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1
Smith, Simon Paul. "Towards a knowledge management methodology for articulating the role of hidden knowledges." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:32449230-a86a-453b-b9d4-dca2d0b7be3c.
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Knowledge Management Systems are deployed in organisations of all sizes to support the coordination and control of a range of intellectual assets, and the low cost infrastructures made available by the shift to ‘cloud computing’ looks to only increase the speed and pervasiveness of this move. However, their implementation has not been without its problems, and the development of novel interventions capable of supporting the mundane work of everyday organisational settings has ultimately been limited. A common source of trouble for those formulating such systems is said to be that some proportion of the knowledge held by a setting’s members is hidden from the undirected view of both The Organisation and its analysts - typically characterised as a tacit knowledge - and can therefore go unnoticed during the design and deployment of new technologies. Notwithstanding its utility, overuse of this characterisation has resulted in the inappropriate labelling of a disparate assortment of phenomena, some of which might be more appropriately re-specified as ‘hidden knowledges’: a standpoint which seeks to acknowledge their unspoken character without making any unwarranted claims regarding their cognitive status. Approaches which focus on the situated and contingent properties of the actual work carried out by a setting’s members - such as ethnomethodologically informed ethnography - have shown significant promise as a mechanism for transforming the role played by members’ practices into an explicit topic of study. Specifically they have proven particularly adept at noticing those aspects of members’ work that might ordinarily be hidden from an undirected view, such as the methodic procedures through which we can sometimes mean more than we can say in-just-so-many-words. Here - within the context of gathering the requirements for new Knowledge Management Systems to support the reuse of existing knowledge - the findings from the application of just such an approach are presented in the form of a Pattern Language for Knowledge Management Systems: a descriptive device that lends itself to articulating the role that such hidden knowledges are playing in everyday work settings. By combining these three facets, this work shows that it is possible to take a more meaningful approach towards noticing those knowledges which might ordinarily be hidden from view, and apply our new understanding of them to the design of Knowledge Management Systems that actively engage with the knowledgeable work of a setting’s members.
2
Gerike, Matthew J. "Explorations in historiographies of geographical knowledges." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/15043.
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Doctor of PhilosophyDepartment of Geography
John Harrington, Jr.
Geographers, as part of their work as scholars and academics, continually “do” geography. Geography is practiced as research when tools, perspectives, and techniques are applied to problems or areas of study, exploring, understanding, and building geographical information. Geography is practiced as a social discipline when geographers interact with those around them, sharing geographical knowledge through writing, publishing, presenting, teaching, and discussion so others can read, listen, and engage. In doing geography – continuously practicing research and engaging in the documentation and communication of geographical knowledge – geographers also actively continuously construct the history of geography. These incidences, slides, and pages of knowledges are the foundation and structure of geography as a practiced discipline. Research explored the historiographies of geographical knowledges in presidential addresses of the Association of American Geographers, thematic conceptualizations of the subfield of cultural geography, and representation of women across editions of introductory human geography textbooks through content analysis and spatial. Conclusions strongly support the contention that geographic knowledges and the nature of geographic thought actively evolve as contemporary scholars practice their profession. By paying attention to these constructive processes and understanding their interactive role in it, geographers are better informed of the history of their specialty and their direct and vested role in the enterprise.
3
Wargen, Joanna. "Subjugated scientific knowledges : detecting the Victorian female scientist." Thesis, University of Westminster, 2013. https://westminsterresearch.westminster.ac.uk/item/8z200/subjugated-scientific-knowledges-detecting-the-victorian-female-scientist.
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This thesis endeavours to examine the presence and absence of female scientists in Victorian fiction by exploring the female experience of science in fiction and in reality. The impact of culture, society and traditional notions of female ‘knowing’ are explored. Real-life women scientists’ work is considered in addition to fictional creations. Firstly, the research explores women such as Jane Marcet’s contribution to popular science writing and the dissemination of scientific knowledge to a predominantly female readership. Secondly, the steps towards women scientists becoming experts in their chosen fields of science are scrutinised. From the limited fictional portrayals of female scientists themes such as the challenges of being an expert scientist, and the implications scientific learning has for love, self-knowledge and on women’s place in society are found. Novels examined include Wilkie Collins’s Heart and Science: A Story of the Present Time, Harriet Stark’s The Bacillus of Beauty and H.G. Wells’s Ann Veronica. Shared experiences and themes also emerge in female detective fiction, where texts such as C.L. Pirkis’s The Experiences of Loveday Brooke, Lady Detective, highlight how the female detective draws upon traditional female knowledge alongside scientific method and utilises them in the field of crime. Both the female scientist and the female detective illuminate how subjugation to the periphery creates new arenas in which women encounter science.
4
Valencia, Mireya. "Restoring Reciprocity: Indigenous Knowledges and Environmental Education." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/pomona_theses/224.
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Environmental education in the U.S. has been slow to incorporate Indigenous knowledges, with most pre-university curriculum centering around Western science. I believe incorporating Indigenous knowledges into environmental education can promote reciprocal, critical, and active human-nature relationships. While Indigenous knowledges should infiltrate all levels of environmental education, I argue that alternative forms of education which operate outside the formal school system might present the fewest immediate obstacles.
5
Jones, Verity. "Young people and the circulation of environmental knowledges." Thesis, Cardiff Metropolitan University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398704.
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Ledger, Jean Elizabeth. "Competing knowledges in turbulent times : the use of management knowledge in commissioning organisations in the English NHS." Thesis, King's College London (University of London), 2014. https://kclpure.kcl.ac.uk/portal/en/theses/competing-knowledges-in-turbulent-times(3c6df5c1-5274-437b-bfb7-9b5749a99895).html.
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There is currently little empirical research exploring the uptake of management and organisational knowledge in primary care settings. More is understood about the transfer of clinical research evidence into practice to improve outcomes for patients and to keep professional knowledge up-to-date. This study uses a longitudinal, comparative case study design to explore how Primary Care Trusts (PCTs) and emergent Clinical Commissioning Groups (CCGs) applied managementbased knowledges within their organisations, documenting how this changed in response to shifting events (political, economic) at the macro level. Both case study sites underwent profound processes of organisational change and uncertainty during the period 2010-2012, so we contextualise the study’s overarching findings in a wider process of policy ‘turbulence’. The thesis identifies sources of management knowledge accessed by health care organisations and professionals engaged in commissioning work over time. Our findings reveal that commissioning organisations drew upon varied forms of health care management expertise from a range of knowledge suppliers: management consultancy firms, policy advisors, health care think tanks, management academics and local knowledge ‘champions’. The process of management knowledge utilisation in the health sector is therefore described as especially non-linear, pluralist and contingent on external reform narratives that focus managerial and clinical priorities.
7
au, Rose_gal@bigpond net, and Rose Galvin. "Liberating the Disabled Identity: A Coalition of Subjugated Knowledges." Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20051011.122747.
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My thesis explores the notion, originally developed by sociologists such as Goffman and Charmaz, that a persons identity undergoes a difficult and painful metamorphosis in response to the effects of serious long-term impairment or chronic illness. I argue that existing methods of researching what I have come to call the disabled identity generally avoid a deeper exploration of the social context in which this kind of marginalisation occurs. To address this absence, I develop a research methodology which combines an intensive exploration of the personal experience of disability with a critical analysis of the social and historical context in which the disabling of identity occurs. I approach the former through grounded theory and the latter through a Foucaultian analytics of genealogy and governmentality. These are informed by the theoretical insights surrounding the social model of disability which claims that disability is not a physical problem based on personal tragedy but is a social imposition based on exclusion and stigmatisation.
In accordance with this, the thesis proceeds in three successive stages. First, I apply a genealogical analysis to disability in general, then more specifically to the disabled identity, to provide the background for my qualitative research. The purpose of genealogy is to reveal that the concept under investigation is not a self-evident given but a social construction which has developed to serve varying interests over time. Through this process it becomes evident that disability has evolved as a concept which performs as a counterpoint to the norm and, as such, provides a measure of what not to be in terms of contemporary neoliberal citizenship.
Next, I engage in a grounded theory study which draws on the stories of disabled people to explore how their self-perceptions and the attitudes of those around them have been affected by disability. These stories stem from a variety of data sources, including my dialogues with participants, written stories from participants, and published autobiographies. Their analysis results in the emergence of the following themes: independence, occupational identity, and sexuality/appearance. Each theme is discussed in a separate chapter which attempts to let the stories speak for themselves by way of lengthy excerpts from the participants and texts, and combines them, where relevant, with my own insights and experiences as a disabled person.
In the final stage, I use a governmentality analysis to explore these themes and to place them in their current social and historical context. Here I suggest that independence, work and sexuality are key factors which are used to divide the affiliated from the marginalised in contemporary neoliberal societies. I argue that the two technologies which currently have the most impact on how independence, work and sexuality are governed in relation to disability are welfare reform and sexual rehabilitation. Here I explore the available primary sources - particularly the last five years of Australian government policy on welfare reform and a selection of sexual rehabilitation texts - to reveal how governance seeks to operate as a liberatory force while remaining oppressive due to its paternalism and reinforcement of normative prescriptions.
The final chapter further problematises disability in relation to the governmental concepts of self-esteem and empowerment in an attempt to unpick what can be claimed to be emancipatory from what remains embedded in the dominant discourse. By deconstructing necessity and exploring the root causes of oppression through what Foucault refers to as the disinterment of subjugated knowledges, the thesis outlines an alternative discourse in relation to disability and opens up new possibilities for the creation of more positive identities.
8
McFarlane, Colin. "Travelling knowledges : urban poverty and slum/shack dwellers international." Thesis, Durham University, 2004. http://etheses.dur.ac.uk/3126/.
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The relationship between knowledge and development is of growing importance in development theory and practice. Despite the growth in interest, there are significant issues that have not been explored in detail. I will focus on some of these issues, including: the ways in which knowledge and learning are conceived and created in development; the ways in which knowledge travels; the opportunities for learning between 'North' and 'South'; and the political spaces that are created through different kinds of knowledge. To explore these issues, I examine a network of non-governmental organisations (NGOs) and community-based organisations (CBOs) called Slum/Shack Dwellers International (SDI). This network seeks to reconfigure the governance of urban poverty reduction strategies and encourage poor' people to re-think their own capacities and potentials. In particular, I draw on interview-based fieldwork conducted on one key member of this group, the Indian Alliance based in Mumbai. I critically examine some of the possibilities and challenges of various forms of 'travelling knowledges'. These are strategies that have travelled through exchanges, wherein groups of poor people travel from one settlement to another to share stories and experiences with other poor people in what amounts to an informal 'training' process. By examining exchanges between SDI and groups in the UK, I critically discuss the broader potential in development to move beyond barriers of North and South that limit learning. I adopt a broadly post-rationalist approach to the concerns in the thesis. Through this, I argue the importance of considering knowledge and learning as produced through relations of near and far, social and material, and as driven by routines and practices. A post-rationalist approach helps us to understand and appreciate the importance of geography for knowledge and learning in the SDI network. This approach draws attention to power. It encourages a critical consciousness that is alert to the kinds of knowledge conceived for development, and that recognizes the various ways in which different knowledges help create different types of politics. A post-rationalist approach also cautions against conceptions of knowledge and learning that risk marginalizing geography and power in development more generally. The thesis demonstrates the need to give further consideration of how knowledge is conceived as a development strategy, and what the potential possibilities and pitfalls of travelling knowledges are.
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Mahiri, Ishmail O. "Knowledges, fuelwood and environmental management in Kisumu district, Kenya." Thesis, Durham University, 1998. http://etheses.dur.ac.uk/5016/.
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Fundamental issues of natural resource management revolve around diverse worldviews, knowledges and practices, which cannot all be captured within the policy framework. The Western worldview, which reflects mainly the utilitarian, economistic view of resources, has influenced and shaped the trend management of natural resources has taken world-wide. The Western worldview contrasts with local knowledges, which are uniquely innovative, highly dynamic, tacit, contextual and/or locality-specific. This thesis explores the fuelwood problem in Nyando Division of Kisumu District in Kenya, seeking both a holistic understanding and an emphasis on the interface between official policy and local rural practice, including the varying knowledges. The study focused on two case study clans, Muga and Kadhier in Awasi and Kochogo Locations, respectively. Most fuelwood in the study areas is from on-farm and multiple accessible sources. This contradicts the 'fuelwood orthodoxy' school which associates fuelwood consumption with deforestation and 'woodfuel crisis'. Aerospace imageries clearly illustrated a change and decline in stand density of the woody vegetation cover in Nyando Division over time. Differences in fuelwood availability and inequalities in endowment of wood/tree resources in and between the study localities exemplify critical questions of entitlement in the face of 'abundance'. Tree planting was not seen to be synonymous with fuelwood availability. This scenario promotes the fuelwood trade, high dependence on fuelwood purchase and supplements of crop residues by local households. Land privatisation has exacerbated the situation. Distances travelled to collect fuelwood have decreased as people turn to alternative and purchased fuels. Opportunities in the study area for the resolution of the fuelwood problem include promotion of less culturally restricted and less economically valuable trees, and a more farmer-sensitive approach from government and NGOs which recognises farmers as active partners in the interface between policy and rural practice.
10
Holland, Tessa. "Navigating slow, 'fast' and crafted knowledges : knowing through Cittaslow." Thesis, University of Newcastle upon Tyne, 2018. http://hdl.handle.net/10443/4006.
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This thesis argues that a conceptualisation of Slow, ‘fast’ and crafted knowledges provides a new way to think about contextual conflicts of understanding in everyday life. The project was developed with the UK branch of the international network of Slow towns, Cittaslow. It involved working on in-depth qualitative case studies with support from collaborative partners and alongside diverse stakeholders and residents of member towns. Cittaslow represents an attempt to make new accommodation with a changing world, using a vision that incorporates the benefits of modernity while simultaneously valuing the traditional life-skills and human-scale quotidian needs of town residents. Arising from an original proposal which emphasised method, the project evolved to draw in the philosophy of the Slow Movement, re-imagining Slow as an analytical and methodological approach that can be used to critique power relations produced by the dominance of ‘fast’ narratives. The thesis develops a theorisation of Slow and ‘fast’, and interprets knowledges in the light of these understandings. Findings from fieldwork are discussed to shed light on the idea of ‘conflicts of knowing’: where different ways of understanding the world are afforded various degrees of credibility, impacting their potential for agency. The research revealed that some knowledge systems come to dominate and delegitimise others at the expense of local identities and livelihoods – with the potential to also impact environmental and economic factors. The discussion reframes previous analyses of Cittaslow and introduces a craft perspective as an aspect of Slow. This allows an exploration of acts of ‘making’: how research is made; how the field is made; how local knowledges are made; and how Slow identities are made – or sought to be made. It proposes the geographical analogy of navigating (as with a compass) as an alternative to applying a template (as if reading from a map), and suggests these concepts allow new understandings to emerge. Slow, ‘fast’ and crafted knowledges are analytical and conceptual framings that can reveal subtle power dynamics without entrenching superficial differences. Instead they reveal where hidden continuities underlie apparently oppositional categories, and so invite a re-imagining of where mutually beneficial synergies might lie.
11
Galvin, Rose. "Liberating the disabled identity: a coalition of subjugated knowledges." Thesis, Galvin, Rose (2004) Liberating the disabled identity: a coalition of subjugated knowledges. PhD thesis, Murdoch University, 2004. https://researchrepository.murdoch.edu.au/id/eprint/38/.
Full textAbstract:
My thesis explores the notion, originally developed by sociologists such as Goffman and Charmaz, that a person's identity undergoes a difficult and painful metamorphosis in response to the effects of serious long-term impairment or chronic illness. I argue that existing methods of researching what I have come to call 'the disabled identity' generally avoid a deeper exploration of the social context in which this kind of marginalisation occurs. To address this absence, I develop a research methodology which combines an intensive exploration of the personal experience of disability with a critical analysis of the social and historical context in which the disabling of identity occurs. I approach the former through grounded theory and the latter through a Foucaultian analytics of genealogy and governmentality. These are informed by the theoretical insights surrounding the 'social model' of disability which claims that 'disability' is not a physical problem based on personal tragedy but is a social imposition based on exclusion and stigmatisation.
In accordance with this, the thesis proceeds in three successive stages. First, I apply a genealogical analysis to disability in general, then more specifically to the disabled identity, to provide the background for my qualitative research. The purpose of genealogy is to reveal that the concept under investigation is not a self-evident 'given' but a social construction which has developed to serve varying interests over time. Through this process it becomes evident that disability has evolved as a concept which performs as a counterpoint to the norm and, as such, provides a measure of 'what not to be' in terms of contemporary neoliberal citizenship.
Next, I engage in a grounded theory study which draws on the stories of disabled people to explore how their self-perceptions and the attitudes of those around them have been affected by disability. These stories stem from a variety of data sources, including my dialogues with participants, written stories from participants, and published autobiographies. Their analysis results in the emergence of the following themes: independence, occupational identity, and sexuality/appearance. Each theme is discussed in a separate chapter which attempts to let the stories speak for themselves by way of lengthy excerpts from the participants and texts, and combines them, where relevant, with my own insights and experiences as a disabled person.
In the final stage, I use a governmentality analysis to explore these themes and to place them in their current social and historical context. Here I suggest that independence, work and sexuality are key factors which are used to divide the affiliated from the marginalised in contemporary neoliberal societies. I argue that the two 'technologies' which currently have the most impact on how independence, work and sexuality are governed in relation to disability are welfare reform and sexual rehabilitation. Here I explore the available primary sources - particularly the last five years of Australian government policy on welfare reform and a selection of sexual rehabilitation texts - to reveal how governance seeks to operate as a liberatory force while remaining oppressive due to its paternalism and reinforcement of normative prescriptions.
The final chapter further problematises disability in relation to the governmental concepts of 'self-esteem' and 'empowerment' in an attempt to unpick what can be claimed to be emancipatory from what remains embedded in the dominant discourse. By 'deconstructing necessity' and exploring the root causes of oppression through what Foucault refers to as 'the disinterment of subjugated knowledges', the thesis outlines an alternative discourse in relation to 'disability' and opens up new possibilities for the creation of more positive identities.
12
Galvin, Rose. "Liberating the disabled identity : a coalition of subjugated knowledges /." Galvin, Rose (2004) Liberating the disabled identity: a coalition of subjugated knowledges. PhD thesis, Murdoch University, 2004. http://researchrepository.murdoch.edu.au/38/.
Full textAbstract:
My thesis explores the notion, originally developed by sociologists such as Goffman and Charmaz, that a person's identity undergoes a difficult and painful metamorphosis in response to the effects of serious long-term impairment or chronic illness. I argue that existing methods of researching what I have come to call 'the disabled identity' generally avoid a deeper exploration of the social context in which this kind of marginalisation occurs. To address this absence, I develop a research methodology which combines an intensive exploration of the personal experience of disability with a critical analysis of the social and historical context in which the disabling of identity occurs. I approach the former through grounded theory and the latter through a Foucaultian analytics of genealogy and governmentality. These are informed by the theoretical insights surrounding the 'social model' of disability which claims that 'disability' is not a physical problem based on personal tragedy but is a social imposition based on exclusion and stigmatisation.
In accordance with this, the thesis proceeds in three successive stages. First, I apply a genealogical analysis to disability in general, then more specifically to the disabled identity, to provide the background for my qualitative research. The purpose of genealogy is to reveal that the concept under investigation is not a self-evident 'given' but a social construction which has developed to serve varying interests over time. Through this process it becomes evident that disability has evolved as a concept which performs as a counterpoint to the norm and, as such, provides a measure of 'what not to be' in terms of contemporary neoliberal citizenship.
Next, I engage in a grounded theory study which draws on the stories of disabled people to explore how their self-perceptions and the attitudes of those around them have been affected by disability. These stories stem from a variety of data sources, including my dialogues with participants, written stories from participants, and published autobiographies. Their analysis results in the emergence of the following themes: independence, occupational identity, and sexuality/appearance. Each theme is discussed in a separate chapter which attempts to let the stories speak for themselves by way of lengthy excerpts from the participants and texts, and combines them, where relevant, with my own insights and experiences as a disabled person.
In the final stage, I use a governmentality analysis to explore these themes and to place them in their current social and historical context. Here I suggest that independence, work and sexuality are key factors which are used to divide the affiliated from the marginalised in contemporary neoliberal societies. I argue that the two 'technologies' which currently have the most impact on how independence, work and sexuality are governed in relation to disability are welfare reform and sexual rehabilitation. Here I explore the available primary sources - particularly the last five years of Australian government policy on welfare reform and a selection of sexual rehabilitation texts - to reveal how governance seeks to operate as a liberatory force while remaining oppressive due to its paternalism and reinforcement of normative prescriptions.
The final chapter further problematises disability in relation to the governmental concepts of 'self-esteem' and 'empowerment' in an attempt to unpick what can be claimed to be emancipatory from what remains embedded in the dominant discourse. By 'deconstructing necessity' and exploring the root causes of oppression through what Foucault refers to as 'the disinterment of subjugated knowledges', the thesis outlines an alternative discourse in relation to 'disability' and opens up new possibilities for the creation of more positive identities.
13
Järvinen, I. (Inka). "Revisiting knowledges in education:whose knowledge are we acquiring and imparting and how does that affect local community development?" Bachelor's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201708302772.
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Education is often defined as imparting knowledge and skills for the rising generations. If this is the case, it must be asked who gets to define the knowledge being imparted and knowledge left out. For a long time only a certain kind of knowledge, most often that based on a European worldview, has been regarded as scientific and academic. Recently there has been an increasing amount of research and discourse on different knowledge systems and the knowledge and know-how being gained in the communities at grassroot level are gaining more attention. This development sometimes manifests itself as a dichotomy or a duality between a Western and a local or also known as traditional knowledge systems. In this dichotomous view, Western or Eurocentric science and knowledge is regarded as predominantly white theoretical knowledge that has lost its touch with the real world whereas local and traditional knowledge is viewed as superstitious, irrational and underdeveloped. In this research I am searching for answers and points of view on what kinds of conceptualizations and expectations education promotes of knowledge — what knowledge is regarded as valid and scientific and what not seen as belonging to this category — and how these views affect local community development. My assumption is that there is a correlation between what is being regarded as an authoritarian and scientific knowledge and that of the development of various local communities and whether these communities believe themselves to be able of taking ownership of the development of their own locality. Due to this assumption, I want to see how education can utilize and integrate various knowledge systems. To reach this goal and to answer the questions stated above, I studied literature and research on knowledge, knowledge systems, community development, development work with the aid of perspectives such as the theory of the oppressed by Paulo Freire, the discourse on decolonizing education and the experience of that of FUNDAEC on integrating Western and local knowledge systems in the creation of an educational system serving the needs of rural communities in Latin America. I am hoping for this research, albeit a very initial and superficial one, to assist anyone in becoming more conscious of the knowledge-basis on which their own upbringing and education is based on. More importantly, however, it is aiming for creating awareness among teachers and other educators on what kind of conceptions on knowledge they are strengthening or ignoring in their tasks. As Paulo Freire states, when asking what we are educating for we also need to ask ourselves what we are educating against. (Freire & Shor, 1987, s. 46)Kasvatus usein määritellään tietojen ja taitojen edelleenvälittämisenä kasvavalle sukupolvelle. Jos näin on, on kysyttävä kuka määrittää sen millaisen tiedon pohjalta oppilaita opetetaan ja mitä tietoa heille ei välitetä. Pitkään vain tietynlaista, usein eurooppalaiseen maailmankäsitykseen perustuvaa tietoa on pidetty tieteellisenä ja akateemisena. Nykyään on kertynyt kuitenkin enenevissä määrin tutkimusta ja keskustelua erilaisista tietojärjestelmistä ja paikallistasolla eri yhteisöissä kertyvä tieto ja sen rooli tieteen edistämisessä on saamassa enemmän kuuluvuutta. Tämä kehitys näyttäytyy toisinaan vastakkainasetteluna länsimaalaisen ja paikallisen tai toisinaan perinteiseksi tiedoksi kutsuttujen tietojärjestelmien välillä. Länsimainen tiede ja tieto nähdään ‘valkoisena’ teoreettisena tietona, joka on menettänyt kosketuspintansa oikeaan todellisuuteen kun taas paikallinen ja perinteinen tieto nähdään taikauskoisena, irrationaalisena ja kehittymättömänä. Tässä tutkimuksessa etsin vastauksia ja näkökulmia siihen millaisia käsityksiä ja oletuksia kasvatus edistää ‘tiedosta’ — mikä tieto koetaan validiksi ja tieteelliseksi ja millainen tieto taas ei sitä ole. Oletuksenani on että sillä, mitä pidetään autoritäärisenä ja tieteellisenä tietona, on vaikutusta erilaisten väestöryhmien kehitykseen ja siihen kokevatko nämä kykenevänsä ottamaan vastuun oman yhteisönsä edistyksestä ja kehityksestä. Tästä johtuen haluan nähdä miten kasvatus voi hyödyntää useita tietojärjestelmiä (knowledge systems). Kyseiseen tavoitteeseen päästäkseni tutkin kirjallisuutta ja tutkimuksia liittyen tietoon, tietojärjestelmiin, yhteisöjen kehitykseen, kehitystyöhön sekä hyödynnän Paulo Freiren teoriaa sorrettujen pedagogiasta, kasvatuksen ja tieteen dekolonisaatioon liittyvää kirjallisuutta ja länsimaista sekä paikallista tietoa koulutusjärjestelmässään yhdistävän FUNDAEC-nimisen järjestön kokemuksia Latinalaisessa Amerikassa. Toivon tämän tutkimuksen auttavan ketä tahansa tulemaan tietoiseksi siitä tietopohjasta johon heidän oma kasvatuksensa ja koulutuksensa perustuu, mutta myös erityisesti opettajia ja kasvattajia tulemaan tietoiseksi siitä millaisia oletuksia tiedosta he vahvistavat tai jättävät huomiotta omassa tehtävässään. Kuten Paulo Freire sanoo, kysyessään minkä puolesta kasvatan, kasvattajan on myös kysyttävä itseltään mitä vastaan kasvatukseni sotii. (Freire & Shor, 1987, s. 46)
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Cook, Brian Robert. "Knowledges, controversies and floods : national-scale flood management in Bangladesh." Thesis, Durham University, 2010. http://etheses.dur.ac.uk/371/.
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This research explores the views, beliefs and knowledges of experts responsible for flood management in Bangladesh. As one of the most disaster-prone nations on Earth, and in response to the neglect of power-holding experts within the existing literature, this project analyses the differences between academic accounts of flooding, labelled the ‘prevailing understanding’, and the local expertise of those responsible for management. Relative to the entrenched narrative, local experts are surveyed and an alternate interpretation is constructed using their knowledge. This combination of textual and perception-based analyses accounts for the complex interrelations between competing forms of knowing. It is on this juxtaposition that the research contributes to new knowledge. The thesis is based on research conducted in Bangladesh between November 2007 and March 2008. To accomplish its objectives, using prominent debates as entry points, academic and government sources are used to account for the lineage of the prevailing understanding. On the basis of this narrative, qualitative interviews with 54 experts explore the construction of flood management knowledge and its relationship with decision making. The experts describe and justify understandings of flood management that are contextual, adaptive and indefinite, challenging many of the assumptions associated with the prevailing understanding. The findings inform several findings: that individuals close to the poverty line are uniquely vulnerable; that disasters merge with management to produce second-generation events; and that a hybrid socio-physical context is both a product and a producer of flood management knowledge. Overall, despite the already complex issue of flooding, managers in Bangladesh consider increasingly issues as diverse as poverty, environmental sustainability and economic and human development. Given the scope of the controversy surrounding flood management, the findings show how analyses of competing knowledges, assumptions and framings can aid the interrogation of prevailing knowledge to generate original findings
15
Takeshita, Chikako. "Coordinates of Control: Indigenous Peoples and Knowledges in Bioprospecting Rhetoric." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/41439.
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In this thesis, I draw attention to how representations of indigenous peoples and knowledges in the rhetoric of bioprospecting weave the people into multiple coordinates of discursive control. Bioprospecting, or the exploration of biological resources in search of valuable genetic and chemical material for commercial use, is portrayed by proponents as an ideal project which benefit all of its stakeholders. I challenge such perception by exposing the power relationships underlying bioprospecting proposals as well as the various interests built into their rhetoric. My particular interest lies in exploring the implications for indigenous peoples whose appearances in bioprospecting proposals are less than voluntary. I make three claims: (1) that the representation of indigenous peoples as stewards of the environment is a role assigned to them, which is then circulated and mobilized within the bioprospecting rhetoric in order to support its arguments concerning biodiversity conservation; (2) that indigenous knowledges of the environment, of medicinal plants in particular, are taken out of their original socio-cultural contexts, utilized, appropriated, and valorized by bioprospectors who construct the rhetoric; (3) that the visibility of indigenous peoples and knowledges, which was heightened as a result of the increased interest taken in controlling them, opens up new opportunities for the people to resist misappropriation and struggle for self-definition. In short, this project takes indigenous peoples and knowledges as the intersection of forces and interests comprising an intricate web of power relationships, within which any participant can attempt to empower oneself either by resisting or manipulating the control to which one is exposed.Master of Science
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Pěničková, Daniela. "Delocalized knowledges : conceptualizing problem gambling in a Native American reservation community /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3190539.
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Thesis (Ph. D.)--University of Oregon, 2005.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 307-315). Also available for download via the World Wide Web; free to University of Oregon users.
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Ewing, Bronwyn. "Recognising Torres Strait Islander Women’s Knowledges in their Children’s Mathematics Education." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79697.
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This paper discusses women’s involvement in their children’s mathematics education. It does, where possible, focus Torres Strait Islander women who share the aspirations of Aborginal communities around Australia. That is, they are keen for their children to receive an education that provides them with opportunities for their present and future lives. They are also keen to have their cultures’ child learning practices recognised and respected within mainstream education. This recognition has some way to go with the language of instruction in schools written to English conventions, decontextualised and disconnected to the students’ culture, Community and home language.
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Furo, Annette. "Decolonizing the Classroom Curriculum: Indigenous Knowledges, Colonizing Logics, and Ethical Spaces." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37106.
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The current moment of education in Canada is increasingly asking educators to take up the mandate and responsibility to integrate Indigenous perspectives into curricula and teaching practice. Many teachers who do so come from a historical context of settler colonialism that has largely ignored or tried to use education to assimilate Indigenous peoples. This project asks how teachers are (or are not) integrating Indigenous perspectives into the classroom curriculum. It asks if and how Eurocentric and colonial perspectives are being disrupted or reproduced in classroom dialogue, and how learning spaces can be guided by an ethics of relationality and co- existence between Indigenous and non-Indigenous ways of knowing. Finally, it seeks promising pedagogical practices through which curriculum can be a bridge for building a new relationship between Indigenous and non-Indigenous peoples in what is now Canada.
This project is a critical ethnography of five high school English classrooms in which teachers were attempting to integrate Indigenous perspectives into the curriculum. Over the course of a semester classroom observations, interviews, and focus groups gathered the stories, experiences and perceptions of five high school English teachers, their students, and several Indigenous educators and community members. The stories and experiences gathered describe a decolonizing praxis, which pedagogically situates Indigenous and non-Indigenous worldviews in parallel and in relation, each co-existing in its own right without one dominating the other. The teacher and students who took up this decolonizing praxis centered an Indigenous lens in their reading of texts, and saw questions of ethics, responsibility, and reciprocity as key to changing the relationship between Indigenous and non-Indigenous peoples. Despite this promising pedagogical approach, I identify knowledge of treaties and the significance of land to Indigenous peoples as a significant gap in knowledge for students (and some teachers), which allows many colonial misunderstandings to persist.
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Grayson, Deborah. "Faithful knowledges : the mediation of plural collectives in an interfaith charity." Thesis, Goldsmiths College (University of London), 2018. http://research.gold.ac.uk/24118/.
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Interfaith initiatives have grown rapidly in the UK since the 1980s, but have been little researched. This thesis presents an organisational ethnography of London-based interfaith charity 3FF (Three Faiths Forum), with whom the author conducted two and half years of fieldwork as part of an ESRC collaborative studentship. Founded in 1997 to bring together Muslim, Christian and Jewish faith leaders, 3FF has since opened up its remit to those of ‘all faiths and nonreligious beliefs’, and primarily delivers education works to young people. The organisation is unusual within the interfaith sector, but expressive of broader shifts in religious and other forms of collective identities (Woodhead, 2012). Theoretically, this thesis attempts to adopt a non-modern (Latour, 1993) and non-secular approach to knowledge production, arguing that this is necessary to conceptualise processes of collective building that are inclusive of those of different faiths and beliefs, and which do not re-enact racialised hierarchies and coloniality. Chapters trace the mediation of different forms of knowledge, including the mediations of media technologies, from a number of angles. The empirical material covers the complexities of everyday coexistence between faiths; how the organisation navigated high profile ‘faith-inflected media events’ taking place during the fieldwork period; data practices within the internal workings of the organisation; and a theorisation of the organisation’s practice with participants as involving tacit and embodied knowledges, alongside a critique asking where accountability lies when central aspects of the work remain unspoken. The thesis conclusion outlines some of the lessons that can be drawn from this ethnographic case for constructing a ‘plural collective’ on a decolonial basis, which can challenge inequality despite fundamental disagreements about the nature of knowledge and the agencies at play in the world, and which is “open to contingency but still able to act” (Hall, 1987, p. 117).
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Lutai, I. V. "Creating a questionnaire with evaluation of people knowledges about Lyme disease." Thesis, Sumy State University, 2019. http://essuir.sumdu.edu.ua/handle/123456789/75371.
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Пацієнтам, які зазнали нападу кліщів, та звернулися за медичною допомогою в Сумську обласну інфекційну клінічну лікарню ім. З.Й. Красовицького проводиться анонімне опитування, за добровільною згодою, згідно розробленого опитувальника.Пациентам, подверглись нападению клещей, и обратились за медицинской помощью в Сумскую областную инфекционную клиническую больницу им. З.И. Красовицкого проводится анонимный опрос, по добровольному согласию, согласно разработанного опросника.
Patients who have been attacked by ticks and have sought medical help at Sumy Regional Infectious Diseases Clinic conducts an anonymous survey, with the voluntary consent, according to the created questionnaire.
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Taupo, Katrina Phoebe Tamara. "Close Encounters of the Genetic Testing Kind: Negotiating the interfaces between Matauranga Māori and other knowledge systems." Thesis, University of Canterbury. Sociology and Anthropology, 2006. http://hdl.handle.net/10092/938.
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Since the decoding of the human genome project concluded in 2003, rapid technological advances in the area of human genetics including genetic testing and bio banking have accelerated. Public discussion of genetic testing and biobanking are the focus of this thesis. Genetic profiling and predictive tests aim to establish the causal conditions for disorders such as Fragile X, cystic fibrosis and Huntington's disease. Biobanking involves the storage of genetic material for genetic research and can also include genealogical research. The complex and varied relationships that Maori (indigenous peoples of New Zealand) in different social locations have with western science (and human genetics in particular) is at the heart of this thesis. The thesis explores the responses of three differently located Maori social groups to the challenges posed by genetic testing and biobanking. Focus/contact group discussion with Maori members of the Church of Jesus Christ of Latter Day Saints, a group of rongoa or traditional Maori health practitioners, and a group of Maori lawyers illustrate both diversity in the ways in which Maori respond to the issues posed by human genetics, and connections among them as they draw on Maori ontologies and epistemologies. In the analyses of these discussions which constitute the core of this thesis, Maori can be seen juggling alternative frames of reference and negotiating between knowledge systems. The thesis does not purport to provide an overview of Maori responses to genetic testing. Instead it uses discussion among three groups of research participants to illustrate the relevance of temporal and relational knowledge in local situations. A range of social science and Te Ao Maori conceptual tools are used to analyse conversations among research participants. These tools include discussion of power/knowledge and governmentality, actor network theory, sociological discussions of agency as well as concepts of whakapapa, kaitiaki, mauri, and mana motuhake. My goal is to illustrate both connection and heterogeneity in Maori responses to the challenges posed by genetic testing and bio banking.
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Birchall, Clare. "Discourse and (dis)closure : the necessary possibility and semiosis of conspiracy theory." Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341062.
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Nicholls, Sara. "Playing games with power and privilege: Subjugated knowledges and sport for development." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27779.
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In this thesis, I focus on Southern African peer educators' experiences in facilitating HIV/AIDS education activities within the Kicking AIDS Out network. By utilizing Foucault's (1975) conception of "subjugated knowledges," I work towards four main objectives. In chapter one, I aim to surface a sample of young people's subjugated knowledges pertaining to the "lack of evidence" discourse of sport for development. In chapter two, my objective was to understand better what tools peer educators need to be more effective in their HIV/AIDS education efforts in a sport environment. Chapter three suggests steps to encourage knowledge exchange on sport for development across geographical and cultural boundaries to further national HIV/AIDS education and health goals with Aboriginal communities. I meet my fourth objective, to provide recommendations to the Kicking AIDS Out network regarding the training and support needs of peer educators in a field report, which is not contained in this thesis.
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Ashenden, Samantha E. F. "Governing child sexual abuse : social knowledges and the ambivalence of liberal reason." Thesis, Birkbeck (University of London), 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336769.
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Morton, Katherine Jane Parker. "Anti-ageing and women's bodies : spaces, practices, and knowledges of cosmetic intervention." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16000.
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This thesis examines women’s responses to ageing through cosmetic intervention, as part of broader practices of health and wellbeing. The thesis identifies a lack of geographical attention to the embodied and emotional dimensions of the ageing process and the management and modification of bodies through anti-ageing body-work. In response to this the thesis contributes to existing feminist geographical approaches to embodied experience by addressing the multiple ways that women respond to, and negotiate, the pressures of gendered socio-cultural norms and expectations associated with the body. The embodied methodological approach I take focuses primarily on semi-structured in-depth interviews with practitioners and consumers of anti-ageing technologies and techniques, and participant observation in anti-ageing ‘treatment’ sites, including aesthetic clinics and beauty salons. Informed by corporeal feminism (Grosz, 1994) I use these approaches to engage with the fluidity and ‘fleshy materiality’ of bodies (Longhurst, 2001). In doing so I contribute to existing knowledges of gendered body-work and self-care practices, both empirically and theoretically. The thesis contributes significant new empirical data to the study of the ageing body, enabling reflexive discussion of theoretical approaches, as well as offering new perspectives on theoretical questions on the body and cosmetic intervention. Through analysis of the spaces, practices, and knowledges of anti-ageing body-work the thesis extends existing geographical approaches to emotion and embodiment, gender and identity, and health and wellbeing. I identify contradictions between the medical and therapeutic rationales of anti-ageing body-work, and the ways that such tensions are enacted through the spaces, practices and professional identities associated with ‘aesthetic health’ (Edmonds, 2010). I also develop analysis of anti-ageing body-work in terms of the ‘reframing’ and ‘realignment’ of corporeal temporalities, ‘anticipatory’ biopolitical frameworks of bodily futures, and the emotional context and consequences of the materialisation of time on the body. I also consider such practices in terms of regulation and control, highlighting the growing normalisation of cosmetic intervention as implicated in disciplinary frameworks of corporeal anxiety in relation to gendered framings of body image, risk and responsibility. Finally, I draw attention to a number of future directions in which this research could be developed.
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Ladia, Mary Ann J. "Globalization and health knowledges in the Philippines tuberculosis and the infectious other /." Diss., Connect to online resource - MSU authorized users, 2008.
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Wright, Jacqueline Jane. "Navigating ethics: An investigation into the representation of Indigenous knowledges and subjectivities." Thesis, Curtin University, 2008. http://hdl.handle.net/20.500.11937/1575.
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This thesis consists of two parts; a creative piece called The Telling and a critical essay which investigates the representation of Indigenous knowledges and subjectivities by non-Indigenous writers. In different ways, the novel and the exegesis attempt to tackle the problematic engagement which can ensue between Indigenous and non-Indigenous cultures regarding issues of representation and, as a whole, the thesis aims to make a contribution to understanding the negotiation process involved in issues of representation. Two main protagonists drive the plot of The Telling; a garbage man and a postgraduate university student. Interleaved between these two main storylines are a series of fictionalised oral history transcripts. In the process of conducting research to complete her degree, Annie Fletcher gets drawn into a mystery surrounding the disappearance of a young girl in a remote community in the northwest of the country. Annie uses her position as a researcher to collect stories and unravel a web of deception and intrigue. This leads her to a remarkable truth with ethical implications which has her questioning the basis of much she has taken for granted. The Telling is set in the landscape of remote north western Australia and represents a complex tapestry of people’s lives, disparate cultures, history, current politics and social upheaval.Navigating Ethics: An Investigation into the Representation of Indigenous Knowledges and Subjectivities takes the thematic strands pursued by the novel in order to examine the implications of non-Indigenous efforts to represent the Indigenous, in an Australian context, and investigate how this shapes the writing/research process. This exegesis explores the intersections between ethics, politics and storytelling as they enfold into each other and within the larger domains of culture. It examines the documentation of Indigenous knowledges and subjectivities by non-Indigenous researchers and writers with a view to providing ethical insight into the current climate of writer accountability. In doing so, it illustrates how the location and positionality of the speaker/author/narrator impacts on those being spoken for and spoken about. In addition, the nature of the problematic engagement between the Australian Indigenous community and non- Indigenous writers and researchers involved in the representation of Indigeneity is explored.
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Doyle, Ann M. "Naming and Reclaiming Indigenous Knowledges in Public Institutions: Intersections of Landscapes and Experience." Ergon Verlag, 2006. http://hdl.handle.net/10150/105581.
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Abstract: This paper tells a story of a practitionerâ s experience in a First Nations library and how it shaped a doctoral research project on knowledge organization. It connects the landscape on the edge of a pacific forest to considerations of the impacts of the erasures of Indigenous knowledges by dominant knowledge organization systems and practices. The LIS literature on cultural bias in knowledge organization is reviewed and some ameliorative initiatives described. A theoretical lens conjoins the new sociology of education with analyses by Indigenous governance organizations. The potential of LIS research to contribute to the naming and reclaiming of Indigenous knowledges is highlighted and a proposed research plan to contribute to methodologies for Indigenous knowledge organization is outlined.
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North, Sue, and n/a. "Relations of power and competing knowledges within the academy: creative writing as research." University of Canberra. Creative Communication, 2004. http://erl.canberra.edu.au./public/adt-AUC20051025.121424.
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The aim of this thesis is to explore the politics of discourse within Australian universities with particular reference to the position of creative writing as a research discipline. My thesis argues that some discourses have more power than others, with the effect that some forms of knowledge are seen as valid research and others as invalid, at least in research terms. Academic research has been increasingly dichotomised in the short history of research in Australian universities through issues of public versus private funding, and university concern for sector autonomy. The growing influence on university research, stemming from a global market economy, is one that privileges applied research. Creative writing�s position within a basic/applied dichotomy is tenuous as its practitioners vie for a place in the shrinking autonomous research sector of universities. I show the philosophical understanding of creativity (with specific reference to creative writing) from a historical perspective and explore this understanding in the current climate. This understanding of creativity confounds creative writing�s position as research, for this highlights the obstacles faced in certifying it as a valid form of knowledge. I investigate the current status of creative writing in the area of university research in relation to research equivalence, and examine the terminology, the social structures and individual experiences surrounding creative writing as a form of research.
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Jansson, Maria. "Participation, knowledges and experiences : design of IT-systems in e-home health care /." Luleå : Luleå University of Technology, 2007. http://epubl.luth.se/1402-1544/2007/56.
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Kingdon, Carol. "Re-visioning choice through 'Situated Knowledges' : women's preferences for vaginal or caesarean birth." Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504174.
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Rocksborough-Smith, Eleanor M. "Developing formal, informal and popular geographical knowledges through encounters with Dorset's coastal landscape." Thesis, Durham University, 2001. http://etheses.dur.ac.uk/1601/.
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Anderson, Tarryn-Anne. "Tracking the movement of fish: skipper's logbooks and marine knowledges in fisheries management." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/10031.
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Includes abstract.Includes bibliographical references (leaves 67-71)
Experts in both the line-fisheries and fisheries science sectors specialise in tracking the movement of fish. The knowledge thus gained is integral to both fishing practice and fisheries research, yet the two have often been posited against each other on opposite sides of a spectrum. This dissertation problematises the modernist divide between two different ways of knowing the sea by looking at the points of partial connections between them. It aims to perhaps change the conversations about ways of knowing the sea, so that different sectors may be able to collaborate in research with a view towards positively influencing management decisions. Skipper's logbooks represent one of the primary points of connection between two of the pivotal actors in the line-fishery and offer insight into how communication between them is currently characterised.
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Ahmed, Zahir. "Knowledges, risk and power : agriculture and development discourse in a coastal village in Bangladesh." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302311.
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Van, Wijnendaele Barbara. "Power, emotions and embodied knowledges : doing PAR with poor young people in El Salvador." Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/11238.
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From March 2006 until March 2008 I worked and did research with young people in El Salvador. I coordinated a local youth participation project in the capital, where, at the same time, I conducted fieldwork for my PhD research. The youth project aimed at empowering young people through participatory action research (PAR) and, together with the young participants, I critically reflected on the empowering impact of this participatory process. While participatory researchers and practitioners traditionally stress the importance of critical consciousness and critical discourse as the principal motors for individual and social transformation, my research with the young people particularly confronted me with the power of emotions and embodied knowledges. This research focuses in particular on the politics of emotions; their role in confirming exclusion and oppression and in facilitating empowerment and resistance. In this thesis, I bring together different bodies of theory. I start from the critical literature on PAR and from a poststructuralist account of power and empowerment. I build on an understanding of emotions as socio-culturally constructed and, at the same time, as deeply embodied phenomena. I look into emotional geographies considering emotions as relational and as always functioning within power relations and I use non-representational theory to challenge the privilege of cognition by focussing on practical and embodied knowledges and explicitly recognising their political and empowering potential. I conclude that although participatory researchers have increasingly extended and refined their understanding of power and empowerment, they still focus too much on critical reflection, discourse and conscious/linguistic representation as key to personal and social change. This focus has distracted their attention from the way power works through emotions and embodied knowledges. I believe that participatory researchers should become more sensitive still to the subtleties of power by paying more explicit attention to how emotions and embodied knowledges function within power relations to reproduce or challenge the existing status quo. Such a focus also opens new doors to new ways of empowerment (and politics) by considering alternative methods and media directly engaging with the power of emotions and embodied knowledges to shape the social world.
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de, Rivera Liberty Pascua. "Precarious places, precarious knowledges: Interrogating epistemic inclusion and integration in Disaster Risk Reduction education." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/26891.
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Natural and human-made hazards threaten societies. This is the rationale for the United Nations’ invitation to governments to align their policies and national strategies to the global framework of Disaster Risk Reduction (DRR). Policies for DRR stipulate the inclusion of different perspectives and their integration to the global framework towards building a culture of resilience against disasters. While there have been varying levels of response to this call, less attention had been directed towards a critical reflection of the epistemological features of ‘knowledge’ that undergird DRR, including its expressions in education. In this doctoral dissertation, I engage the lenses of decolonial thinking and practice and critical pedagogy of place in examining cognitive justice; I do so through investigation of the rhetoric of epistemic inclusion and integration in the policies and practices for DRR in cyclone-exposed communities in Australia, the Philippines, and Vanuatu.
With an investigative structure patterned after the comparative case study approach, I followed the biography of DRR policies and their inflections across multiple sites, scales, and time frames. I engaged in ethnographic techniques, including rhetorical policy analysis, interviews, and participant observation. The insights from the research showed that as the rhetoric of DRR policies endeavoured for inclusion, the texts also contracted, as ‘knowledge’ becomes delineated by ‘science’ and as fitting the DRR framework. Place-based knowledges are marginally involved in both policies and practices, and only as an accessory, even as they are considered valuable and necessary. The concluding discussion offers recommendations towards equitable and effective approaches to DRR education - a valuable resource in DRR governance at the local, national, and international levels.
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Ferrer, Sanz Maria N. "Ontologies and knowledges of autonomous resistances in Barcelona: An ethnographic analysis of Can Batlló." Thesis, University of Bradford, 2018. http://hdl.handle.net/10454/17368.
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This research is born from a conscious reflection on the roles and judgements
that traditional scientific analyses imprint in its objects of study, especially in the
field of social movement theory. It aims to understand whether and, to which
extent, autonomous resistances knowledges constructed on the ground
challenge the academic interpretations of those movements. For this reason, the
first part of this dissertation focuses on unravelling how traditional ontologies
have been built and underpin majoritarian scientific analyses. Thus, I review most
current debates in the field. Traditional social movement research tends to focus
on dualist discussions related to new and old social movements, European and
American approaches, behavioural or cost-benefits views, structural and agency
approaches, identity-based interpretations, etc. In opposition to that, I argue for
an ontology breaking with dualist views, placing Deleuze’s concept of difference
at the centre of my argument and feminist ontologies of the body as the medium
affecting the political experience. I propose an autoethnographic method focused
on presenting a cartography of urban resistance movements composed by
difference and rhizomatic relationships in opposition to the homogenisation of
ideas and demands of academic research for pilling up patterns, variables or
categories. Deleuze and Guattari’s concept of the BwO is presented here as a
theoretical tool that helps to introduce the case study in relation with its contexts,
relationships, affects and networks.
The second part of this research narrates and analyses how the proposed
theory is unwrapped in the field. In doing so, I analyse my participation with and
from within one of those collectives, Can Batlló and, more specifically, a project
named La Fondona. Can Batlló is an autonomous and self-organised social centre in the neighbourhood of La Bordeta in Barcelona with which I worked
during six months between 2013 and 2014. Throughout this period, I participated
actively not only in Can Batlló but also in the actions and events that took place
in the neighbourhood of Sants-Montjuïc and Barcelona. Hence, I present an
analysis of the internal processes, relations and knowledge-practices as well as
the relationships that this collective maintains with the community, its sociopolitical
space and historical context. I argue those relations are constructed
through rhizomatic principles as well as drawing from feminist approaches which
put life and the body at the centre of their arguments. These outcomes will be
finally reflected in chapter IX of this dissertation under the lenses of the research
question posed in this thesis. That is whether current urban resistances challenge
majoritarian social movements’ analyses.Marie Curie Fellow Program and University of Utrecth
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Ward, Shelby Elise. "Bodies in Vertigo: the language of liminalities." Thesis, Virginia Tech, 2014. http://hdl.handle.net/10919/51154.
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Starting with my own travel experiences, and with the help of poets, Elizabeth Bishop, Jorie Graham, and Emily Dickinson, I create a theory of displacement, called Vertigo. Vertigo is not only a sense of falling, but a sense of detachment from reality that I felt traversing through different cultures, languages, and worlds for the first time. Vertigo is a liminal, transformative space that allows an individual to experience the created nature of their own worldview and culture. This is also a physical experience, as Bishop, Graham, and Dickinson give evidence to in their poetry, as the individual experiences a heightened sense of their physical bodies. This work acknowledges the privileged position of the traveler, and reveals that often the observations we make in this privileged position can be moves of colonization. Poetry is one way to both acknowledge these moves, and to also show what we can learn from these moments when we continue to question and explore. Additionally, poetry, as a medium of mindful reflection, allows for a language that is capable of handling the physical knowledge of the body; the mental mapping of the cultural and personal realities of the individual; and also the geographic and political landscapes that surround an individual or population, simultaneously. With this understanding, the theoretical framework for displacement, bodies, and place, which Bishop, Graham, and Dickinson give us, is the foundation for exploring how poetry can provide knowledge for more 'scientific' writing, such as, cultural geography or cognitive science.Master of Arts
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Jewitt, Sarah. "Agro-ecological knowledges and forest management in the Jharkhand, India : Tribal development or populist impasse?" Thesis, University of Cambridge, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245151.
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Te, Wiata Joy. "A local Aotearoa New Zealand investigation of the contribution of Māori cultural knowledges to Pakeha identity and counselling practices." The University of Waikato, 2006. http://hdl.handle.net/10289/2329.
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This project investigates the experiences of a small group of social service practitioners as they consider the question of what it means to be Pakeha in Aotearoa New Zealand in 2004. Specifically this study considers the contribution of Māori cultural knowledges to Pakeha identity. It also explores whether therapeutic practices that participants have available, are relevant to their current claims of Pakeha identity. This study highlights the complexity of experience and multiple stories that inform constructions of identity. In approaching the topic I was aware that many important stories of people's lived experience are not often told. People are often silenced due to the difficulty of 'telling'. In this exploration, space was created for the telling of stories, which are often not easily told: stories of struggle and pain; stories of compassionate witnessing; stories of rule-breaking; stories of stepping into territory beyond binaries and stories of richness and delight. Knowledges have been produced that indicate the need for carefully crafted space for often very difficult identity conversations to occur and for voices to be heard. Further, the study has produced knowledges for scaffolding for respectful and honouring conversations . The stories of this project indicate that the conversations required, have their foundation through engagement with the value of fairness. Findings also indicate that forums, where mutual contribution to identity for both Māori and Pakeha can be acknowledged, are a critical to establishing ongoing honourable relationships between Pakeha and Māori New Zealanders. Throughout this project participants acknowledge and honour the rich contribution of Māori knowledges and language to their Pakeha identity.
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Beckmann, Andrea. "The social construction of 'Sadomasochism' : subjugated knowledges and the broader social meanings of this bodily practice." Thesis, University of Edinburgh, 2000. http://hdl.handle.net/1842/26285.
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The central ideas of this critical criminological thesis on the social construction of "Sadomasochism" are informed by Michel Foucault's politization of "truth" and "body" and represent an attempt to engage in politics of difference'(Sawicki, l991) in order to appreciate the contemporary expansion of the 'body practice' of consensual 'SM'. In order to avoid the traditional dualism of mind/body which 'haunts' much of feminist and deconstructionist accounts on 'sexuality', my thesis draws on Merleau- Ponty's notion of 'lived body'. The 'Spanner'-case [R. v. Brown: 1992-93] and the following decision of the European Court of Human Rights (19.2.1997) are taken as a point of departure in order to explore the relationship between legitimised concepts of 'body-practice' and the now legally restricted 'body-practice' of consensual 'SM'. The first chapter of this thesis attempts to defamiliarize the social constructions of 'sexuality' and 'Sadomasochism' as well as the 'body' and 'pain' as these are 'normalising' concepts of 'truth'. In this context the exploration of the meanings of 'body' and 'sexuality' in contemporary consumer culture is crucial as the criminalisation of consensual 'SM' which involves woundings that are not 'trifling or transient' is based on the protection of health 'of the bodies' involved. The following chapter focuses on the empirical research on consensual 'SM'-body-practice which I conducted within a mainly qualitative research-framework and an interactionist emphasis on meaning during 1996/97 in London and thus provides space for the 'subjugated knowledges' of this consensual body-practice'. The exposure of socially legitimized power relationships which are in many ways contradicted by the realities of "Sadomasochism" is the aim of chapter four of this thesis. Within this chapter I attempt to point out several contradictions of constructed meaning that the social construction of 'Sadomasochism' serves to keep hidden via its function of 'Other'. The project of deconstruction thus not only implies the deconstruction of concepts but also aims to expose: "... the problems which reside in the endeavour to keep meaning pure, to say 'just this' and not 'that', because 'just this' always depends on 'that' which it is not." (Naffine, l997, p.89). Chapter five reflects upon the empirical data and attempts to outline the potential broader social meanings of the rising interest in the consensual bodily practice'of 'SM' within contemporary 'postmodern' consumer culture. Chapter six offers an insight and exploration of the to my knowledge not yet empirically researched upon spiritual dimension of consensual 'Sadomasochism' and introduces the notion of transcendence. Apart from the evaluation of the results of a questionnaire on this topic, diverse examples of other historical spiritual practices within their socio-cultural settings are then analysed in their relevance to the current situation. The conclusion of this thesis attempts to offer an alternative reading of the 'bodily practice' of consensual 'SM' as a potential 'practice of resistance' and also explores its potential relevance in connection to Foucault's notion of the care of oneself.
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Kithinji, Wanja. "An inquiry into the integration of indigenous knowledges and skills in the Kenyan secondary science curriculum." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0025/NQ49852.pdf.
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Fenton, Jill Mary. "Geographie passionnelle : the utopian practices and knowledges of the Paris group of the contemporary surrealist movement." Thesis, Royal Holloway, University of London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420307.
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This thesis is about contemporary surrealism in Paris. Surrealism is a magnetic field that attracts individuals wishing to engage in a collective adventure, as well as those who choose to remain outside of the collective yet organise pursuits of an intrinsically surrealist nature. In particular, this thesis focuses on the cultural geographies of contemporary surrealism in Paris by exploring the intellectual, creative, esoteric and revolutionary-poetical practices that compose a surrealist everyday life and engagement with the city. The thesis draws on and extends recent interest in alternative geographical imaginations, urban utopianism and forms of creative resistance and is structured through the following themes: surrealists' mapping of places of attraction and repulsion, utopia and dystopia in Paris, their surrational re-enchanting of the contemporary city; surrealist practices that engage with sidereal geography, astrology and alchemy and reveal new ways of theorising the unconscious city; surrealist creative, strategic and collaborative acts of resistance, that are revolutionary-poetical; surrealist exploration of the contemporary city in the form of a game of derive and two interventions that enact radical, new know ledges of space and alternative urban geographies. The thesis is based on an ethnography that has involved mutual intellectual exchange and observant participation, evident in the surrealists' and my own interest in exploring Ernst Bloch's theoretical thinking on utopia in The Principle of Hope and its relation to the utopian characteristics of surrealist interventions and everyday re-enchantment of the city. Through its attention to possibilities it explores the ways in which surrealist spatial practices evoke Bloch's concept of excedent utopique in terms of what surrealists inherit from their own history, their sense of the city's past, and in relation to the hope they evoke for the future. This is the nature of their geographie passionnelle.
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OLIVEIRA, ANA TERESA DE CARVALHO CORREA DE. "KNOWLEDGES AND PRACTICES OF PRESERVICE PRIMARY TEACHERS´EDUCATORS FOR THE MATHEMATICS TEACHING IN THE ELEMENTARY SCHOOL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=10516@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIORO estudo insere-se no amplo campo de debate a respeito da formação de professores. A pesquisa tem como sujeitos os formadores de professores que vão ensinar matemática nos anos iniciais, bem como os assuntos relacionados a seus saberes e práticas. Buscou-se conhecer quem são os formadores, como se organizam os espaços de formação inicial de professores para o ensino de matemática e como desenvolvem o trabalho formador. Foram realizadas entrevistas semi-estruturadas com dezoito formadores, que ministram aulas de matemática ou metodologia de matemática, em três diferentes níveis: cursos normais em nível médio, cursos normais superiores e cursos de pedagogia. Discutem-se práticas formadoras, identificando conteúdos selecionados, objetivos pretendidos e metodologias desenvolvidas. Como principais resultados, destacam-se a inexistência da formação pedagógica para o ensino de matemática nos anos iniciais, nas escolas normais, e alguns problemas decorrentes. Nas demais modalidades de formação, observam-se a ênfase em conteúdos de números e operações e a abordagem insuficiente de conteúdos geométricos, dos conteúdos relativos ao tratamento da informação e das grandezas e das medidas; a insuficiência da formação pedagógica, entendida freqüentemente, e de forma limitadora, como sendo o conhecimento relativo aos materiais concretos e seu uso. As práticas formadoras parecem ser influenciadas pelo tempo de aulas, pelo (des) conhecimento dos formadores acerca das questões do ensino e aprendizagem de matemática dos anos iniciais, pelo que entendem ser importante abordar no curso e pelas experiências dos formadores como ex-alunos e professores da educação básica. Extraem-se e discutem-se as contribuições de boas práticas formadoras, no âmbito da amostra estudada.
This study is included in the wide field of discussion as far as teachers education is concerned. The research´s subjects under debate are the educators preservice teachers actions, the knowledge these educators are acquainted with and the way they conduce their practices. It was investigated the educators´ main features, how their spaces are organized and how they develop their work. Semi-structured interviews were accomplished with eighteen educators of preservice teachers who instruct mathematics and mathematics methodology in three different levels: medium level normal courses, superior normal courses and pedagogy courses. The study also discusses the practices used by the educators of preservice teachers, identifying the selected contents, the objectives they aim to reach and the methodologies which are developed in their practices. The main results of the research have pointed out some problems, such as the lack of a special pedagogical way of thinking how to teach mathematics in elementary classes in normal courses, considering, also, the respective consequences of this problem. In relation the others preservice teacher education´s modalities, it was possible identify the emphasis on some kind of contents and activities, such as: the priority attributed to the numbers and operations contents; the insufficient approach of geometric contents, statistics contents and greatness and measures contents; the inadequacy of the pedagogic knowledge developed, which is frequently developed in a restricted way, as the knowledge might be related to the concrete materials and their employment. It seems that the educator´s practices are influenced by a series of questions such as the classes durability, the lack of knowledge as far as questions related to teach and learning initial classes concerned, their understanding about the approach since the understand be important to approach contents in their courses as educators, and on the experiences they have had as students and teachers of initial classes and secondary classes. The study also has brought the teachers´ education contributions, in accordance with the sample possible to be organized.
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Michna, Catherine C. "Hearing the Hurricane Coming: Storytelling, Second-Line Knowledges, and the Struggle for Democracy in New Orleans." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2753.
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Thesis advisor: Carlo RotellaThesis advisor: Cynthia A. Young
From the BLKARTSOUTH literary collective in the 1970s, to public-storytelling-based education and performance forms in the aftermath of Hurricane Katrina, and fiction and nonfiction collections in the years since the storm, this study traces how New Orleans authors, playwrights, educators, and digital media makers concerned with social justice have mirrored the aesthetics and epistemologies of the collaborative African diasporic expressive traditions that began in the antebellum space of Congo Square and continue in the traditions of second-line parading and Mardi Gras Indian performances today. Combining literary analysis, democratic and performance theory, and critical geography with interviews and participant observation, I show how New Orleans authors, theatre makers, and teachers have drawn on "second-line" knowledges and geographies to encourage urban residents to recognize each other as "divided subjects" whose very divisions are the key to keeping our social and political systems from stabilizing and fixing borders and ethics in a way that shuts down possibilities for dissent, flux, and movement. Building on diverse scholarly arguments that make a case both for New Orleans's exceptionalism and its position, especially in recent years, as a model for neoliberal urban reform, this study also shows how the call and response aesthetics of community-based artists in New Orleans have influenced and benefited from the rise of global democratic performance and media forms. This dual focus on local cultures of resistance and New Orleans's role in the production of national and transnational social justice movements enables me to evaluate New Orleans's enduring central role in the production of U.S. and transnational constructs of African diasporic identity and radical democratic politics and aesthetics. Chapter One, "Second Line Knowledges and the Re-Spatialization of Resistance in New Orleans," synthesizes academic and grassroots analyses and descriptions of second lines, Mardi Gras Indian performances, and related practices in New Orleans through the lenses of critical geography and democratic theory to analyze the democratic dreams and blues approaches to history and geography that have been expressed in dynamic ways in the public spaces of New Orleans since the era of Congo Square. My second chapter, "'We Are Black Mind Jockeys': Tom Dent, The Free Southern Theater, and the Search for a Second Line Literary Aesthetic," explores the unique encounter in New Orleans between the city's working-class African American cultural traditions and the national Black Arts movement. I argue that poet and activist Tom Dent's interest in black working-class cultural traditions in New Orleans allowed him to use his three-year directorship of the Free Southern Theater to produce new and lasting interconnections between African American street performances and African American theatre and literature in the city. Chapter Three, "Story Circles, Educational Resistance, and the Students at the Center Program Before and After Hurricane Katrina," outlines how Students at the Center (SAC), a writing and digital media program in the New Orleans public schools, worked in the years just before Hurricane Katrina to re-make public schools as places that facilitated the collaborative sounding and expression of second-line knowledges and geographies and engaged youth and families in dis-privileged local neighborhoods in generating new democratic visions for the city. This chapter contrasts SAC's pre-Katrina work with their post-Katrina struggles to reformulate their philosophies in the face of the privatization of New Orleans's public schools in order to highlight the role that educational organizing in New Orleans has played in rising conversations throughout the US about the impact of neo-liberal school reform on urban social formations, public memory, and possibilities for organized resistance. Chapter Four, "'Running and Jumping to Join the Parade': Race and Gender in Post-Katrina Second Line Literature" shows how authors during the post-Katrina crisis era sought to manipulate mass market publication methods in order to critically reflect on, advocate for, and spread second-line knowledges. My analysis of the fiction of Tom Piazza and Mike Molina, the non-fiction work of Dan Baum, and the grassroots publications of the Neighborhood Story Project asks how these authors' divergent interrogations of the novel and non-fiction book forms with the form of the second line parade enable them to question, with varying degrees of success, the role of white patriarchy on shaping prevailing media and literary forms for imagining and narrating the city. Finally, Chapter Five, "Cross-Racial Storytelling and Second-Line Theatre Making After the Deluge," analyzes how New Orleans's community-based theatre makers have drawn on second-line knowledges and geographies to build a theatre-based racial healing movement in the post-Katrina city. Because they were unable and unwilling, after the Flood, to continue to "do" theatre in privatized sites removed from the lives and daily spatial practices of local residents, the network of theater companies and community centers whose work I describe (such as John O'Neal's Junebug Productions, Mondo Bizarro Productions, ArtSpot Productions, and the Ashé Cultural Arts Center) have made New Orleans's theatrical landscape into a central site for trans-national scholarly and practitioner dialogues about the relationship of community-engaged theatre making to the construction of just and sustainable urban democracies
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: English
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Duggan, Gregory L. "In the realm of the Kob Kings : rethinking knowledges and dialogue in a small-scale fishery." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/11942.
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Includes bibliographical references.Emerging from seven months of ethnographic fieldwork and participant observation conducted in the small-scale commercial handline fishery of Stilbaai, this dissertation examines and rethinks knowledges in a bid to open dialogue between experts (academic researchers, fisheries managers and fishers). The field research for this work was conducted in two intensive ethnographic fieldwork trips of four months and three months respectively between early 2010 and 2011. Stilbaai is home to a small-scale commercial handline fishing industry supporting roughly thirty-five permanent boat crews each comprising between three and eight fishers including the skipper. During my time in Stilbaai I worked with a group of fishers, conducting ethnographic interviews and participant observation (which involved fishing trips to sea and 'hanging out' with the fishers).
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Ralphs, Gerard. "'If it's not black gold, then it's bone gold' : contested knowledges of the Prestwich Street dead." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10812.
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Includes bibliographical references (leaves 114-130).The aim of this mini-dissertation is to map out the nature of these contested knowledges of the Prestwich Street dead, and to describe and analyse the struggles of dominance and resistance these different ways of knowing gave rise to. My argument throughout is that out of the clashing of these knowledges emerged a frontier - a discursive space of conflict and turbulence that came into being with the surfacing of the dead, and dissipated with an official decision to prevent basic anatomical research on their skeletal remains. If this discursive battle and this frontier opened up the post-apartheid public sphere to new and emergent (South) African identities, then it also closed down the public sphere with the further entrenchment of particular disciplinary identities and formations, namely archaeology, physical anthropology, development, and heritage resources management.
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Wright, Will. "Living with the tsunami : contested knowledges, spatial politics and everyday practices in South East Sri Lanka." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/9662/.
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The thesis offers an ethnographic account of the ongoing legacies of the 2004 Indian Ocean tsunami, focusing explicitly on communities in Arugam Bay, South East Sri Lanka. It provides empirical evidence that the tsunami should not be considered ‘over’ or an ‘event’ confined to the past, but instead that it is ongoing, shaping everyday life. The thesis argues that ongoing experiences of the tsunami are not equal, and it unpicks some of the relationships that shape these inequalities, specifically with regards to knowledge production in relation to the disaster. In doing this, it highlights the contested geographies surrounding the area. The thesis presents three overlapping ways in which the tsunami continues to be experienced in everyday life: through its spectacularisation and commodification; through the practices of (I)NGOs; and through the lived coastscape. Informed by literature that seeks to understand disasters and places ‘on their own terms’, the thesis develops the concept of ‘communities of practice’: a theory of practice which highlights the contextual nature of practices in everyday life, emphasising that they are both influenced by discursive and embodied knowledges, and in turn, produce knowledges. This term is used heuristically to explore the tsunami’s legacies, and highlights the ways in which specific knowledges are produced and contested in the area. The thesis focuses specifically on four key communities of practice: fishing; tourism; surfing; and researching. These are central to the production of everyday life and hence embodied knowledges of the tsunami, and are therefore present throughout the whole thesis. Running alongside this are a number of themes: the agency of the more-than-human, specifically the sea; memory and memorialisation of disaster; and broader theories of space and place. These are mobilised to argue that people continue to live with the tsunami as a part of everyday life.
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Hannah-Moffat, Kelly. "From Christian maternalism to risk technologies, penal powers and women's knowledges in the governance of female prisons." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ27944.pdf.
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Whelan, Emma. "Well now, who's the doctor here?, boundary-work and transgression in patient and expert knowledges of endometriosis." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ57638.pdf.
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