Legitimate Form Of Knowledge Research Articles

Gender equity in academic knowledge production: the influence of politics, power and precarity

This paper explores the issue of gender, intersecting with other aspects of identity, in relation to academic staff and academic knowledge production in higher education institutions across Europe. The paper argues for the need to go beyond the ‘topline’ figures regarding gender equity (and intersecting aspects of identity) when considering diversity of academic staff, to a focus on the degree to which academics can meaningfully contribute to knowledge production. Looking across Europe, the paper focuses on a number of factors that are frequently brought up, but not often together, when discussing equity in the academy: gendered discourses of the most valued and legitimate forms of knowledge and the knower; the increasing levels of precarity in the academic workforce; and the growing influence of far right political discourse in Europe and beyond. Drawing on poststructuralist theories of gender, knowledge and precarity, I will be discussing how such dynamics combine to exacerbate already existing inequalities regarding who and what are regarded as legitimate knowledge and legitimate ‘knowers’ in European academia.

Liberating Social Work Education Through Decoloniality

ABSTRACTWithin Social Work education, there has been a rising call for decoloniality. Among the areas most frequently targeted for transformation are the privileging of Christian Euro-centric sources of knowledge and means of transmission, Christian Euro-centric relational norms and behaviors, Euro-centric standards of excellence and professionalism. The origin of coloniality is steeped in four pillars, White Supremacy, Patriarchy, Capitalism and Christianity, labeled as the Colonial Matrix of Power (CMP). Bolstered by the promises that the principles comprising modernity (development, progress, rationality) are good for all, those managing and controlling the CMP define what are considered legitimate forms of knowledge (epistemology) and status of being (ontology). This paper offers a perspective on how the transformation of social work education is contingent upon the development of critical consciousness, legitimization of indigenous knowledge and cosmologies, critical realism, epistemic disobedience, and the primacy of connection and relationship among all entities. Through re-developing these skills and practices, social work education can take a verdant role in the decoloniality of professional education.

Toward Co-productive Learning? The Exchange Network as Experimental Space.

Policy around patient and public involvement (PPI) in the production, design and delivery of health services, and research remains difficult to implement. Consequently, in the UK and elsewhere, recent years have seen a proliferation of toolkits, training, and guidelines for supporting good practice in PPI. However, such instruments rarely engage with the power asymmetries shaping the terrain of collaboration in research and healthcare provision. Toolkits and standards may tell us little about how different actors can be enabled to reflect on and negotiate such asymmetries, nor on how they may effectively challenge what count as legitimate forms of knowledge and expertise. To understand this, we need to turn our attention to the relational dynamic of collaboration itself. In this paper we present the development of the Exchange Network, an experimental learning space deliberately designed to foreground, and work on this relational dynamic in healthcare research and quality improvement. The Network brings together diverse actors (researchers, clinicians, patients, carers, and managers) for structured “events” which are not internal to particular research or improvement projects but subsist at a distance from these. Such events thus temporarily suspend the role allocation, structure, targets, and other pragmatic constraints of such projects. We discuss how Exchange Network participants make use of action learning techniques to reflect critically on such constraints; how they generate a “knowledge space” in which they can rehearse and test a capacity for dialogue: an encounter between potentially conflictual forms of knowledge. We suggest that Exchange Network events, by explicitly attending to the dynamics and tensions of collaboration, may enable participants to collectively challenge organizational norms and expectations and to seed capacities for learning, as well as generate new forms of mutuality and care.

Beyond Economic Interests: Critical Perspectives on Adult Literacy and Numeracy in a Globalised World

This volume reflects the many faces of the adult literacy and numeracy (ALN) field since the introduction, more than two decades ago, of OECD surveys that define and measure ALN as a contribution to economic productivity, efficiency and growth. The book highlights the transition to statistical tools as the only legitimate form of knowledge about literacy and explores a range of alternative visions and creative practices that focus on ‘the meaning of literacy and numeracy in people's lives’ (Yasukawa and Black 2016: 21).

Fronteras y puentes entre sistemas de pensamiento. Hacia una epistemología de las músicas populares y sus implicaciones para la formación académica

From the starting point of Colombian experience, but also recalling that of Latin America, this paper presents the notion concerning the need of acknowledging the various forms of knowledge present among popular and traditional music -with products as well as producers- as legitimate forms of knowledge and action which must be taken into account amidst academic environments. These forms of knowledge are linked to orality, which is a particular epistemology, largely differing from written logic in main aspects. Recalling the studies on orality that -since forty years ago- have brought a new understanding of the cognitive consequences of the arrival of written word as a technology, this article warns on the need of framing the discussion on musical education in Latin America within the dual system orality/writing, regarding them not as incompatible forms of knowledge but as complementary ways of apprehension and mastery of it, each of them having their own characteristics that ought to be considered so that each one may preserve its particular wealth and difference up the road. Finally, the paper calls on the necessity of including oral logical systems in the university, from administrative platforms that allow greater flexibility, running the risk of opening itself towards new forms of knowledge, and assuming the challenge of producing it, embracing both social actors from the cultural system as well as their own particular knowledge.

A Systematic Review of Intuition—A Way of Knowing in Clinical Nursing?

The aim of this systematic review was to illuminate intuition in clinical nursing. Frequently described as a defining characteristic of professional expertise, intuition is gaining acceptance as a legitimate form of knowledge in clinical nursing. A total of 352 abstracts were read and eight quantitative studies included. A thematic analysis was performed to one main theme, two themes, and four sub-themes emerged. The main theme was: Sensing an unconscious and conscious state of mind, and the two themes were: A sudden emotional awareness and reflection, and arousal of conscious thought processes. The first theme included two sub-themes: Sensing spiritual connections with patients and experiencing physical sensations; worrying and reassuring feelings. The second theme comprised two sub-themes: Willingness to act on personal, interpersonal, and clinical experiences; the influence of maturity and social support in clinical decision-making. An implication for clinical nursing was the need to develop sensitivity as a key to understanding the patient’s illness. In conclusion, leadership and management could facilitate discussions about intuition as a legitimate method of processing information and making decisions about patient care.

Teacher learning across boundaries: a challenge to the legitimacy of language teachers’ disciplinary knowledge

The legitimate forms of knowledge recognised for language teachers in Chinese universities are differentiated by strong academic boundaries, subject only to disciplinary authority and fashion. Classroom practice on the whole tends not to be informed by research. For many language teachers, a disconnect exists between the academic discipline in which they are situated and the knowledge they apply in the language classroom. The ethnographic study addresses this disconnection. It is based on 3 years of fieldwork, which investigated a case of disciplinary innovation in the English language department of a Chinese university. Two aspects of teacher learning are investigated, namely institutional boundary practice as discursive space for learning and the learning experience of individual teachers within that space. The study reveals that boundary practice can be a source of transformative energy in developing learning cultures within which individuals may experience a process of identity integration.

Magical Realist Moments in Malín Alegía’s Border Town Series

In Malín Alegría’s Border Town, the first young adult fiction series set on the Mexico-United States border, magical realist moments subvert power relations and reveal that popular beliefs are legitimate forms of knowledge. Magical realist occurrences demonstrate the importance of knowing about Mexican American folklore and folk saints such as bailando con el diablo [dancing with the devil], las lechuzas [bewitched owls], La Llorona [the weeping woman], and la Santa Muerte [Saint Death].

The Place of Modern Scientific Research in the University According to John Henry Newman

The Place of Modern Scientific Research in the University According to John Henry Newman David Fleischacker (bio) In 1852, the year in which he delivered his famous lectures in Dublin, which would form the first half of The Idea of a University, Newman had conceived of scientific research as an enterprise distinct from the university and from a university education. There were a variety of non-university research institutes in Newman's day, as there are today. These research institutes promoted modern science in service to modern industry. Up to the nineteenth century, the modern paradigm of science had not made its way into the universities, but during that century this changed. Modernity was the emerging cultural trend of Newman's day, and the revolutions of the eighteenth century helped to forge the way for its entrance into the universities. London University, founded in 1836, had modern research and science as its archetype of knowledge, a knowledge that had value because of its industrial and social utility. Oxford had been pushed in this direction, but it did not immediately capitulate because the Oxford movement in the 1830s slowed its development. By 1858, Newman himself seems to have moved a bit closer to the advocates of the new modern scientific and industrial university. [End Page 101] He argued that research belonged in the university. Yet, he accepted neither modern science as the primary archetype of knowledge nor modern utilitarian industry as its reason for being. So, something had changed for Newman between 1852 and 1858. The Development of Newman's Idea of a Modern Catholic University In the fall of 1851, at the request of Archbishop Paul Cullen, Newman began to put together his discourses that would be delivered in Dublin the next spring.1 These discourses needed to explain the rationale for a Catholic University in Ireland. He had to deal with some of the pressing debates of the day, especially the question of mixed education, which professed the acceptance of all religions by professing none. Newman also had to argue for the place of theology within the university. The significance of theology had been degraded for many years within England because it was not understood as a discipline capable of upholding the standards of modern science. Many questioned whether theology was a legitimate form of knowledge, and, thus, whether it should hold a position in the university. In May and June of 1852, Newman addressed these questions on mixed education and the place of theology in the university in five public discourses. In the following months, he wrote five more, which would then complete the Discourses on a University Education that was published in February 1853. At the beginning of this collection is a preface in which Newman identifies scientific research as an activity outside of the university: The view taken of a University in the Discourses which form this Volume, is of the following kind:—that it is a place of teaching universal knowledge. This implies that its object is, on the one hand, intellectual, not moral; and, on the other, that it is the diffusion and extension of knowledge, rather than the [End Page 102] advancement. If its object were scientific and philosophical discovery, I do not see why a University should have students; if religious training, I do not see how it can be the seat of philosophy and science. Such is a University in its essence.2 Intellectual training was the primary duty of a university. Research is not training, but rather it is philosophical or scientific discovery or "advancement." This separation of "scientific and philosophical discovery" from the university would change in Newman's writings by 1854, arguably as a result of writing essays explaining the nature of a university to the public.3 It had become clear to him during the previous two years that much of the public and many benefactors of the university did not really understand the nature of a university.4 If a Catholic university was to thrive, Newman knew that this had to change. Hence, starting in June 1854, he published the University Gazette, which included a number of essays explaining the university using historical and concrete examples...

When craft and science collide: Improving therapeutic practices through evidence-based innovations

Evidence-based practice (EBP) is a model of clinical decision-making that is increasingly being advocated for use in the field of speech-language pathology. With the increased emphasis on scientific evidence as a form of knowledge important to EBP, clinicians may wonder whether their craft-based knowledge (i.e., knowledge derived from theory and practice), remains a legitimate form of knowledge for use in clinician decisions. This article describes forms of knowledge that may be used to address clinical questions, to include both craft and science. Additionally, the steps used when engaging in EBP are described so that clinicians understand when and how craft comes into play. The major premise addressed within this article is that craft is a legitimate form of knowledge and that engagement in EBP requires one to employ craft-based knowledge.

Artistic activities and cultural activism as responses to HIV/AIDS in Harare, Zimbabwe

Over the last two decades both the number and types of civil-society-led organisations involved in addressing HIV and AIDS have increased dramatically. In many cases, the work undertaken is thoughtfully researched, appropriately focused, and as a result produces positive outcomes. Yet questions can be raised about what civil society engagements involve, particularly at a micro level. An important element concerns the role of the arts in efforts to understand and address HIV and AIDS. This article examines ways that insight, analysis, and action around HIV and AIDS have unfolded through the purview of artistic activities undertaken by cultural activists in Harare, Zimbabwe—that is, arts-oriented engagements occurring beyond the boundaries of formally structured organisations. Artistic expressions, which often concern lived experiences, make clear the complex circumstances surrounding HIV and AIDS, and at the same time seek to act upon those circumstances. Understanding and addressing HIV and AIDS requires more than one form of knowledge. Drawing on data from 21 months of ethnographic research in Harare, I examine artistic expressions as legitimate forms of knowledge and as strategies for intervention.

A conceptual investigation of the ontological commensurability of spatial data infrastructures among different cultures

Humans think and communicate in very flexible and schematic ways, and a Spatial Data Infrastructure (SDI) for the Amazon and associated information system ontologies should reflect this flexibility and the adaptive nature of human cognition in order to achieve semantic interoperability. In this paper I offer a conceptual investigation of SDI and explore the nature of cultural schemas as expressions of indigenous ontologies and the challenges of semantic interoperability across cultures. Cultural schemas are, in essence, our ontologies, but they are markedly different than classical formal ontologies. They shape our ontological commitments to what exists in the world as well as the ways in which we approach and engage the world. And while they help structure our understanding of the world in which we are embedded, they are associative and flexible. They help to focus our attention to particular details of our experiences and give them salience, yet they cannot be simply reduced to a series of extracted features. They allow us to make meaning of the contextualized, cultural experience in which we are always immersed. An SDI is a shared social-technological-informational structure that, if it is to be useful and successful for sustainability in the Amazon, must incorporate and use indigenous cultural schemas. Indigenous communities must have the ability to contribute to the collection of geospatial data and their contributions recognized as legitimate forms of knowledge. In order for the SDI to work, it must recognize the larger cultural landscape to which cultural schemas can connect to the ready-to-hand elements of salient cultural experiences.

Exploring the legitimacy of intuition as a form of nursing knowledge

This article discusses intuition as a legitimate form of knowledge rather than solely as an expert trait. It also describes the possibility of interdisciplinary research using theories and frameworks from psychology, computer science, physics and neuroscience to provide empirical evidence for intuitive knowledge to be considered a legitimate form of knowledge.

Industrially Harvested Peatlands and After-use Potential: Understanding Local Stakeholder Narratives and Landscape Preferences

Recent years have witnessed much debate on the turn towards community within landscape management and planning. This is particularly evident in the European Landscape Convention which asserts the legitimacy of local preferences and citizen involvement in policy processes. This paper explores a bottom-up perspective on people–place relationships in a changing landscape, through assessing the after-use potential of industrially mined peatlands in Ireland and the rehabilitation of degraded landscapes. The mining of the peatland resource has a longstanding tradition in Ireland, however, significant attention has now focused on exploring market and non-market uses of remains after harvesting has finished resulting in a cutaway landscape. We argue that local people's everyday experiences of the landscape is a legitimate form of knowledge and should provide a key input into deliberative planning and management processes. Drawing largely on an interpretive research approach, we assess key local narratives in relation to harvested peatland landscapes and explore local people's after-use preferences. There appears to be strong support among the local community for amenity/biodiversity after-uses, which are currently not reflected in public policy debates. We review people–place relationships and discuss the role of ethnographic research in a peatland context as well as defining the relevant stakeholders. Finally, conclusions are developed to identify wider lessons for people/place relationships within the context of landscape management and planning.

A Pragmatic View of Intuitive Knowledge in Nursing Practice

Examining and exploring the intuitive knowledge--ergo intuition--of nurses is a critical undertaking for the practice of nursing. Traditionally, as nurses, we have been conditioned to value empirical knowledge above all other forms of knowledge. Intuition is, however, a rich source of nursing knowledge and, the authors would suggest, integral to the practice of nursing. Explicit recognition and embracing of intuition, as being a legitimate form of knowledge in the practice arena, must be intentionally nurtured. The focus of this paper is to explore intuitive knowledge within the context of nursing practice. It will also address various influences on our understanding of intuition as an essential form of nursing knowledge.