Field Of Knowledge Production Research Articles

PERAN EPISTIMOLOGI SOSIAL DALAM ADMINISTRASI PENDIDIKAN

While there is much epistemological debate in the delivery of education, epistemology and the search for scientific studies on educational administration are somewhat less related to research that has a direct impact on educational practice. As a field of knowledge production, educational administration carries out many analyses related to the issue of scientific progress. Its contribution can be made in conjunction with others. That is, innovation or scientific significance is an act of scientific (social) distinction. This means deliberately getting involved with another. In this paper, education administration knowledge is very limited. However, regardless of the diversity of opinion, this paper can be used as a basis for investigating knowledge about the role of social epistemology in educational administration. The analysis carried out shows that social epistemology can be used to transfer knowledge claims in education

Revisiting the promise of eco-political experimentation: an introduction to the Special Issue

In light of pressing challenges such as climate change, real-life, participatory, adaptive, and reflexive experimental interventions have been framed as indispensable incubators for transformative change toward greater sustainability. Yet, to what extent are the promises that were attached to eco-political experimentation around the turn to the 21st Century still plausible today? In this introduction to this Special Issue on eco-political experimentation we first map the alternative that experimentation sought to be in the fields of knowledge production, governance, and civic activism and how critics responded to this agenda. We then make the case for reassessing the promises of experimentation against the backdrop of current societal constellations. These constellations include the renewed invocation of climate science as an authority that demands political action (an authority experimental knowledge production sought to decenter) and de facto return of the state and more centralized forms of governing (which experimental governance sought to go beyond). They also include the return of forms of activism that stress the importance of urgent and decisive action (which experimental action is in part an opposite to) as well as the emergence of civil society experiments in the service of exclusion if not authoritarianism (in contrast to values inclusivity and democracy that are usually attached to eco-political experimentation). The objective of this introduction, and the articles comprising this Special Issue, is to establish a sensorium for ambiguities which we regard as a precondition for experimental action that might actually achieve transformative change as opposed to merely generating hope for it.

The transition between early childhood education and primary education: a literature review

The transition between Early Childhood Education and Primary Education is a process that permeates the academic lives of children, so it is fundamental that it takes place in an interconnected way, with an integrated curriculum and the use of recreational situations and experiences that contribute towards literacy. This literature review analyzes the productions and foundations in the educational landscape and in the field of knowledge production regarding the transition between these two stages of Basic Education, by analyzing articles published in journals classified as Qualis A1 in Brazil, according to the assessment carried out by CAPES in 2019. The articles analyzed had themes aimed at the following a priori categories: Childhood Education; Teacher Knowledge and Practices; Curriculum and Teaching and Learning. After analyzing these articles, guided by Textual Discourse Analysis, three categories and five subcategories emerged. Among the results, we found that most of the articles addressed issues related to the curriculum, literacy and issues related to early childhood, reinforcing the importance of establishing an interconnected and systematic study between the two stages of Basic Education. However, research in the area of transition is insignificant, despite the evident importance of this topic.

We Are Not the Stories We Tell Ourselves

Weng-Choy: Zoe, I’d like to start our own conversation here by acknowledging other conversations—conversations that may not be cited in this particular dialogue but nevertheless inform and make possible what we are saying. Readers unfamiliar with the two of us may not know that you and I have been speaking about the themes and topics at hand for quite some time. For starters, that’s worth pointing out. But perhaps what’s more important to emphasize is that what’s also at stake are the conversations that we have been having, both together and separately, with so many others—artists, curators, historians, and so forth. For instance, this exchange is made possible because you and I have been talking with Mark Philip Bradley over the last years. I’ve been learning a lot speaking with him about his own process of questioning what historians—not art historians—might learn from contemporary art. So what is it that a historian could want to learn from the way contemporary artists engage with history? Historians aren’t like artists, or even art critics, and it’s not simply a matter that art does something different. Sure it does. Rather, it’s a question of how the discipline of history, as it seeks to engage other fields of knowledge production, like the visual arts, as well as other academic disciplines like art history and comparative literature, can address art and culture in “new” ways—how historians can speak to the arts, and listen to the arts, in ways that more fully engage what and how contemporary artists themselves have been doing, as they engage with history.

Grete Mostny and the Making of Indigenous Archaeology: European Immigration, White Racial Hegemony, and Chilean Nationalism

AbstractForced migration as a reaction to National Socialism represents individual as well as simultaneously collective, transnational, and global experiences. Not only identity-forming categories but also forms of knowledge are profoundly reshaped by processes of displacement and resettlement. The paper argues that the biography of the archaeologist Grete Mostny (1914–91) offers an exemplary case study of such processes of adaptation on individual, collective, and academic levels. Due to her escape from Austria to Chile as a persecuted Jew in 1938/39, Mostny's identity as a white European (female) scholar attained a whole new significance and became the door opener for her interdisciplinary career at the interface of archaeology and anthropology in her new homeland. Her research in Chile was a product of a global event—namely mass forced emigration from Europe—as well as of factors on the micro level, such as her European descent and her academic education, which gave her certain privileges in her new environment. When Mostny arrived in Chile in 1939, a new European and U.S. hegemony had already begun to dominate academia in the country, which was trying to modernise itself and move from the academic periphery closer to the centre. Mostny, the once racially persecuted scholar, fit well in this process by making use of her “European” knowledge and her networks. In 1954 she received international attention when she put together a pioneering interdisciplinary research team to study El Niño del Cerro El Plomo, a four-hundred-year-old Inca mummy found in the Andes five thousand metres above sea level. Nationally, Mostny's study contributed, beyond all measure, to the Andean state's identity, as it re-evaluated and enhanced Chile's prehistory. In a time of political and social tensions in Chile, the rediscovery of its Indigenous prehistory—even by a foreign white scholar—helped to overcome the old shadows of colonial historical research, perhaps because in the immediate present the Indigenous movement in Chile offered little potential for consensus. This article uses Mostny's transnational biography as a lens through which to detect these connected histories and entangled hegemonies in the fields of anthropology and archaeology, which have become instrumental in the formation of Chile's national identity. Moreover, the paper shows that the category of race played a central role in the field of knowledge production and career development, not only for Grete Mostny.

Caldwell's Dravidians: Knowledge production and the representational strategies of missionary scholars in colonial South India

AbstractThis article examines British Protestant missionary scholars' representations of Tamil culture and history, analysing how this form of knowledge evolved in relation to missionary concerns and the intellectual trends of nineteenth-century India. I focus on the work of Robert Caldwell, whose scholarship had a profound influence on the identity discourses of twentieth-century Tamil nationalism. I situate Caldwell's work in ethnography and philology within the broader field of colonial knowledge produced about Tamils in nineteenth-century India and within a broader study of British missionary concerns in South India. I examine two of Caldwell's publications to argue that his later work, far from being driven by mere scholarly interests, was also shaped by his concerns as a missionary, and that his evolving scholarship mirrored the development of anti-Brahmanism in British Protestant missionary circles of the time. Missionary anti-Brahmanism arose as a response to the caste system, which missionary groups came to regard as the biggest obstacle to Christian conversions. Departing from some of his earlier ideas, Caldwell strategically positioned his later work to challenge Brahman influence, which he saw as being intrinsically tied to the strength of caste sentiment in Indian society. Caldwell's construction of a discursive framework for understanding Tamil linguistic identity was informed by public reactions to his first publication and his subsequent understanding of the dynamic relationship between European scholarship and Indian social relations. More broadly, this article demonstrates the close relationships between Protestant Christian missionary activity, Indian social politics, and the field of knowledge production in colonial South India.

The process of formation and development of an academic field: the example of sport migration

This research aims to analyze the academic field of knowledge production on the theme of sport migration, highlighting the main authors, institutions, and countries of origin of the knowledge produced. For this, a systematic review was used in three key international databases. A total of 190 manuscripts were identified that dealt with the theme, and it was observed that the rate of knowledge production increased after the 1990s. It was also determined that the theme received important contributions from authors linked to UK institutions. It was concluded that the scientific field of the theme of sport migration has a centrality in English-speaking nations and European countries and could benefit from greater attention being paid to the knowledge output from peripheral countries or researchers from these locations.

What are they writing for? Peace research as an impermeable metropole

ABSTRACT This article explores peace research as a field of knowledge production and the experience of peace practitioners when accessing this field. It aims to challenge the idea that peace research should only deal with knowledge production and not necessarily require scholars to directly engage in peace work as the practitioners do. The current knowledge-making space in peace research is impermeable to the practitioners. This impermeability emanates from the practitioners’ training for urgent and practical solutions for distressed communities and not on knowledge production. Such impermeability creates a metropolic tendency for peace research, which practitioners have difficulty accessing. This paper argues that there is a need for peace research to transcend from its current approach of knowledge production for purposes of describing a phenomenon. Knowledge production should include advocating for direct community engagement as a moral obligation and ensure that the discipline makes sense to the community it operates.

Croatia’s Knowledge Production on Kosovo around 1989

AbstractIn socialist Yugoslavia in 1989 the extremely sensitive matter of Kosovo had an ambiguous effect on the League of Communists of Croatia, which was then still caught in the so-called “Croatian silence”. It did however provoke much turbulence in the Croatian media, which made pointed comments on the larger Yugoslav crisis, on the situation in Kosovo, and on the politics of Serbian president Slobodan Milošević. An intense dynamic could be also found in the field of knowledge production which encompassed scholars, historians, and intellectuals. Who produced knowledge about Kosovo? What were their political and intellectual agendas? How did they intervene in the dominant discourses and media coverage, what debates and reactions did they spark? Within the frames of the history of knowledge, the history of books and intellectual history, the author here assesses the works on Kosovo of a number of Croatian and Yugoslav intellectuals, chiefly Darko Hudelist and Branko Horvat.

A Theory-Practice Divide in a Museum Showcase

Abstract We aim to map the divide between practice and research in the field of knowledge production and diffusion related to museum studies. In doing so, we draw on the domain literature regarding the evolution of museums as institutions and its implications for the development of a dedicated field of studies. The current research focuses on the publishing work undertaken by museum professionals and researchers, as an essential component contributing to the advancement of research as well as to the diffusion of good practices. More precisely, we scrutinized European journals from the domain available on the Web of Science (WoS) as well as journals not included in the “main” scientific flows and generally published in various languages, other than English.

Seismic Shifts: Recentering Geology and Politics in the Anthropocene

A strident focus on atmospheric carbons and on climate change as its distinguishing feature has seen much debate and research surrounding the Anthropocene stray from its conceptual grounding in geology. Yet new research argues that hallmarks of the Anthropocene such as sea-level rise, melting ice sheets, and environmental engineering projects designed to mitigate chronic shortages of potable water all increase the potential of seismic activity, placing geological forces back at the center of conversations on planetary futures. Following calls to consider the political dimensions of environmental change in the Anthropocene, this article examines the multiple layerings of natural hazards, political crises and transformations, and mega-urbanization through the lens of catastrophic geological events, drawing evidence from an ongoing longitudinal study of the devastating Mexico City earthquakes of 1985 and 2017. This case suggests that such events intersect with contemporary political economy in a variety of ways, from the disruption of urban investment patterns and the initiation of processes of mass abandonment or of creative destruction and gentrification to the exacerbation of political crises at scales from the submunicipal to the supranational, the facilitation of social movement formation, and the acceleration of political revolutions such as Mexico’s democratic transition of 2000. These insights offer productive avenues for engaging with the political economies of geological events and processes and the prescriptive powers of geology as a field of knowledge production and political power that increasingly demand attention across an urbanizing planet.

Linking European and Southeast Asian Transdisciplinary Knowledge Production: Lessons Learnt by Doing Evaluation

This article aims to explore knowledge co-production through a critical (and self-critical) reflection of experiences with doing evaluation within the Fostering Multi-Lateral Knowledge Networks of Transdisciplinary Studies to Tackle Global Challenges (KNOTS) project. KNOTS started as a collaborative project to explore the possibilities and increase the expertise of seven institutions from Europe and Southeast Asia in teaching a transdisciplinary approach at their higher education institutions. Planned as a capacity-building tool for higher education, its main objectives were to create a teaching manual and to es- tablish sustainable networks and knowledge hubs in this field of knowledge production. This was to be achieved mainly by means of summer schools and fieldtrips in Southeast Asia, which would enable learning through practical application of the knowledge developed. The realization of this ambitious conceptual formulation turned out to be pretty complex and this holds for the very process of evaluation itself as well. We discuss and illustrate the specific problems of a strict evaluation in such a complex transdisciplinary project. The notorious complexity of interdisciplinary and the more transdisciplinary projects was further increased by the intercultural, respective, transcultural dimension involved. Topics discussed include structurally immanent difficulties, unintended effects of financial and political constraints, complications caused by hierarchies and language, and effects of cultural differences, especially different university science cultures. In the form of lessons learned during the evaluation process, we give some hints for the development and implementation of the transdisciplinary approach as a new tool for reaching socially relevant knowledge, especially in cross-cultural settings.

A experiência do fora em Bang Bang:

A nossa proposta é articular dois campos de produção de saber, quais sejam a filosofia e o cinema numa problematização da experiência do pensar. Desse modo, tendo como interlocutores o cineasta Andrea Tonacci com o filme Bang Bang (1971) e os filósofos Gilles Deleuze e Felix Guattari, buscaremos, em primeiro lugar, nomear um modo de pensar que compreendemos engendrado pelos movimentos erráticos fílmicos, como um pensamento experimental efetuado na ruptura com a realidade determinada; em seguida, definiremos tal procedimento fílmico por intermédio daquilo que aqui conceituaremos como um “cinema menor”. Com a explicitação destas duas questões, construiremos a argumentação explicativa das derivas fílmicas tonaccianas, de modo a mostrá-las enquanto uma força de problematização radical e construção revolucionária da realidade.

From Socialists to Technocrats: The Depoliticisation of Australian Economics

During the 1920s, the discipline and profession of economics in Australia underwent a dramatic transformation. As of 1918, ‘economics’ was deemed inseparable from ideology, and its practitioners were conceived as activists whose political agendas brought their knowledge claims into disrepute. By 1929, the same word denoted a ‘science’, a field of knowledge production populated by disinterested experts who proffered truths deemed essential to modern governance. This article returns to the decade in which economists went from pariahs to prophets and restores a sense of contingency to what transpired. Through a focus on R.F. Irvine and D.B. Copland, I argue that this process was underpinned by a reconceptualisation of the epistemic status and function of economic expertise. As Copland's positivism usurped Irvine's normative approach, economic knowledge was seemingly depoliticised. Once positioned above ideology, ‘economic scientists’ accumulated political power and assumed the norm-shaping role they have inhabited ever since.

Os intelectuais e acadêmicos latino-americanos: entre dominadores e dominados

Para compreendermos o espaço em que atuam os intelectuais latino-americanos na atualidade é necessário realizar uma revisão sobre a constituição desse campo, dela extraindo, para análise crítica, a relação entre o capitalismo e o desenvolvimento das ciências e das instituições acadêmicas. A naturalização do racismo epistêmico ajudou a estruturar o eurocentrismo e seus binômios hierarquizantes dentro do capitalismo moderno, sendo esta uma característica ainda marcante nos âmbitos de produção de conhecimento, seja na pesquisa ou na docência, hoje fortemente condicionados pelas diretrizes do neoliberalismo transnacional. É diante dessa explanação histórica que a posição dos intelectuais latino-americanos na estrutura acadêmica, marcada pelo paradoxo dominados-dominadores, deve ser analisada. O engajamento deles na abertura das universidades, via uma educação intercultural, crítica, dialógica e horizontalizada será defendido como forma de superação desse paradoxo rumo a um pensamento mais autônomo e representativo das realidades locais da América Latina.

Internal consistency in a Swedish history curriculum: a study of vertical knowledge discourses in aims, content and level descriptors

ABSTRACTThe study presented in this article examines the internal consistency of the formal Swedish history curriculum for the upper-secondary school. The research question addresses the extent to which disciplinary aspects—also referred to as vertical knowledge discourses—are transferred from fields of knowledge production to the Swedish formal history curriculum. A qualitative research design is adopted and document content analysis is used to examine the presence of vertical knowledge discourses in the aims, the core content and the level descriptors of the curriculum. The results show that a vertical knowledge discourse is present in two areas of the curriculum: the aims and the section that defines the content of history education. An exception is identified in the section of the curriculum that focuses on assessment, the knowledge requirements. Here, the presence of vertical knowledge is marginal. The conclusion is drawn that there is an inconsistency regarding the presence of vertical knowledge discourses in the Swedish history curriculum. This inconsistency can diminish the availability of vertical knowledge for the students and also lead to a situation where control over history education to some degree is transferred from curriculum designers and teachers to other agents.

A GLOBALIZAÇÃO E A DIVULGAÇÃO DA PESQUISA CIENTÍFICA: CONCENTRAÇÃO DE EDITORAS E IMPLICAÇÕES SOBRE DIFERENTES CAMPOS DA CIÊNCIA

No mundo globalizado, crescem as fusões de corporações no sentido de unificar os mercados em escala planetária. A divulgação do conhecimento científico não foge a esse padrão.Artigo publicado em 2015 na conceituada revista científica PlosOne, abordando a consolidação da indústria editorial científica no período de 1973 a 2013, mostra o crescimento de seis editoras comerciais – Elsevier, Blackwell, Springer, Taylor & Francis, American ChemicalSociety e Sage –,em especial a partir de incorporações de editoras menores. Em 2013, cinco desses editores cobriam mais da metade de todos os trabalhos divulgados através da Web of Science. Tal concentração editorial se expressa de modos diferentes nos distintos campos de produção do conhecimento científico.Seguindo por caminhos muito distintos desses que marcam as grandes fusões internacionais, DEMETRA situa-se na contramão dos interesses comerciais, estando nossos esforços editoriais dirigidos ao fortalecimento da ciência, seja ela já consolidada ou em seus encaminhamentos iniciais. Temos promovido, anualmente, chamadas para números temáticos voltados para o campo das Humanidades. E estamos abertos a iniciativas similares em outros espaços da ciência, guardando os princípios do acesso aberto na disseminação do conhecimento científico.DOI: 10.12957/demetra.2018.32191

中国女性科技精英科研产出规律分析——以中国科学院和工程院女性院士科研论文为代表

本文对以中国科学院和工程院女性院士为代表的中国女性科技精英科研生涯中的整体特征状况、科研生产力和最具影响力论文的年龄分布进行了科学计量统计。研究结果显示，我国院士女性占比远少于男性；历届女院士当选的平均年龄从宏观上趋于年轻化，但整体上平均年龄偏老，也是其创造力和影响力的高峰年龄；多数发表最具影响力论文要比当选院士的时间早8~10年；一定比例女院士有博士学位和留学经历，在知识生产领域有其特殊性。为了促进中国女性科技精英的科研产出，应努力将性别意识纳入科技体制改革和政策实践。 This article scientifically measures the overall characteristics, the age distribution of scientific research productivity and the most influential papers in the scientific career of Chinese female scientists, represented by fellow academicians of the Chinese Academy of Sciences and the Acad-emy of Engineering. The results show that the proportion of females in our country is far less than that of males. The average age of females scientists elected tends to be young, but on the whole, it is rather older, which is also the peak age of their creativity and influence. The age of most publishing the most influential essay is 8 - 10 years earlier than that of the academician election. A certain percentage of female academicians has the doctorate degree and studying abroad experience, and they have their own particularity in the field of knowledge production. In order to promote the scientific output of Chinese women’s scientific elites, efforts should be made to incorporate gender awareness into the reform of science and technology and policy practices.

Exploring the Universality of Feminine Subjugation

<div><p><em>History is witness to the fact that women have been the objects of suppression and subjugation in the world. This oppression has been institutionalized in nearly all the societies of the world. The end result of this process of institutionalization has been the absence of women from the corridors of power, her absence from the fields of knowledge production, her absence in the histories of their places. The objective of this paper is to analyze the near universality of this feminine absence in history. What are the factors that led to this situation and how did feminity end up being valued as ‘inferior’ in comparison to ‘masculine’ attributes. This led to her existence being limited and defined by her corporal self. The end result is that one half of the population of the world had to live a miserable life till feminism emerged on the scene. This paper also traces the emergence of feminism as a reaction to this universality of feminine subjugation. The methodology adopted has been textual and literary analysis.</em></p></div>

A social epistemology for educational administration and leadership

ABSTRACTAs a field of knowledge production, educational administration and leadership scholars do a substantial amount of talking past one another. These parallel monologues are a major issue for the advancement of knowledge. Original contributions can only be made in relation to others. That is, the innovation or significance of scholarship is an act of (social) scientific distinction. This means purposely engaging with the other. In this paper, I argue that the knowledge frontiers of educational administration and leadership are highly fragmented and siloed. I do not, however, see diversity of scholarship as a fatal flaw nor do I argue for a form of knowledge centrism. Rather, my intervention is to propose a social epistemology for moving knowledge claims.