Dialogue Of Knowledge Research Articles

Dialogue of knowledges: the importance of the partnership between scientists and indigenous peoples for the preservation of traditional knowledge

The article "Dialogue of Knowledge’s: the importance of the partnership between scientists and Beroean peoples for the preservation of traditional knowledge" addresses the importance of collaboration between scientists and traditional peoples in the preservation of ancestral knowledge and the promotion of a dialogue of knowledge’s. The aim of this study is to discuss the importance of the partnership between scientists and indigenous peoples for the valorization and preservation of traditional knowledge, which is often left aside or even considered inferior by Western society. Using a bibliographical methodology, various studies and research were analysed that deal with the relationship between scientists and traditional peoples, as well as successful cases of this collaboration. The results show that the dialogue of knowledge is fundamental to the advancement of scientific knowledge, since traditional peoples have a vast empirical knowledge of nature and its sustainable use. Based on these results, it can be concluded that the partnership between scientists and indigenous peoples is fundamental for preserving traditional knowledge, which is essential for maintaining natural resources and promoting greater diversity in scientific studies.

In der »Rumpelkammer des Vergessens«: Frauen zwischen Archiv und Kanon

Abstract With the task of remembering, the archive stores knowledge and thus enables the canon to forget this knowledge. What has been forgotten there can only be (re)remembered if someone decides to visit the archive. The canon, on the other hand, presents selected knowledge for everyone as something that must be remembered. The example of gender bias in the educational science debate on classics makes it clear that the circulation of knowledge is strongly determined. The active examination of forgotten knowledge/persons in the archive offers the opportunity to participate in the negotiation of knowledge in a reflexive and power-critical way.

National first-class course: International Business Negotiation (including International Business Negotiation Simulation)

In line with the educational positioning of Fujian Normal University to “cultivate high-level applied talents needed by society”, and the goal of the International Economics and Trade major to “cultivate applied talents with innovative consciousness, suited to global economic and trade demands”, this compulsory course for the major focuses on addressing students' lack of innovative consciousness and practical abilities. In implementing the course, emphasis is placed on integrating industry and education to jointly cultivate students, fostering innovative thinking and practical skills. The course aims to familiarize students with the basic theories, procedures, strategies, and legal knowledge of international business negotiations, and to master basic negotiation methods, skills, and the art of communication. Students are expected to develop abilities and qualities such as agile and clear thinking, the capability to express and convey information, keen insight, high-level forecasting and adaptability. The course actively implements the principles of “moral education and nurturing talents”, integrates ideological and political elements into the curriculum, and guides students to establish a correct view of negotiations. It aims to shape talents in international business negotiations who are conscious of the rule of law, possess social responsibility, team spirit, patriotism, and are suited to the demands of an open economic development. This paper discusses seven aspects: basic course information, teaching professors (teaching team), course objectives, course construction and application, course features and innovations, course construction plan, and a list of supplementary materials. It elaborately presents the core content of the application in strict accordance with the requirements of the second batch of national first-class undergraduate course application (offline course), offering a reference for the application of the third batch of national first-class undergraduate courses.

Субъектное обучение — глубинный постулат современной концепции высшего (университетского) образования

The phenomenon of subjective learning, discovered by Russian psychology and pedagogy as a higher educational technology of universities, has not, however, been actively developed and introduced into the system of higher professional education. The instinctive (instrumental) acquisition of types of activity experience is similar to the results of animal training. But a person masters all the wealth of socio-historical experience of the activities of previous generations of people, clothed in a word, thought, image. The appropriation of functional and operational mechanisms of a lifetime kind of socio-historical experience of human activity by an individual can be realized only in subjective learning in the form of individual self-study teaching actions and activities in general and cognitive self-assimilation of the conceptual provisions of science. Subjective learning will not take place in full without the student’s self-study in a scientific discipline and the active participation of the teacher as a mentor and supervisor. In the conducted exclusive pedagogical experiment, the search was carried out for the forms of the fundamentally new initiative type of educational practice being discussed — the subject-activity personalized self-learning of students to the conceptual appropriation of knowledge in dialogue with the teacher.

Integrating research evidence in humanitarian health responses: Analysing power and knowledge negotiation using the adapted Extended Normalization Process Theory

BackgroundPeople living in settings affected by conflicts face insecurity and live in fragmented social systems. Conducting research in these settings is essential, however integrating results into practices is complex. Implementation science tools are not used often in such environments. In this paper we explore how a convenience sample of interviewees experienced implementation in these settings, through the lens of the adapted Extended Normalization Process Theory (a-ENPT). MethodsWe conducted in-depth interviews with 26 participants (donors, academics, and humanitarian actors). We assessed what key issues interviewees met and how they negotiated them. We combined an inductive thematic analysis to identify implementation issues, and we applied the a-ENPT deductively to question power imbalances, engaging a group of humanitarian actors as co-authors along the way. ResultsThe main challenges met by interviewees related to a) engaging frontline actors to produce knowledge; b) discussing the results critically; c) integrating research results in constrained learning spaces; and d) managing contextual instabilities in settings affected by conflicts. Interviewees negotiated these constraints through an early involvement of frontline actors, an institutional support, a meaningful engagement of communities, and balanced partnerships. Based on these findings we propose a tool to anticipate the power imbalances embedded in the implementation of research results in settings affected by conflicts, rooted in the a-ENPT constructs. ConclusionWe identified mechanisms that allowed for the negotiation of important challenges and power imbalances, through an implementation science tool. Further research should focus on the perspectives of communities affected themselves.

The game as a pedagogical mediator in the dialogue of local-traditional knowledge in science education: The case of two culturally diverse schools in Colombia

Resumo A diversidade e a diferença cultural na escola revelam a necessidade de implementar novas estratégias nas quais os diversos saberes possam dialogar. Este artigo revela parte dos resultados da pesquisa correspondente à construção e adaptação de jogos por parte de estudantes e docentes da área de Ciências do Ensino Médio de duas escolas colombianas, rural e urbana, em busca dos diálogos de Conhecimentos Locais Tradicionais (CLT) e Conhecimentos Científicos Escolares (CCE). O objetivo foi estabelecer o jogo como mediador pedagógico mediante a metodologia investigação, ação, participante (IAP). Os resultados mostraram que as/os estudantes têm CLT herdadas de suas famílias pela oralidade. As duas comunidades educativas têm semelhanças nos CLT, entre elas, o conhecimento e o uso das plantas com fins medicinais, e alguns jogos vivenciados pelos sujeitos nesses territórios. A partir dos resultados, foram identificados processos de mediação entre os jogos, enquanto artefatos culturais.

A Failed Canonization Process of Theological Knowledge in Contemporary Germany: An Analysis of the Practices of Ordinary Muslims

How do specific theological narratives and religious meanings prevail, fade, or become established? How do certain endeavors to canonize religious knowledge fail? How do the specific meanings individuals attribute to religious knowledge influence processes of negotiation and canonization? Drawing upon intensive ethnographic fieldwork, this article analyzes a particular negotiation of Islamic knowledge within a local jamaat of a German mosque association by taking seriously the practices of ordinary Muslims. It highlights the social dynamics of religious power and emphasizes the social embeddedness of theological meaning-making. In so doing, this article provides insights into the shaping of religious power and authority, and, in particular, into the complex process of successes and failures of attempts to canonize theological knowledge within the contemporary German-speaking Muslim landscape.

Local and Scientific Knowledge Dialogue in Rice Farming Practice in Aceh Besar District

As government partners, it is appropriate that Keujruen blang and agricultural extension workers as facilitators of the government in the agricultural sector must have the same meaning in agricultural practice activities. It aims to achieve the mission of national development embodied into food security priorities through sustainable agricultural agitation. Collaboration between extension workers and customary institutions can create effective agricultural practices to increase the income and standard of living of farming communities. The focus of this study is to analyze the meaning of agricultural practices owned by extension workers and customary institutions in Sukamakmur Aceh Besar sub-district by understanding the role of each actor. To analyze the meaning of agricultural practices for extension workers and customary institutions, this study uses the concept of hierarchy of meaning contained in the theory of Coordinated Management of Meaning (CMM). This research is presented with qualitative methods with ethnographic design. The place of research was conducted in Sukamakmur District, Aceh Besar. This research was conducted from March to September 2023 through several stages. The determination of informants is done purposively. The analysis used is Ethnograpic Content Ananlysis (ECA). Validity in this study was carried out using data triangulation. The results of the study explained that coordinating the meaning of agricultural practices between extension workers and traditional keujruen blang institutions can be assessed from the role of each actor. The coordination of the meaning of agricultural practices between keujruen blang and extension workers with CMM theory shows the similarity of the meaning of agricultural practices by extension workers and keujruen blang, namely realizing sustainable agriculture through the roles of each actor. The role of keujruen blang to realize sustainable agriculture is by maintaining customs in rice field activities, while the role of extension workers to realize sustainable agriculture is by focusing on organic farming.

Understanding US library diplomacy practices in the 21st century

This exploratory case study delves into the views and perspectives of 17 US library experts involved in 21st-century library diplomacy practices. Using the template analysis, four main themes of library diplomacy are identified: (1) the actors showed implicit and explicit roles in diplomatic involvement; (2) the main objective of library diplomacy was to facilitate knowledge dialogue; (3) the strategies aimed to foster cultural humility; and (4) the actors viewed digitalization as a significant instrument in international library work. This research offers significant insights into the less explored topic of library diplomacy, particularly when 21st-century libraries are challenged concerning global issues relating to freedom of information; the values of equity, diversity, inclusion and accessibility; and sustainability efforts. Library diplomacy is more critical than ever to be at the forefront of establishing dialogue around the world. The study encourages further investigation of library diplomacy practices in a variety of geographical and international contexts.

Motor Vehicle Drivers’ Knowledge of Safely Traversing Highway-Rail Grade Crossings

This study investigates motor vehicle drivers’ socioeconomic, personality, and attitudinal factors associated with their knowledge of safely traversing highway-rail grade crossings (HRGCs). A three-step mail-based survey of randomly selected Nebraska households solicited responses from licensed drivers ( N = 980, response rate = 39%). Of the total 31 questions on the questionnaire, nine pertained to respondents’ knowledge of safely navigating HRGCs (e.g., what does a crossbuck sign require a driver to do when approaching a rail crossing?). Correct answers to the questions provided a measure of respondents’ knowledge of safely traversing HRGCs and led to their classification in five ordered categories. A random parameter probit model then assessed associations among respondents’ socioeconomic, personality, and attitudinal characteristics and the five ordered categories of their HRGCs negotiation knowledge. The estimated model revealed that drivers with negative or indifferent attitudes toward HRGCs, who were unemployed, or engaged in risky driving behavior around HRGCs were likely to be less informed about safe HRGCs navigation. Similarly, drivers that disliked waiting at HRGCs and those who did not receive information on HRGCs safety had lower levels of knowledge of safely negotiating HRGCs. Attentive drivers at HRGCs and those who routinely stopped in response to active train warning devices were associated with higher levels of knowledge. Drivers with negative or indifferent attitudes toward HRGCs were less knowledgeable about safe HRGCs navigation. The research findings are useful for targeted driver education and traffic safety programs, safety professionals, and policymakers engaged in HRGCs safety.

“Join the Coalition”: How Pioneer Journalism Communities Reimagine Journalistic Epistemology from the Periphery

This article examines how pioneer journalism communities reimagine journalistic epistemology from the periphery, and traces how ideas about journalism as a form of knowledge are embodied in their metadiscourses and enacted in their epistemic practice. Empirically grounded in metajournalistic discourse analysis of manifestos, event descriptions, and semi-structured interviews, this cross-national multi-method study explicates (1) pioneer journalism communities’ epistemic values found in the manifestos of 20 journalism startups from different parts of the globe and online descriptions of seven innovation-focused industry events; and (2) how pioneer journalism communities put these values into epistemic practice, based on interviews with 30 pioneer journalism producers from four startups located in different journalistic cultures—Bureau Local (UK), The Current (Pakistan), DoR (Romania), and New Naratif (Malaysia). The study findings suggest that pioneer journalism communities around the world imagine their knowledge production praxis as relational and meaningful, and through their metadiscourses and storytelling practices, create self-contained spaces of collective action, where publics play an equally important role in the negotiation of knowledge. Pioneer journalism communities around journalism startups/cooperatives go beyond their traditional epistemic role as facilitators of knowledge and adopt a semi-political, knowledge-based advocacy role, seeking to act upon their visions of “a better future” (Rappler).

Integrating Cultural-Historical Activity Theory and Authentic Learning with Technology in Teaching and Learning: A Case Study Analysis

This research work presents a comprehensive framework that merges Cultural-Historical Activity Theory (C), Authentic Learning (A), and six distinct roles of Technology (T) in the context of teaching and learning. The study reviews five individual case studies that explore the utilization of technology in educational settings, examining their alignment with the CAT framework. The research highlights the significance of adventure games as an effective medium for knowledge construction, wherein embedded puzzles and core content serve as extrinsic mediators, while discussions between players intrinsically mediate knowledge construction. Additionally, artifacts of mass media, such as games, software, and other media, facilitate knowledge production when they function as tools rather than objects of the activity. Drawing on Vygotskian concepts of social tool-mediated dialogical knowledge construction, the research concludes that games and media play an integral role in enhancing teaching and learning experiences. This study aims to contribute to the broader understanding of technology integration in education, encouraging educators to adopt transformative approaches to optimize the benefits of technology in the learning process.

Knowledges co-creation and water conservation in the Global Souths: An introduction

This Special Issue seeks to offer empirical evidence of the forms of knowledge valued by different actors involved in water conservation practices, the dynamics of cross-fertilization dynamics, and possible tensions that emerge. It investigates knowledge dialogue and co-creation around water conservation through case studies at the local, regional and global levels, and including various types of actors – local and indigenous communities, parish and municipal governments, national governments and private businesses. It draws attention to the diverse voices and knowledge on water that are produced from the Global Souths, including traditionally marginalized actors and approaches.

Circular relations between climate knowledge and action: a reply to ‘Why do climate negotiations stall? Scientific evidence and solutions for some structural problems’ by Ulrich J. Frey and Jazmin Burgess

In this response to Frey and Burgess, I describe the ‘direct and sustained relationship’ between climate researchers and policymakers that has been created through the Intergovernmental Platform on Climate Change (IPCC) assessment practice and the conscious attempts to link the IPCC and climate negotiations in the United Nations Framework Convention on Climate Change (UNFCCC). Member governments have a central role in the IPCC assessment practice, from outlining the assessment report to approving its key findings. While this creates a shared knowledge base for the negotiation of collective action, it also brings negotiating positions into the approval of the report’s Summary for Policymakers. This negotiation of knowledge has further intensified as the IPCC has become a site for legitimating objects and outcomes from the negotiating process, such as the 1.5C temperature target. Exploring the role of the IPCC in the Global Stocktake reveals how the circle between knowledge and action may be closing, although questions of diversity and in particular the place of the Local Community and Indigenous Peoples Platform in this circle remain.

Epistemic (in)justice in English medium instruction: transnational teachers’ and students’ negotiation of knowledge participation through translanguaging

Informed by a combined framework of ‘translanguaging’ and ‘epistemic injustice’, this paper examines how a group of teachers and students from diverse linguistic and cultural backgrounds negotiated their knowledge participation through translanguaging in an English medium instruction (EMI) degree program at a Chinese university. Data were collected over a 12-month classroom ethnography, including lesson recordings, stimulated recalls, and reflexive journals. A thematic analysis of the data reveals that transnational teachers and students actively employed translanguaging to challenge the prevailing hegemony of Western thinking and knowing in the EMI environment. We identified three key translanguaging capacities that facilitated transformative knowledge negotiation: (1) counteracting testimonial injustice; (2) providing hermeneutical resources; and (3) enhancing the sensitivity of trans-epistemic practices. Our study attests to the value of translanguaging as a transformative strategy to generate epistemic access for transnational students engaged in EMI learning, informing efforts to foster educational equity in the internationalization of higher education and to empower transnational teachers and students to reclaim their epistemic contribution capacities in the EMI context.

Négociation des savoirs et socialisation professionnelle

This article proposes a renewed view of professionalization. It considers that the social part of professionalization is declining in the context of accelerated social change. It shows how the construction of one’s professionality is more likely to occur at an intimate individual level, whereas previously it was formed through a sense of belonging to instituted collectives. A theoretical model is supported by the dual concepts of “configuration / negotiation of knowledge” and “disposition / valorization”. It is applied to three areas of investigation: work-study in the health sector, the Validation of Acquired Experience (VAE) process, and a professional master’s degree. The findings indicate more social use of intimacy, which in turn elucidates the professional part of individuation.

Examining a Phased Planning Approach to Support Elementary Preservice Teachers in Disciplinary Literacy-Focused Instruction

This study reports qualitative findings related to elementary preservice teachers’ perceptions and use of a six-phased planning approach, titled Planning for Elementary Digitally-Supported Disciplinary Literacy, to integrate digitally supported disciplinary literacy into lesson planning. Preservice teachers in this study were seeking PK-6 licensure and were enrolled in a semester-long graduate-level course focused on disciplinary and content literacy, with an emphasis on the integration of digital tools to support disciplinary literacy. The phased approach considered Core Disciplinary Practices to scaffold preservice teachers’ planning. An inductive qualitative approach was used to collect and analyze data. Thematic results explore preservice teachers’ negotiations of knowledge of print and digital texts and tools to plan for disciplinary literacy, preservice teachers’ perceptions regarding complexities of disciplinary literacy in elementary grades, and the idea of core disciplinary practices as a gateway for a reconsideration of literacy. These results provide implications for how elementary teachers might be supported in integrating disciplinary literacy into their classrooms in a manner that aligns with the goals and constructs of elementary education.

Contributions to Action Research for Transformation: Elderly-Teachers and Resistance Against the Systematic Territorial Dispossession

ABSTRACT This article examines how elderly people living in poverty established an active space for ancestral territorial management called Wiñenani-Pikenani Intergenerational School. 16 elders waorani of Ecuador acted as mentors of their kids. This school arises from critical social work to transfer important knowledge to live successfully in a biodiverse environment. The intergenerational learning as resistance to an extractive economy that systematically impoverishes and dispossesses them. The qualitative methodological contributions to learning by doing were: Ludic-Intergenerational Workshops, Daily Coexistence Space, and Knowledge Dialogue Meetings community-university. Concluding that participatory approaches must be continually rethought to include invisible people in circumstances of poverty.

We’ll see things they’ll never see: Sociological reflections on race, neurodiversity and higher education

This article offers sociological reflections on race and neurodiversity in UK higher education (UKHE). Using dialogical knowledge production and collaborative autoethnography, the authors discuss their lived experiences of navigating the politics of neurodiversity and neurotypical hegemony in UKHE as Black sociologists. The central argument explores how race and neurotypical hegemony overexposes Black neurodiverse scholars to a particular and pervasive form of double jeopardy. The authors’ reflexive accounts show how, as Black scholars, they must often negotiate the operation of race alongside the hegemonic practices of the white western academy. In this way, they grapple with racism and ableism in the context of value, meritocracy and elitism. The authors contend that drawing on the politics of neurodiversity in conjunction with Black subjectivities can generate routes into exposing and dismantling neurotypical hegemony. A key motive for discussing their own experiences as neurodivergent scholars in UKHE is that existing research and anecdotal reflections point to a pattern of general whitening of how we understand neurodiversity in academia. The authors indulge their personal, political and academic commitment to this subject as they contend that as Black neurodivergent sociologists, we’ll see things they’ll never see.

Parameter-Efficient Fine-Tuning Method for Task-Oriented Dialogue Systems

The use of Transformer-based pre-trained language models has become prevalent in enhancing the performance of task-oriented dialogue systems. These models, which are pre-trained on large text data to grasp the language syntax and semantics, fine-tune the entire parameter set according to a specific task. However, as the scale of the pre-trained language model increases, several challenges arise during the fine-tuning process. For example, the training time escalates as the model scale grows, since the complete parameter set needs to be trained. Furthermore, additional storage space is required to accommodate the larger model size. To address these challenges, we propose a new new task-oriented dialogue system called PEFTTOD. Our proposal leverages a method called the Parameter-Efficient Fine-Tuning method (PEFT), which incorporates an Adapter Layer and prefix tuning into the pre-trained language model. It significantly reduces the overall parameter count used during training and efficiently transfers the dialogue knowledge. We evaluated the performance of PEFTTOD on the Multi-WOZ 2.0 dataset, a benchmark dataset commonly used in task-oriented dialogue systems. Compared to the traditional method, PEFTTOD utilizes only about 4% of the parameters for training, resulting in a 4% improvement in the combined score compared to the existing T5-based baseline. Moreover, PEFTTOD achieved an efficiency gain by reducing the training time by 20% and saving up to 95% of the required storage space.