Dialogue Of Knowledge Research Articles

Enhancing South–South Ties: Some Effects of Educational Collaboration between Brazil and PALOP

ABSTRACT This article discusses the dialogue and circulation of scientific knowledge in the South-South context between Brazil and the African Portuguese Speaking Countries (PALOP), focusing on the Political Science and Political Sociology fields. The main questions are: What strategies have been implemented to foster educational cooperation between Brazil and African countries? How much and for whom do these policies provide educational opportunities? Methodologically, the analysis covers historical, political, and diplomatic aspects that have driven collaboration between Brazil and PALOP in education. We based our analysis on a qualitative literature review, triangulated with quantitative data from Brazilian educational policies. The main conclusion is that Brazil has played a relevant role in training PALOP professionals in recent decades through its foreign policy in the educational field, enabling an epistemic dialogue between Africa and Latin America. Therefore, educational cooperation establishes bridges connecting the Brazilian way of thinking and building Social Sciences and the scientific approaches developed in the PALOP, which can serve as an example for other countries that want to strengthen South-South knowledge production.

Co-constructing novel science stories or reciting epic narratives?

Although research findings have emphasized the importance of students being engaged in dialogue and co-construction of science knowledge, implementing the teaching required to promote such engagement is challenging for teachers. Co-construction is crucial not only for students' understanding of science content but also for their familiarity with some of the attributes associated with the nature of science (NOS). Inquiry-based science classroom discourses could facilitate NOS familiarization processes by promoting creativity and collaboration in upper primary school. This article presents findings from a case study of how one teacher created and navigated opportunities for students’ co-construction of science stories in a grade 6 class (age 12) working on the topic “Substances around us”. To examine the classroom dialogue and the teacher’s enablement of students’ co-construction in class, observation data were gathered over seven weeks and analysed using principles indicative of classroom dialogue. Findings show that while opportunities for co-construction were created in science class through for example open-ended questions, the teacher’s use of IRE, complemented with boosted communication for evaluation of student answers, often hampered dialogue and co-construction of novel science stories regardless of how the teaching was organized.

Relational representation: Speaking with and not about Nature

The transnational movement to recognise the rights of Nature continues to fuel experimentation by a growing number of jurisdictions in legal form, content, powers, and governance arrangements. In this paper, we focus on the mechanisms through which Nature is represented in various ways. There is enormous diversity in representational arrangements, but there is no clarity on precisely who should be representing Nature, or how Nature can be represented in human spaces, or even what the intent of this representation is (or should be). We describe a spectrum of representation that ranges from speaking about, to speaking for, to speaking with the natural entity. We develop a model of relational representation that shows the power of speaking with Nature to not only develop relations between the representatives and the natural entity, but also to enable a broader dialogue of knowledges with a wider pool of participants. By examining four case studies (the Mar Menor in Spain, the Río Atrato in Colombia, the Birrarung/Yarra River in Australia and Te Awa Tupua/Whanganui River in Aotearoa New Zealand), we show how these diverse representational models are moving towards the relational end of the spectrum, and identify the challenges and opportunities of relational representation of Nature.

Training young co‐researchers to interview their parents: The transformative potential of intergenerational interviews

AbstractThe turn to co‐production in geographical research is underpinned by the social justice aim to democratise academic practice, and in recent years this has extended to training young people as co‐researchers. However, discussions of intergenerational dynamics in co‐produced research are limited, and there are no accounts of family members interviewing one another. This paper responds to this oversight by presenting a reflective account of a research project centring on intergenerational family discussions and negotiations of climate change knowledge, in which young co‐researchers interviewed parents. We share key considerations for developing bespoke interview training and preparing co‐researchers to undertake interviewing, and we highlight the strengths and opportunities of intergenerational interviews in families. Our core contention is that, when planned and supported with tact and consideration, intergenerational interviews can boost young people's confidence in their skills and generate rich dialogues that may lead to decisions and outcomes that will outlive the research. However, engaging co‐researchers and their pre‐existing familial relationships in research requires careful consideration, practical training, and ongoing reflection, because these relationships are defined by intergenerational dynamics that precede and outlast the research.

Fostering Community Dialogue through Participatory Methods: A People‐First Approach in Participatory Development Activities

ABSTRACTThis paper introduces innovative participatory methods designed to foster community dialogue and engagement in development initiatives. We present participatory mapping, participatory photography, and two culturally grounded games, “Mayuk” and “Cachiveras,” as tools to facilitate community participation, dialogue, and reflection. Grounded in the theory of participatory action research (PAR) by Orlando Fals Borda, these methods prioritize local knowledge, foster a dialogue of knowledge between communities and researchers, and aim for social transformation through active community participation. By implementing these participatory activities, we not only engage communities in identifying resources, strengths, and opportunities but also promote a playful strategy for adults to deepen analysis and engage in critical dialogue about their culture and communication. This approach aligns with the conference theme of Putting People First, demonstrating responsibility, reflexivity, and care in the creation and evaluation of participatory development activities.

Request for confirmation sequences in Egyptian Arabic

Abstract The article presents a description of request for confirmation (RfC) sequences in everyday conversation in Egyptian Arabic. Through a quantitative analysis of 200 sequences excerpted from telephone calls, the analysis is concerned to identify the main design features of RfC sequences and their context-sensitive distribution and use. Analysis reveals that RfCs in Egyptian Arabic often do not bear special syntactic or prosodic marking. Lexical devices, such as inference markers, tag questions, and modulation markers, make explicit the specific epistemic position of the requesters. RfCs mostly attract confirmations. These can be accomplished by minimal responses; however, in most cases, a more elaborate format is used. Greater epistemic independence is suggested in confirmations in which no token is used. Non-minimal responses seem to be normative in the case of disconfirmations. Responders can also employ dedicated means for declining to provide a dis/confirmation. The findings of this study support the view of RfC sequences as a complex site for the display and negotiation of knowledge and social positioning.

How residents and volcanoes co-produce risk knowledge: Ways of knowing and affective attunement to the rhythms of Lonquimay volcano, Chile

In this paper, we present our understanding of the importance of affects in people's sense-making of volcanic risk in everyday life. In doing so, we explore how local knowledge on volcanism is produced and circulated through communities' ongoing affective encounters with volcanoes. Through ethnographic fieldwork and semi-structured interviews, we draw on the heterogeneous experiences and narratives of Malalcahuello residents living next to the Lonquimay volcanic complex in the Southern Andes of Chile. Its last eruption in 1988–1990 formed a new cone on the NE flank, called Navidad (Christmas), which has allowed residents to experience active volcanism in a twofold sense: being affected by its impacts during the eruption, and responding affectively to the volcano in everyday life. The results pave the way for a typology of affect-based ways of knowing volcanism. These are constituted by multiple people's viewpoints: 1) knowing the ground, 2) knowing the territory, 3) knowing the risk, and 4) knowing the behaviour. These ways of knowing vary according to, and are in part determined by, the different rhythms of the volcano itself. Therefore, active volcanism becomes a more-than-human agent of knowledge through its rhythmic presence in people's everyday lives. Over time, the local population has become affectively attuned to both ‘hazardous situations’ related to volcanic eruption and ‘risk and safe situations’ during volcanic quiescence. These attributes of human-volcano encounters turn hazardous spaces into affect-laden spaces at different times, raising the need to rethink spatio-temporal dimensions in knowledge dialogue and disaster risk reduction. Overall, the paper underlines the importance of affect-oriented risk research in Chile and worldwide to account for the pre-existent viewpoints from which a volcano is at the heart of people's concerns.

Indigenous socio-educational recognition in the construction of intercultural knowledge dialogues in education

Indigenous socio-educational recognition in the construction of intercultural knowledge dialogues in education

The Formative, Critical and Emancipatory Potential of the Arts in General and Theatre in Particular

Objective: The aim of this study is to make a reflective and critical contribution to theatre as a learning space, considering paths towards education through art, education for art and education in art. Theoretical Framework: The text is based on the pedagogical, aesthetic, ethical and technical experiences of artists such as Bertolt Brecht, Peter Brook, Eugenio Barba, Augusto Boal, Antonin Artaud, Jerzy Grotowski, Pina Bausch and Ariane Mnouchkine, with the aim of establishing a network of currents of thought that intertwine with Socrates, Theodor Adorno, Walter Benjamin, Paulo Freire, among others, in the combination of art, pedagogy and social transformation. Method: The methodology adopted for this research comprises a bibliographical review, which is decisive for the essayistic and dialogical form that the article seeks to establish with the reader. Results and Discussion: The results obtained indicate that the concept of teaching artist must take on theatre itself and understand that artistic and pedagogical action focused on modes of stage production, scenic thinking and language research already constitute education. Within the concept of the teaching artist, the very structuring of theatre, in its multiple possibilities of experiences, involves artistic-pedagogical decisions and choices. Based on their artistic training and interest in education through art, the teaching artist must link their work to the creative, mobilising and knowledge-building potential that theatre possesses, in direct relation to society from an inter-arts perspective. Research implications: The practical and theoretical implications of this research are based on a conceptual universe that substantiates and emphasises the social and pedagogical role of theatre, the artist and the teacher interested in scenic perspectives that reaffirm the formative, critical and emancipatory potential of the arts. Originality/Value: This study contributes to the specific literature in the area, as well as resulting in a proposition of the Teaching Artist as a mobiliser and builder of theatrical knowledge in direct dialogue with society and other arts.

Geoeducation strategies in the Amazon, Napo Sumaco Aspiring UNESCO Global Geopark

The UNESCO Global Geoparks are grounded in three core principles: education, geoconservation, and geotourism. Since 2015, the Napo Sumaco Aspiring UNESCO Global Geopark (NSAUGG) in the Ecuadorian Amazon has concentrated its efforts on enhancing local capabilities through Earth Sciences education, underscoring the safeguarding of natural and cultural heritage and environmental stewardship. A comprehensive educational dissemination model was implemented, incorporating both indoor and outdoor activities, geoscience education training, geodiversity knowledge enhancement, and the creation of content and workshops that integrate classroom and field-based learning and evaluation. The concepts of geodiversity and geoparks were disseminated to adults and youth, primarily members of the native peoples' communities, particularly those employed at the community tourism centers and the geopark guides designated as “Yuyaiwa Pushak Runakuna.” A total of 60 individuals from the NSAUGG populations between Tena and Archidona cantons participated in the educational activities, which involved 19 geoeducators. These initiatives facilitated an appreciation of the geopark's diverse heritages, including its geological, biological, and cultural assets. The geoeducation efforts fostered geotourism, with the Yuyaiwa Pushak Runakuna acquiring greater value through their assimilation of geological and speleological knowledge. This is evident in their use of geological vocabulary and understanding of geological processes and materials in guiding activities for both national and foreign tourists. The most significant achievement is the establishment of “Geoeducation for Sustainability” actions, which promotes collective life through knowledge dialogues based on Minka (voluntary community work) and Turkana (reciprocity and barter). These actions encouraged a deeper connection to the geopark's heritage and strengthened community cohesion.

Learning processes and repercussions from handicrafts for social and popular education

The research incorporates the experiences of a group of artisans from Azuay and Cañar in Ecuador, aims to reflect on the professional practices of artisan collectives and their relationshipwith formal educational processes from a pedagogical approach focused on social and popular education. The study applies qualitative methodology with ethnographic focus. The results not only highlight that the spaces occupied by craftsmanship in the social imaginary are markedby obstacles and restrictions in professional practice, but also demonstrate that the knowledge they possess is conditioned by ethnic and sociocultural dimensions. Despite having experiencesand knowledge that are not far from the curriculum taught in the educational system, these are excluded and considered of lesser value. The research concludes that recognizing artisanal methods and procedures can be used as powerful formative elements to strengthen identity, democraticparticipation, dialogue of knowledge, social justice, and true intercultural education. Consequently, social and popular education can help promote the active participation of artisans and other collectives and contribute to the transformation and change of unequal structures from a socioeducationalperspective.

Preventive, Curative, and Tolerance Practices: Family Farmers' Local Ecological Knowledge regarding Harmful Crop Arthropods in NW Patagonia

Family farming systems face the challenge of carrying out their activities alongside Harmful Arthropods (HA), which cause damage to edible, wild, and cultivated plants that are fundamental for farmers. This case study, with farmers from the Nahuel Huapi Family Farmers Free Fair (FFAFNH, Spanish acronym), shows some distinctive elements of Local Ecological Knowledge about HA (LEKHA). LEKHA investigated about seven HA among farmers regarding nomenclature, characterization, ecological aspects, cultivated species affected, ways of acquiring and transmitting knowledge, management practices, and HA's importance. Discussed how these aspects allow us to infer the hybrid character of LEKHA, which articulates traditional knowledge of peasant agriculture and Scientific Technical Knowledge (STK). A participatory workshop was carried out, which emerged as a request and demand from the members of the FFAFNH. Fifteen local names were registered, two of which were Mapuche. Most of the HA are recognized as harmful to more than one plant, and the majority (60%) have been with farmers for a long time. Regarding management, preventive practices predominated (57%) over curative practices (14%). We postulated a new HA management practice, "tolerance" (29%), which implies that HA coexist with people in their productive spaces and are deliberately allowed to follow their natural cycles. The predominant ways of acquiring and transmitting knowledge are idiosyncratic and oblique (35% each). The workshop was an instance of reinforcement and self-validation of LEKHA, where a dialogue of knowledge was established back and forth with the STK.

A dialogic approach to transform teaching, learning & assessment with generative AI in secondary education: a proof of concept

ABSTRACT This paper explores the pedagogical potential of Generative Artificial Intelligence (GenAI) in secondary education through a dialogic approach to teaching, learning and assessment. It presents an ongoing action research project in collaboration with a high school in Western Australia, involving four teachers to integrate GenAI in their classrooms. The study aims to develop and evaluate innovative pedagogies for leveraging GenAI to enhance educational practices and student learning outcomes across three action research teams focusing on critical questioning, assessment and differentiation. Drawing on Bakhtin’s concept of heteroglossia, the study conceptualizes GenAI not as a definitive knowledge provider but as a dialogic agent that facilitates collaborative dialogue and co-construction of knowledge among students. This perspective aims to encourage students to critically engage with AI-generated content and integrate multiple viewpoints into their learning, thus fostering key epistemic skills. Initial findings demonstrate active student engagement in dialogues with GenAI, highlighting the use of follow-up questions that indicate critical thinking and creativity. These findings underscore the significance of integrating multiple perspectives and fostering epistemic skills among students, promoting a comprehensive and ethical approach to AI use in education. The research calls for further exploration of GenAI’s pedagogic potential and its broader implications for educational practices, suggesting a promising avenue for pedagogical innovation and the development of critical thinking skills in the digital age.

“... but be sure you let it settle”: Late Modern Authors’ Presence in English Scientific Texts

The use of pronouns shows the author’s intention to address the reading public or the presence of the target readership in texts. This paper focuses on second-person pronouns, which are especially revealing of the author`s desire to engage the reader by endowing on them an active role in the negotiation and construction of knowledge. For the same reason, we will also analyse the use of the word reader. Science writing is thus understood as a dialogue between the two groups of participants involved in knowledge creation. Two usages of you have been detected in previous works using the Coruña Corpus of English Scientific Writing (CC): general and dialogic. The former might be interpreted as a generic “one,” “everybody;” the latter, considered as an in-group strategy that embraces both the writer and the reader. The detailed analysis of the pragmatics of the second person pronouns and reader in Corpus of English Chemistry Texts (CEChET) and Late Modern English Medical Texts (LMEMT) will hopefully shed some light on the object-centred nature of scientific writing.

Dialogue of knowledge in traditional herbal medicine in Mé'pháá and Tu'un savi indigenous peoples in the mountain of Guerrero Mexico

In the indigenous peoples Tu'un savi and Mé'pháá of the mountain region of Guerrero, allopathic medicine and traditional herbal medicine are used, due to this, we consider that dialogues of knowledge should be established between the practitioners of both medicines. We collaborated with 46 individuals to discuss the forms of using medicinal species, preparing treatments, and using allopathic medicine. Through semi-structured and in-depth interviews, 121 plant species were recorded, with which more than 40 diseases are treated, which are distributed in the digestive, muscular, respiratory, and urinary systems:chronic-degenerative and cultural diseases. The dialogue of knowledge between specialists in traditional medicine and allopathic doctors could contribute to the development of their own health project, with which a regional ethnodevelopment plan could be created.

Intercultural and Deliberative Disaster Ethics in Volcanic Eruptions

The objectives of this article are (i) to identify the most challenging ethical dilemmas and questions arising from the experiences of communities and professionals affected by or involved in volcanic eruptions, including risk management, the dissemination of information, and tourism; and (ii) to provide arguments for intercultural ethics to address these dilemmas. Intercultural ethics provide invaluable resources to disaster ethics across all three phases of the complete disaster management cycle. In this article, intercultural ethics is viewed as an ethics grounded in ongoing dialogue, facilitating the examination and establishment of norms and a critical reflection on values and their evolution. This approach recognizes power dynamics that may influence fair participation in dialogues and aims to address them, while also integrating elements of deliberative ethics to ensure that dialogues genuinely contribute to legitimizing decisions. Intercultural sensibility helps bridge the gap between experts and non-experts in both directions (a) by emphasizing the duty of transferring scientific knowledge (for experts) and the responsibility of acquiring scientific literacy (for citizens); and (b) by highlighting the importance of a ‘knowledge dialogue’ that acknowledges the non-scientific knowledge of citizens, rooted in their cultural background and experiences of dealing with past disasters, and shaping life in volcanic territories.

Generative AI

This paper reports preliminary findings from an ongoing, campus wide research project on effective methods for generative AI applicability in pursuit of effective and engaging teaching and learning activities. Generative AI has had a tremendous adoption rate since the public release of ChatGPT 3.5 on November 30th 2022. This has necessitated that educators and administrators consider the potential opportunities and threats usage of generative AI by students and faculty may have on higher education. Recognizing the inevitability of generative AI, the researchers have proposed a university-wide research project to ascertain the changes in faculty and students perspectives when using generative AI The research project is two-fold. First, a longitudinal survey has been developed to address research questions about usage and perceptions of generative AI change over time. The second prong of this research project focuses on the implementation of new and continuing generative AI professional development workshops. These “AI Institutes” are targeted educational opportunities to provide faculty, staff, and students with hands-on experiences that model appropriate ways to teach and learn with generative AI tools. Workshops change based on audience needs, but will be designed to support such processes as introductory and advanced lessons on building learning activities which engage students with generative AI, administrative shortcuts, best practices for writing, and our university’s AI policy and principles. The longitudinal survey, thus, allows the research team to gauge changes in perspectives as the “AI Institutes'' are deployed and widespread adoption of generative AI tools become more mainstream. This paper reports on the first year of this research project, including one survey and one AI Institute. This research on integrating generative AI technologies into teaching and learning has important implications for the field of networked learning. As the paper explores, rapid advances in AI are changing how students and faculty interact with content and each other. Findings from the longitudinal survey and AI Institutes could provide insights into how to thoughtfully leverage these emerging tools to enhance connections, dialogue, collaboration, and co-creation of knowledge within digital learning networks. While further research is needed, this project takes an important first step in assessing faculty and student perceptions that can inform appropriate AI integration. Lessons learned could guide other institutions exploring the potentials and pitfalls of weaving generative AI into networked learning ecosystems.

A Look at Human Trafficking and the Anti-Trafficking Apparatus in Mexico through the Experience of Victoria, a Trans Woman

In this article, we discuss the experience of Victoria, a trans woman who was trafficked in the context of the criminal war in Mexico. Drawing on anthropological and feminist perspectives that privilege the dialogue of knowledge, Victoria’s experience allows us to problematise two central elements of the phenomenon of human trafficking in Mexico: first, the relationship between organised crime groups and human trafficking, and its effects on daily life in local contexts in Mexico, specifically in the experience of a trans woman. And second, the functioning of the Mexican anti-trafficking apparatus which, by focusing on the rescue of victims of sexual exploitation in places where independent sex work occurs, overlooks the identification of other forms of trafficking, such as trafficking for labour exploitation and servitude, both experienced by Victoria at the hands of organised crime groups.

Bad avocados, culinary standards, and knowable knowledge. Culturally appropriate rejections of meat reduction

Cultural conventions are central to tackling unsustainable consumption. In the Global North food conventions are increasingly contested due to the political importance of climate change and the share of global greenhouse gas emissions tied to animal food production and consumption. Significant reductions in meat consumption are touted as pathways to adaptation, but most consumers remain committed to consuming meat-based meals and diets with meat. To explore how consumers handle these issues in today’s cultural context, this article examines culturally appropriate ways of rejecting meat reduction. The theoretical framework is based on interactionism and accounts. The empirical material is from focus group discussions with Danish consumers. We find that in discussions about using plant-based meat, norms of proper culinary conduct are held to be more pressing guides for normative assessment than climate impacts. We also show that the status and function of climate impact “knowledge” is complex and ambiguous. A shared social knowledge of the climate impacts of meat consumption appears to exist alongside “questionable knowledge” and “lack of knowledge”, both of which are referred to excuse, justify, and charge others in reasoning supporting continued meat consumption. Knowledge of climate impacts is accepted when it fits cultural conventions but appears less knowable if it poses challenges to contemporary consumer culture. The article contributes insights into the ways in which cultural conventions and complex knowledge negotiations help to preserve unsustainable consumption.

Identity texts in science for multilingual students: discovering resources with social semiotics

ABSTRACT This study examines how multilingual students (11-12 years) negotiate meaning in writing, drawing, and dialogues in science. Students use emotions, reflections, and experiences from areas other than school when given the opportunity to solve an open-ended task in science. Data consists of texts from three multilingual students and excerpts from co-generative dialogues collected over five months. Expressions of meaning in the students’ drawing, writing, and oral explanations were analysed using a social semiotic framework. The findings illustrate how emotions and everyday experiences play a significant role in the students’ work to create meaning about science knowledge. Furthermore, the findings indicate that students engage through experiences from learning arenas other than school and that those have the potential to create curiosity and negotiation of identity, language, and subject knowledge. The study reflects upon how the aspects of social semiotic theory, identity, agency, and investment are intertwined with subject-specific knowledge when students negotiate meaning. One implication highlighted is the need for consciousness related to students’ different use of semiotic resources, and to encouraging multilingual students to use their semiotic resources. This implies a potential for students to develop science knowledge and teachers to identify their meaning-making process.