistemologies and ontologies embedded in different social, scientific and political practices help explain environmental actions and outcomes. We demonstrate that the contested fields of social imagination allow for resource exploitation – commodification, extraction and profit – that endangers nature, but also allow for building alternative imaginaries and constructions of land and value as key components of environmental justice and land sovereignty initiatives. Contestations can also highlight problematic and unjust resource practices that disenfranchise and destabilize subordinate industries, poor communities, indigenous lands and subsistence or renewable resource use. These divergent discourses, and the deliberative valuations of alternative futures that they contribute to, are not effectively considered in Alaska’s large mine permitting process.

APA, Harvard, Vancouver, ISO, and other styles

42

Gurung, Lina. "Feminist Standpoint Theory: Conceptualization and Utility." Dhaulagiri Journal of Sociology and Anthropology 14 (December 30, 2020): 106–15. http://dx.doi.org/10.3126/dsaj.v14i0.27357.

Full text

Abstract:

Feminist Standpoint theory challenges the notion of conventional scientific practices that had excluded women from the inquiry and marginalize them in every aspect of knowledge benefits and construction. Amidst the prevalent controversies, standpoint theorists have proposed alternative knowledge construction with the theses of ‘strong objectivity’, ‘situated knowledge’, ‘epistemic advantage’, and ‘power relations’. Feminist standpoint theory is claimed to be a successful methodology and the author support this argument based on the four reasons; the logic of discovery, insider-outsider position, study up, and methodological innovation. The author also put forwards the various challenges confronted by feminist standpoint theory and the justification given by the theorists. The cognitive, methodological, and epistemological interrogations toward this theory have widened its scope and adoption in social science research. The paper aims to suggest this analysis as the most suitable analytical and theoretical approach to do feminist inquiry which brings the understanding of feminist epistemologies as the most appropriate alternative approach of recent inquires against the dominant practices.

APA, Harvard, Vancouver, ISO, and other styles

43

Noriey, Ismail Mohammed, and Mohammad Sedigh Javanmiri. "The Relationship Between Flipped Learning And Pupils’ Performance: A Reflection On Alternative Philosophical Underpinnings." Journal of University of Human Development 7, no. 3 (August 24, 2021): 104–14. http://dx.doi.org/10.21928/juhd.v7n3y2021.pp104-114.

Full text

Abstract:

This research paper investigates the significance of the relationship between flipped learning and pupils’ academic performance in secondary schools in the Kurdistan Region of Iraq especially with a focus on alternative philosophical underpinnings. Undoubtedly, the significance of this study in the field of educational research bubbles over with controversies. Professional researchers/teachers’ disagreements about what happens in schools emanate from the difference in philosophical lenses employed in understanding phenomena, divergent visions regarding the purpose of schooling, and what constitutes an ideal society and cultural differences. This research attempts to understand teachers’ perception of reality in classrooms and fathoms the relationship between flipped learning and pupil’s academic performance, engagement and achievement. The research methodology employed has focused on mixed methods that allow the data analysis to adopt an interpretive approach and attempted to address the research questions by developing a structured observation and a questionnaire to facilitate the data collection procedure. The findings show that alternative philosophical underpinnings bear profound effects on pupils’ learning: teachers and the epistemologies and ontologies employed to understand reality in classrooms significantly impact flipped learning and pupils’ academic performance. The results suggest that these implications share common critical statements found in the related literature reviews that also indicate reflections on alternative philosophical underpinnings.

APA, Harvard, Vancouver, ISO, and other styles

44

Newell, James L. "Interpretive approaches and the study of Italian politics." Modern Italy 9, no. 2 (November 2004): 247–61. http://dx.doi.org/10.1080/1353294042000304983.

Full text

Abstract:

This article asks why, despite their doubtful utility, the categories used in accounts of contemporary Italian politics are almost universally negative in character. It is suggested that at least part of the explanation has to do with the ontological and epistemological assumptions informing the accounts, together with the social circumstances that have given rise to their production. More fruitful, less uncritically negative analyses require the adoption of approaches informed by alternative ontologies and epistemologies, that is, interpretive approaches. These seek to account for social phenomena by rendering intelligible the meaningful action in which the latter are rooted and, as the example of corruption shows, yield less negative accounts by allowing researchers to imagine themselves acting, given similar circumstances, in ways similar to those they study.

APA, Harvard, Vancouver, ISO, and other styles

45

Powers, Matthew, and Sandra Vera-Zambrano. "The Universal and the Contextual of Media Systems: Research Design, Epistemology, and the Production of Comparative Knowledge." International Journal of Press/Politics 23, no. 2 (April 2018): 143–60. http://dx.doi.org/10.1177/1940161218771899.

Full text

Abstract:

Current discussions about the state of comparative research in journalism studies and political communication suggests the field is characterized by a methodological imbalance (i.e., many quantitative studies, few qualitative ones). This paper suggests the problem is better understood as an epistemological imbalance. We suggest that one epistemology—we call it “universalism”—underpins much comparative scholarship. While this approach produces numerous comparative insights, it also struggles to adequately account for the diversity of contexts it studies. We therefore describe an alternative epistemology, which we term “contextualism.” This approach aims to identify the mechanisms or principles that unify or differentiate cases across contexts. We suggest that progress in the field depends in part on the coexistence of multiple epistemologies, each with careful awareness of its strengths and limitations.

APA, Harvard, Vancouver, ISO, and other styles

46

Nolasco, Carlos. "Em busca de movimentos ausentes para motricidades emergentes: a relação entre Epistemologias do Sul e Motricidade Humana." MOTRICIDADES: Revista da Sociedade de Pesquisa Qualitativa em Motricidade Humana 3, no. 3 (December 8, 2019): 199. http://dx.doi.org/10.29181/2594-6463.2019.v3.n3.p199-212.

Full text

Abstract:

ResumoEste ensaio tem como ponto de partida o reconhecimento de que o mundo contemporâneo se encontra numa situação de ambivalência, entre perigos e possibilidades, que não só desafiam o presente como equacionam o futuro. O desporto e o gesto desportivo, como fenômenos que resultam dos contextos em que são produzidos, encontram-se necessariamente nessa ambiguidade. Partindo das Epistemologias do Sul, enquanto proposta de resgate de dimensões epistêmicas e humanas ausentes do espaço hegemônico, e apresentadas como alternativas ao esgotamento da modernidade, propõe-se uma análise crítica das dinâmicas sociais do desporto, através da operacionalizando dos conceitos de sociologia das ausências e de sociologia das emergências, sugerindo a emergência de outro desporto que vá ao encontro da perspectiva da motricidade humana na assunção da complexidade e da transcendência do gesto desportivo.Palavras-chave: Epistemologias do Sul. Motricidade Humana. Interculturalidade. Desporto. Corpo.In search of absent movements for emerging motricities: the relationship between Epistemologies of the South and Human MotricityAbstractThis essay has as its starting point the recognition that the contemporary world is in a situation of ambivalence, between dangers and possibilities, which not only challenge the present but also equate the future. Sport and sporting gesture, as phenomena that result from the contexts in which they are produced, are necessarily in this ambiguity. Starting from the Epistemologies of the South, as a proposal to rescue epistemic and human dimensions absent from the hegemonic space, and presented as alternatives to the exhaustion of modernity, a critical analysis of the social dynamics of sport is proposed through the operationalization of the concepts of sociology of absences and sociology of emergencies, suggesting the emergence of another sport that meets the perspective of human motricity, assuming the complexity and transcendence of the sporting gesture.Keywords: Epistemologies of the South. Human Motricity. Interculturality. Sport. Body.En busca de movimientos ausentes de motricidades emergentes: la relación entre las epistemologías del sur y la motricidad humanaResumenEste ensayo tiene como punto de partida el reconocimiento de que el mundo contemporáneo se encuentra en una situación de ambivalencia, entre peligros y posibilidades, que no solo desafían el presente sino que también equiparan el futuro. El deporte y el gesto deportivo, como fenómenos que resultan de los contextos en los que se producen, se encuentran necesariamente en esta ambigüedad. Partiendo de las Epistemologías del Sur, como una propuesta para rescatar las dimensiones epistémicas y humanas ausentes del espacio hegemónico, y presentadas como alternativas al agotamiento de la modernidad, proponemos un análisis crítico de las dinámicas sociales del deporte, a través de la operacionalización de los conceptos de sociología de las ausencias y de sociología de las emergencias, sugiriendo la emergencia de otro deporte que cumpla con la perspectiva de la motricidad humana en el supuesto de la complejidad y trascendencia del gesto deportivo.Palabras clave: Epistemologías del Sur. Motricidad humana. Interculturalidad Deporte. Cuerpo.

APA, Harvard, Vancouver, ISO, and other styles

47

Alcoff, Linda Martín. "The Unassimilated Theorist." PMLA/Publications of the Modern Language Association of America 121, no. 1 (January 2006): 255–59. http://dx.doi.org/10.1632/003081206x129828.

Full text

Abstract:

Gloria Anzaldúa's work invites us to reach beyond the usual conventions of academic writing to make visible the relations between self and world, feeling and thinking, personal experience and theory. As a philosopher, I read her for her insights about and analyses of multiple oppression, mixed identities, and alternative epistemologies. But as another Latina trying to write theory, I read her as one dying for thirst chokes on the first gulp of water. Her fearless accounts of violence in the Chicano/a community, her unapologetic disclosures of her spiritual faith, and her belief in the theoretical value of the personal voice emboldened me to reveal parts of myself in my writing that had felt incongruous in the professional discourses of the academy, even in the supposedly anticonventional circles of feminist theory.

APA, Harvard, Vancouver, ISO, and other styles

48

Pitts‐Taylor, Victoria. "I Feel Your Pain: Embodied Knowledges and Situated Neurons." Hypatia 28, no. 4 (2013): 852–69. http://dx.doi.org/10.1017/s0887536700026544.

Full text

Abstract:

The widely touted discovery of mirror neurons has generated intense scientific interest in the neurobiology of intersubjectivity. Social neuroscientists have claimed that mirror neurons, located in brain regions associated with motor action, facial recognition, and somatosensory processing, allow us to automatically grasp other people's intentions and emotions. Despite controversies, mirror neuron research is animating materialist, affective, and embodied accounts of intersubjectivity. My view is that mirror neurons raise issues that are directly relevant to feminism and cultural studies, but interventions are needed for the work to be compatible with nonreductionist critical thought. In this article I critique the dominant neuroscientific account of mirror neurons, called embodied simulation theory. I draw from feminist epistemologies as well as alternative interpretations of mirror neurons in cognitive science and philosophy of mind to consider mirroring as situated, embodied perception.

APA, Harvard, Vancouver, ISO, and other styles

49

Nixon, Denver Vale. "The Environmental Resonance of Daoist Moving Meditations." Worldviews: Global Religions, Culture, and Ecology 10, no. 3 (2006): 380–403. http://dx.doi.org/10.1163/156853506778942095.

Full text

Abstract:

AbstractRather than focus solely on traditional philosophical categories, as has often been the case in the discourse on Daoism and ecology, this paper explores the connections between a Daoist theory of practice, moving meditations of Daoist origin, and environmental resonance. Major themes explored include internalized action tradeoffs, preventative and integrated health awareness, alternative epistemologies, and an extemporaneous ethic sensitive to ecological change. It is suggested that collectively, Daoist cultivational practices may contribute toward social behaviour that is at least neutral, if not benevolent, toward the non-human world. Autoethnographic journal entries vivify the arguments presented. It is hoped that this practice oriented approach will not only reveal some overlooked connections between Daoism and ecology worthy of further study, but also appreciate the religious heritage of the Daoism to which such practices owe their naissance.

APA, Harvard, Vancouver, ISO, and other styles

50

Sharma, Chetan, Damir D. Torrico, Lloyd Carpenter, and Roland Harrison. "Indigenous Meanings of Provenance in the Context of Alternative Food Movements and Supply-Chain Traceability: A Review." Social Sciences 10, no. 7 (July 5, 2021): 255. http://dx.doi.org/10.3390/socsci10070255.

Full text

Abstract:

This article reviews the concept of provenance from both contemporary and traditional aspects. The incorporation of indigenous meanings and conceptualizations of belonging into provenance are explored. First, we consider how the gradual transformation of marketplaces into market and consumer activism catalyzed the need for provenance. Guided by this, we discuss the meaning of provenance from an indigenous and non-indigenous rationale. Driven by the need for a qualitative understanding of food, the scholarship has utilized different epistemologies to demonstrate how authentic connections are cultivated and protected by animistic approaches. As a tool to mobilize place, we suggest that provenance should be embedded in the immediate local context. Historic place-based indigenous knowledge systems, values, and lifeways should be seen as a model for new projects. This review offers a comprehensive collection of research material with emphasis on a variety of fields including anthropology, economic geography, sociology, and biology, which clarifies the meaning of provenance in alternative food systems. It questions the current practices of spatial confinement by stakeholders and governments that are currently applied to the concepts of provenance in foods, and instead proposes a holistic approach to understand both indigenous and non-indigenous ideologies but with an emphasis on Maori culture and its perspectives.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Alternative Epistemologies'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles