Hegemony Of Knowledge Research Articles

How many Kirulapana Canals are there in Colombo? Reading everyday imageries and imaginations using southern theory

Urban imaginations, imageries and conceptualizations are always plural and illustrate the formation of knowledge hegemonies. In this article, we engage with the problematic of reading infrastructures with a southern theory lens. We explore multiple imaginations, imageries and conceptualizations of the Kirulapana Canal in Colombo via everyday practices. Analysing the geographical imaginations of the state officials and residents, we illustrate (i) how varied imageries draws from the same hegemonic register, and (ii) how this process reinforces and correspondingly in-turn constructs hegemonic imageries. Using these illustrations, this article will broaden the southern theory discussions via analysing the everyday formation of the metropolis (concentration of knowledge and power) and knowledge hegemony.

Vigilância Popular em Saúde no sul do Brasil: expressões de um território que pulsa

Throughout the country it had been identified diverse initiatives of popular protagonism in the perspective of promotion and protection of life, in search of healthy and sustainable territories. This text aims at describing the experience of a historical, dynamic and permanent process of struggle and social mobilization against the violation of fundamental rights for health and environmental sustainability in the Settlement Santa Rita de Cássia II, in Nova Santa Rita, Rio Grande do Sul, Brazil. This experience can be considered as an action of strengthening and reinvention of health surveillance by the population, therefore a Popular Health Surveillance, trespassing the fragmenting frontiers of knowledge hegemony, going through paths that prioritize and face the problems of its living territory, a territory that pulsates and struggles since its resumption.

The impact of globalized knowledge dissemination and U.S. intellectual hegemony on Taiwan

The phenomenon of globalization has contributed to the spread of knowledge. The earliest economic globalization was related to international trade, and the industrial revolution at the beginning of the twentieth century contributed to the later development of international trade. Post-war globalization became dominated by the United States, whose strong political, economic, and military power sustained the hegemonic realist demand for globalization hegemony to prevail in the world. The Hegemonic Stability Theory (HST), the world system, the Bretton Woods system, neoliberalism, the World Intellectual Property Organization (WIPO), the WTO, and multinational corporations, all of these concepts play an important role in the dissemination of knowledge in the context of globalization, and they also provide room for theoretical explanations and legitimate ways for the US to promote hegemony later on. Hegemony has a profound impact on the development of developing countries. In Taiwan in East Asia, the U.S. has had a long and profound impact on it, from economic and military assistance, to economic and industrial cooperation, to knowledge and cultural exchanges, the U.S. has successfully accomplished the social transformation of Taiwan, and has successfully used knowledge hegemony to control Taiwan’s way of knowledge production and dissemination.

Deconstruction of science hegemony: discursive strategies of Chinese science communication on genetically modified foods

ABSTRACT This study analyzes Chinese online science communication and discussion about genetically modified foods (GMFs). Based on data collected from one of the largest Chinese GMFs science popularization website, it utilizes Wodak’s discourse analysis to investigate how Chinese genetically modified (GM) scientific discourse is characterized by a range of discursive strategies that construct specific identity of Chinese GM scientists and explore science hegemony underlying Chinese GMFs debates. Findings show that discourse features of Chinese GM scientific discourse is objective as well as emotional, particularly conveying a strong sense of superiority realized by trope, argumentative strategies and intertextuality. The unequal power relationship between scientists and the public as well as Chinese intellectuals’ knowledge hegemony could partly explain why those discursive strategies are employed in science communication practices of GMFs debates in Chinese context.

Deradicalization Narratives from Former Convicts in the Digital Space: Sofyan Tsauri’s YouTube Channel Analysis

This paper examines deradicalization programs from the former terrorism prisoners’ narratives on Sofyan Tsauri’s YouTube channel. Through library research and data collection from digital sources using a phenomenological approach, this paper argues that Sofyan Tsauri becomes an influencer in combating radicalization through his YouTube channel which explains matters related to radicalism, extremism, terrorism, and peace that are likely to have resonance in various locations. Further, Sofyan Tsauri's move has become a vehicle for former terrorists to talk about terrorists from their perspective to overcome various barriers to knowledge hegemony. This article suggests that other terrorists and former convicts are expected to be able to replicate such methods of da'wah in the digital era that are friendly to millennials.

The Radical in Ambedkar: Critical Reflections

The Radical in Ambedkar: Critical Reflections

Condições de saúde e relação com os serviços de saúde na perspectiva de pessoas de quilombo

Abstract Objectives to analyze the perceptions of the Quilombola population of Caldeirão about their health conditions and to identify the possibilities and difficulties in the relationship with the health services in their territory. Method a qualitative, descriptive and exploratory study, carried out in the Quilombola Community from Caldeirão, Marajó Island, Pará, Brazil. Data production took place from March to April 2021, through individual semi-structured interviews with 30 residents, and thematic content analysis was applied. Results two empirical categories originated, revealing the Quilombola population’s perceptions about their health conditions and the health-disease process, the relationship that the community had with the local health services and the strengths and weaknesses inherent to this relationship. Conclusions and implications for practice Quilombola people’s perceptions showed a predominance of biomedical knowledge and a hospital-centric view, in addition to their weakened relationship with local health services. It is expected that the research results will encourage dialogue about these populations, considering that they represent a traditional group in a vulnerable situation. It is necessary to carry out further research to investigate/strengthen the Family Health Strategy role and unveil/problematize traditional knowledge in the face of biomedical knowledge hegemony in the scenario of Quilombola populations.

Knowledge Mobilization of Anti-vaccine Movement in Social Media

This study observes social movement in digitalized world along with its role in public policy process. It is especially on how the social movement has access as well as spread and was formed the knowledge in the digitalized world. This study is essential to be further explored in order to enrich the theories of governance and public policies in the digital era. The case to be studied here is anti-vaccine movement in Facebook which has developed in the digitalized world in the context of socio-politics of the Indonesian people in 2018-2019 and using a Content Analysis as method. This study result is that the Anti-vaccine Movement in Indonesia rejected the vaccine program by attacking knowledge hegemony created by medical institutions and government. It has formed a new knowledge by issuing a counter discourse toward the medical discourse. The argument centered on moral anger and structural repression by government agencies, worldwide institutions, pharmacy industries and media and shows the strong logic based on the religious believe idea. This fact shows that the social media plays a role in spreading the ideas of anti-vaccine and gives a way for the movement to develop and to have a strong network which is dynamic and can survive for a long period of time. By mobilizing knowledge through a social movement in the digitalized world, the anti-vaccine movement in Indonesia has a wider network and has a potential to influence the successful of the government program.

Reframing Gendered Disaster: Lessons from Nepal's Indigenous women

Disaster impacts are gendered. Women are often disproportionately vulnerable to and affected by disasters. However, little research exists on how Indigenous women from the Global South experience disasters and how they respond and contribute to the post-disaster recovery. This paper examines the experience of Indigenous women in the disaster recovery process with a case study of Indigenous Guthi in Nepal's Kathmandu Valley. Nepal provides an interesting case as it was devastated by the 2015 earthquakes, and the recovery process continues till today, with many Indigenous peoples at the forefront of the recovery. This paper demonstrates that Indigenous women experience fear and anxiety and have limited capacity and leverage to influence the disaster recovery process. The government response has been unsatisfactory because they were too focussed on materials and physical reconstructions, ignoring the social and cultural recovery. On the other hand, the Indigenous knowledge, institutions, and cultures have tried to combine physical and social recovery, addressing the needs and aspirations of many Indigenous women. However, Indigenous efforts remain insufficient and exclusionary of Indigenous women. Indigenous women are marginalised, and this marginalisation persists with continuing adverse effects on the life and livelihoods of Indigenous women. The paper highlights three ways to reframe gendered disasters: understanding knowledge hegemony, challenging tokenistic participation, and changing the misguided DRR policies and practices of gender mainstreaming.

Futuring an ‘Inclusive Knowledge Futures’ framework beyond IR theories

This article proposes an ‘inclusive knowledge futures’ (IKF) analytical framework as an alternative for integrating African home-grown knowledge architecture (henceforth ‘Afric-rhektology’) into the west-dominated international relations (IR) thought and practice. On the basis of this Afric-rhektological knowledge mantra, I argue that to remain complacent to the current IR studies order, altogether, and to insist on resting in the moment of simple difference, is only to recoil into the obverse of a colonial universalism. It is in fact a purely deconstructive project that cannot offer an alternative to concrete forms of knowledge hegemony. The article factors in ‘disruption’ and brings new tools of analysis based on philosophies rooted in the African socio-cultural context. Disrupting the existing west-dominated fabric of IR theories allows borderless diffusion of knowledge, a reciprocal sharing of resources, cultures and technologies. By so doing, it renders hierarchies and knowledge hegemony utterly useless. Within this knowledge disruption thinking, I evoke the Afric-rhektology tools to mainstream some of the profound Africa based philosophies (Ujamaa and Ubaraza), as a way of accepting multiplicity, hybridity and inclusivity of IR and Futures Studies.

표준화된 체육교과 교육과정 개발의 난제 고찰 : 미국의 교육환경을 중심으로

This article explores sociocultural and education-structural factors that have exerted significant limits on national curriculum reform for school physical education (PE) in the United States (U.S.). Based on prior research and discourses, three primary education-contextual issues that circumscribe extensive curriculum reform were found: socioeconomic and cultural disparities in student population, the longstanding tradition of multiple-layered governance structure, and an deeply held conviction about an idiosyncratic/localized curricular approach among educational professionals. An overly rigid national curriculum has the potential to prompt diverse ideological issues such as inequitable learning opportunities, a hegemony of knowledge, and the reproduction of divisions among groups of students. It would seem to be advisable for extensive curricular reform for school-based PE to be initiated voluntarily at the state or local level to reduce any potential resistance or anti-sentiment from lower level government entities. PE curriculum must be socioculturally responsive, locally flexible, and aligned with the needs and interests of individual students.

Fútbol y murga. El habitar de los clubes carolinos

There is a strong temporal and spatial relationship between the practices of football and murga in the city of San Carlos, Maldonado. They are linked to local actors on a daily basis, and with extra-local actors during the competition seasons, with an alternating temporal intensity (winter for football and summer for murga).  The spatial relationship is generated by the fact that football clubs hold and promote both football teams and murgas in the same facilities. The objective is to detect the situations expressed by these cultural and social universes in their complex articulation and relationship. Hegemonic masculinity in the clubs where these activities take place is linked to the learning processes of a set of body techniques. The way of singing, the relationships with other masculinities and femininities; the hierarchies in the club, consumption, excesses, sensibilities, clothing…it is in this way that certain elements are acquired, giving meaning to the bodies that inhabit these clubs, disputing and testing the hegemony of knowledge, which also shapes up perceptions and appraisals.

De-westernizing hegemonic knowledge in global academic publishing: toward a politics of locality

ABSTRACT Concomitant with the increased pressures on scholars around the globe to publish in top-tiered scholarly indexed English journals, the Indonesian government has imposed a stern policy obliging local scholars to publish in such journals. This policy has serious ramifications for the academic promotions, tenures, research grants and allowances of these scholars. Yet, as it is English that has become the privileged language for global academic publication, there is the tendency that it gives rise to linguistic hegemony in knowledge production and dissemination. Drawing upon in-depth interview results from two Indonesian professors who have ample experiences in writing and publication in the field of linguistics, this study seeks to discover strategies they employed to de-westernize hegemonic knowledge in global academic publishing. In so doing, the article further contributes to the debates over the politics of knowledge production and dissemination amid the intellectual hegemony of knowledge in academic publication.

Practice-led Research in the Art Museum

As art museum education practices get more ambitious in form and content, and to a higher degree inform the overall audience strategies, the need for a research framing is required. The art museum is facing new and high expectation from society and policy makers in terms of being a relevant social and democratic platform inclusive for everyone. To manifest the changes, the institution must draw on all the different museal knowledges, not least the one about the audience. There has been a history of professional hierarchy and knowledge hegemony inside the art museum, where the object-based knowledge has trumped the practice-based. An important reason for this imbalance has been the lack of adequate practice related research methods and a theoretical framing within art museum education. Research in art museum has to a large extent operated within the classical art historical field, but more and more museums are looking to and are drawing on other models outside the museum disciplines to develop new adequate research standards. One of the museums that have undergone a profound change much due to a change in how they think about practice and research, is Tate with research leader Emily Pringle in the lead. Inspired by models within the arts and school system, they have developed a practice-led research method. In this article I will reflect on how and why it is important for art museum educators to do research on their own practice, drawing on both the Tate model and my own experience from working at the National Museum for over ten years.

From Knowledge Hegemony to Intellectual Property Balance - On the Game of Intellectual Property in the Unbalanced State

From Knowledge Hegemony to Intellectual Property Balance - On the Game of Intellectual Property in the Unbalanced State

Commons of Knowledge in Libraries of Universities in Curitiba (PR), Brazil

No cenário das discussões sobre a hegemonia do conhecimento, surge um olhar diverso que busca mostrar a pluralidade dos saberes e a necessidade da partilha. No âmbito do desenvolvimento e disseminação deste conhecimento, prerrogativa de instituições de ensino superior (IES), as bibliotecas se caracterizam como um canal de acesso. Considera-se nesta pesquisa o conhecimento como um bem comum, conforme proposta de Charlotte Hess e Elinor Ostrom. Commons de conhecimento, sendo um recurso compartilhado por um grupo de pessoas e submetido a regras de auto governança. Assim o presente artigo tem por objetivo identificar a biblioteca universitária enquanto um commons de conhecimento. Para a coleta de dados foram realizadas entrevistas semiestruturadas com bibliotecários de uma biblioteca pública e uma privada. Os resultados indicam que o acervo digital da biblioteca pública se enquadra nos princípios de governança de commons de conhecimento, no que se refere as regras de governança, assim como a biblioteca da privada. Por outro lado, a disponibilização do acervo nos espaços físicos nas bibliotecas sob avaliação, não satisfazem todos os requisitos, não sendo, assim, possível classificar as bibliotecas universitárias analisadas na presente pesquisa como commons de conhecimento.

Southern Theory without a North: City Conceptualization as the Theoretical Metropolis

There have been calls to broaden urban theory to incorporate learnings from the Southern or ordinary cities (periphery). These calls are often placed as a counter to the hegemony of the Northern cities (metropolis), which have long been the sites for producing theory. If the metropolis is a concept to describe clustering of power and knowledge, then geographical located-ness of this metropolis in the North is theoretically stifling. Therefore, we need to investigate the formation of metropolises within various cities, to study them in their own right, rather than merely pitching them against the northern cities or theory. Building on the qualitative study of street food sellers, users, and producers, I illustrate contrasting narratives from Colombo and Delhi. I take the lunch-packet sector in Colombo to develop narratives of the city and read it alongside those of the momos (dumpling) sector in Delhi. Through these everyday urban narratives, I build a set of urban imageries, distinct in both cities, and compare them with their planning histories via master plans. Using this juxtaposition, I argue that for the city to be rendered outside of the North’s knowledge hegemony (i.e., for Southern theory), we need to have an interiorized ontological probing.

O avesso da aprendizagem

O presente texto visa, baseado nas teorias de Jacques Lacan e autores neo-lacanianos, descrever e analisar como ao longo da tradição pedagógica ocidental, genuína aprendizagem está sendo inibida por meio da implementação de discursos de dominação social. Através de pesquisa bibliográfica, o trabalho abordará primeiramente o conceito da subversão do sujeito em Lacan e, em seguida, sua teoria dos quatro discursos, evidenciando que o processo de genuína aprendizagem, assim como a cura psicanalítica pressupõem a admissão da condição subvertida do sujeito. Em seguida, o texto discute a presença de elementos discursivos descritos por Lacan nas obras de Platão, mostrando como nelas se inicia a constituição de um sujeito de conhecimento com a negação de sua condição subvertida. As seções seguintes descrevem o aproveitamento das descobertas da psicanálise pelo sistema capitalista e a consequente alteração de processos de subjetivação a partir da segunda metade do século XX, analisando estes processos por meio de um quinto discurso, introduzido mais tarde por Lacan como Discurso do Capitalista. Finalmente é mostrado, como a manifesta repressão pelo discurso do mestre hoje dá lugar para o anonimato de uma hegemonia do conhecimento e pela auto-comodificação de sujeitos. O texto conclui, que a relação interpessoal que viabiliza genuína aprendizagem, a despeito da sistemática repressão pelo sistema educacional, pode ser estabelecida, dependendo da prontidão do educador ou da educadora em admitir sua condição de sujeito subvertido.

The Delhi Bias: knowledge hegemony of India's slum governance

Slum eradication has been a concern in South Asian cities since the colonial times. Legislation and policies are being framed both out of national desires and international strategies. However, very little is being studied on how these legislation and policies come into being, specifically geography's influence in their formulation. The article analyses parliamentary debates from India (Rajya Sabha, 1953–2014), and outlines the process of historical, political, and institutional dominance of Delhi. It shows that the slum legislation and policies in India are formulated by abstracting cases from the Delhi slums. This knowledge hegemony of Delhi is discussed within the growing consideration towards urban theory's southern shift, which puts the Southern cities (megacities) as underdogs. The paper argues that at a regional level, these megacities exert the same hegemony that the southern theory wants to avoid. The results argue towards broadening the southern theory and ordinary city discussions.

Hegemonic and counter-hegemonic discourses in science education from the perspective of a post-critical curriculum theory

This paper explores various theories of curriculum intending to provide a new approach—which we regard as a significant theoretical contribution—to examine the broad set of different discourses that have been shaping science education. We first introduce concepts and values that support traditional and critical curriculum theories and offer some examples of international science education discourses that could be in tune with each of these approaches. We then develop a post-critical perspective (Laclau, Emancipacao e diferenca, EdUERJ, Rio de Janeiro, 2011) on curriculum, with emphasis on discourse theory (Laclau and Mouffe, Hegemonia y estrategia socialista: hacia uma radicalizacion de la democracia, Siglo XXI, Madrid, 1987) and on categories such as discourse, articulation, nodal points, antagonism and hegemony, to identify hegemonic and counter-hegemonic discourses in the scope of Brazilian science education scholarship and teacher education. Our analysis suggests that articulations and nodal points such as scientific knowledge, method and assessment have been framing traditional curriculum features that boost the hegemony of knowledge itself. On the other hand, nodal points such as gender, society, nature, curriculum and power relations have been forging the critical curriculum perspective as a counter-hegemonic discourse in the struggle for the hegemony of knowledge to do something. Nonetheless, more important than this portrait is the disclosure that antihegemonic discourses can support researchers who work for reactivating contingency and new antagonisms to transform science education.