Knowledge Production Research Articles

Knowledge management in the care for people with intellectual disabilities during the COVID‐19 pandemic

AbstractThe study aimed to gain insight into knowledge management in the intellectual disabilities (ID) care sector during the COVID‐19 pandemic. We explored and described how knowledge producers, intermediaries, and knowledge users experienced knowledge management during this crisis situation, the responses to the specific knowledge needs in the ID‐care sector, and changes in roles and collaboration during this period. Twenty‐five individual in‐depth semi‐structured interviews were conducted with knowledge producers, intermediaries, and knowledge users in the Dutch ID‐care sector. An inductive thematic analysis was conducted. Three key themes were identified: (1) knowledge needs during the COVID‐19 pandemic, (2) experiences with knowledge management, and (3) roles and collaboration in knowledge management. There was an urgent need for specific ID‐related knowledge and how to translate available evidence for the general population into ID‐care settings. In knowledge management, the focus was on knowledge production and exchange, with validation and application receiving less attention. Within stakeholder groups, collaboration and knowledge exchange were intensified by existing or new knowledge infrastructures. Between stakeholder groups, knowledge producers and users created short lines to exchange needs and produce knowledge. This paper provides unique insights into knowledge management in the Dutch ID‐care sector during the COVID‐19 pandemic. Implications are discussed to improve future knowledge management processes. Support with knowledge validation and local knowledge infrastructures (complementary to centralized national knowledge infrastructures) help to assess the reliability and usefulness of knowledge and improve its use in practice during future pandemic‐related crisis situations.

Shallow pedagogies as epistemic injustice: how uncritical forms of learning hinder education’s contribution to just and sustainable development

This paper draws on findings from the JustEd study to discuss the shallow pedagogies that have emerged in Peru in the context of learner-centred and outcomes-based reforms that have been poorly implemented in a context with many limitations in terms of policy orientations, resources, and teacher training and support. These pedagogies promote little to no critical thinking, are disconnected from students’ experiences and do not encourage them to problematise reality nor to grasp complexity. Such pedagogies constitute a form of epistemic injustice in that they do not help to develop students’ capacity to participate as equals in the consumption and production of knowledge. Through this, these pedagogies also limit education’s potential contributions to justice, peace and sustainability. Our discussion of shallow pedagogies leads us to articulate some more positive elements of what rich and just pedagogies might entail.

Detecting your depression with your smartphone? – An ethical analysis of epistemic injustice in passive self-tracking apps

AbstractSmartphone apps might offer a low-threshold approach to the detection of mental health conditions, such as depression. Based on the gathering of ‘passive data,’ some apps generate a user’s ‘digital phenotype,’ compare it to those of users with clinically confirmed depression and issue a warning if a depressive episode is likely. These apps can, thus, serve as epistemic tools for affected users. From an ethical perspective, it is crucial to consider epistemic injustice to promote socially responsible innovations within digital mental healthcare. In cases of epistemic injustice, people are wronged specifically as epistemic agents, i.e., agents of the production and distribution of knowledge. We suggest that epistemic agency relies on different resource- and uptake-related preconditions which can be impacted by the functionality of passive self-tracking apps. We consider how this can lead to different forms of epistemic injustice (testimonial, hermeneutical, and contributory injustice) and analyze the influence of the apps’ use on epistemic practices on an individual level, in mental healthcare settings, and on the structural level.

Pull Tab Archaeology

The Pull Tab Archaeology project (PTA project) was launched in 2018, with the aim of diving straight into the creative, communication-oriented and fluid archaeological experiences of the life world, and of breaking some implicit rules of formal (Dutch) archaeology in the process. As narrowly defined, the project comprises the study of beverage can pull tabs. However, it also has broader significance due to its focus on archaeology as a craft, on archaeological experiences and on Do-It-Yourself (DIY) culture. The project emerged out of Dutch conflict archaeology in cultural resource management, and involved a world-spanning social-media citizen-science project. Over 4700 pull tabs from 37 countries were recorded, and c. 100 pull tab types – or “species” – were found. Drawing on the work of David Gauntlett, the article proposes that experiential DIY archaeological craft creates social capital and can be a modest remedy for our late modern world, which is afflicted by alienation from its environment and by solastalgia. The article proposes that archaeology as a tool for reconnecting is of greater importance for current society than our traditional focus on knowledge production for cultural histories and the vulnerability of heritage.

“Don’t bring race into it”: white ignorance, UK counterterrorism and the impact agenda

ABSTRACT Based on interviews with UK civil servants working on counterterrorism, this article examines how racialised and gendered organisational norms govern the production and circulation of knowledge in government departments. It further reflects on their implications for policymakers and academics seeking to introduce critical perspectives into counterterrorism policymaking. Mobilising Charles W. Mills’s concept of white ignorance, I explore how routinised practices serve to suppress knowledge about the racialised impacts of UK counterterrorism, and particularly the Prevent programme, within policymaking spaces. The article outlines eight practices that effect the suppression or delegitimisation of testimony substantiating critiques of counterterrorism policies as racist: framing accusations of racism as misunderstandings; focusing on intentions over impacts; self-silencing; limiting what counts as evidence; framing critics as emotionally-oriented; decisions concerning who participates in these policy discussions in the first place; the siloing of discussions about racism in dedicated spaces; and efforts to frame analyses of structural racism as breaking civil servants’ obligation to political neutrality. I conclude that, because the persistence of colonial counterterrorism practices is, fundamentally, not a problem of knowledge but a problem of power, it will not be solved through the kind of policy advocacy scholars are encouraged to undertake to demonstrate “research impact”.

Field-building and the epistemic culture of AI safety

The emerging field of “AI safety” has attracted public attention and large infusions of capital to support its implied promise: the ability to deploy advanced artificial intelligence (AI) while reducing its gravest risks. Ideas from effective altruism, longtermism, and the study of existential risk are foundational to this new field. In this paper, we contend that overlapping communities interested in these ideas have merged into what we refer to as the broader “AI safety epistemic community,” which is sustained through its mutually reinforcing community-building and knowledge production practices. We support this assertion through an analysis of four core sites in this community’s epistemic culture: 1) online community-building through Web forums and career advising; 2) AI forecasting; 3) AI safety research; and 4) prize competitions. The dispersal of this epistemic community’s members throughout the tech industry, academia, and policy organizations ensures their continued input into global discourse about AI. Understanding the epistemic culture that fuses their moral convictions and knowledge claims is crucial to evaluating these claims, which are gaining influence in critical, rapidly changing debates about the harms of AI and how to mitigate them.

Reflections on Knowledge Production in Humanities from an Academic Exchange Experience

Over the last two decades, the knowledge production, research, and reconfiguration of universities have been understood as ways of giving new meanings to the university–society binomial. In this regard, humanities are the subject of multiple debates in the face of ideas about their impact in relation to the “other sciences”. Based on these premises, this article sets out to explore possible meanings attributed by researchers to the concepts of commitment, mobilization, and transfer of research in humanities in view of the debates on the university–society interaction and the third mission of the university. The methodology used will address bibliographical analysis, theoretical background, and statements from different institutions, as well as the analysis of material from four interviews. As a first instance, the preliminary results show that strengthening critical thinking as forms of commitment emerge as central senses, focusing on Hungarian characteristics and productions in order to unravel the ways of understanding and imagining Eastern European reality. In this respect, the discussion of certain aspects of Western knowledge is seen as a task associated with social commitment with public universities as a focus of resistance.

Critical Archival Encounters and the Evolving Historiography of the Dismissal of the Whitlam Government

Gough Whitlam was deeply committed to the preservation of history, and keenly attuned to the importance of the documentary record in the writing of it. For Whitlam, the written record — the contemporaneous documentary record of government activity — was central to the production of historical knowledge and the “verification” of history. As he reflected on the release of his government's 1975 Cabinet papers, “the publication of these records confirms my belief in the contemporary document as the primary source for writing and understanding history”. This paper takes us through the shifting historiography of the dismissal of the Whitlam government by Governor‐General Sir John Kerr. In doing so, it is a reflection also on the role of archives in the writing of history, recognising as Peters does, that the construction of an archival record is “a deeply political act”. This is particularly so for contested, polarised, episodes — of which the dismissal is surely the exemplar — for which archival records have been transformative. In this process of historical correction, revelations from Kerr's papers in the National Archives of Australia have been pivotal. Kerr's papers were also central to my successful legal action against the Archives securing the release of the “Palace letters” between Kerr and the Queen regarding the dismissal. This paper explores some critical “archival encounters” during that research journey — revelations, obstructions, missing archives, and even burnt archives. From the destruction of Whitlam's security file, missing Government House guestbooks, the denial of access to records, to royal letters of support for Kerr's dismissal of Whitlam “accidentally burnt” in the Yarralumla incinerator, these encounters illuminate the critical relationship between archives, access, and history which continue to shape our understanding of the dismissal of the Whitlam government.

Power, knowledge, and being: the emergence and persistence of coloniality in Libya

ABSTRACT This article contributes to the debate on coloniality (Quijano 2000a, b) by analysing the case of Libya, an Italian colony from 1911 to 1943. It demonstrates how the triple form of domination – ontological, epistemological and political-military-administrative – to which Libya was subjected during Italian colonisation, has survived its end and persists to this day in the relations between Libya and the Western world. From an ontological perspective, the Italians developed a racist representation of the Libyans, which was both the cause and the consequence of a conscious disregard of its specificities. Today, domination endures in the label attributed to Libya as a ‘failed state’, along with a general disinterest in the complexity of its history and society. From an epistemological perspective, the production of knowledge about Libya was dominated by Western scholars. This led to a Western perspective in which the agency of the Libyans was often neglected and to the spread of analytical and conceptual frameworks that serve the imperialistic claims of Western powers. Some of these colonialist analytical frameworks still exist in academia today. From a political-military-administrative perspective, the tendency of the Italians to exacerbate internal divisions while simultaneously imposing an inefficient model of a unified state remains relevant. This article makes two contributions: it is a case study and a theoretical one.

Social Work Journals and the Disciplinary Production of Alternative Knowledge(s)

ABSTRACT Disciplinary knowledge is reflected, legitimated, and replicated in academic journals, social work knowledge reproducing mainly Western knowledge(s). Hence, there has been an increase in the calls for a stronger articulation and inclusion of critical alternatives. Using a critical social work lens, we explored whether and how social work journals reproduce alternative knowledges. We developed a novel global list of all 272 social work journals and invited journal editors to respond to a virtual, exploratory qualitative survey. Through our reflexive thematic analysis, we identified two core themes in the 31 responses – the journal editors’ attachment to dominant, white, western social work knowledge and values, and their rhetorical inclusion of alternative knowledges. Alternative knowledges were seldom constructed as subjugated voices, but rather as innovation, gaps, or international perspectives. Despite agreeing that social work journals should include of a variety of knowledges, few journals created intentional space for subordinated knowledges. A disciplining mechanism that excludes/minimizes the alternative voices, and invalidates their experience was used to avoid attention to marginalized and silenced perspectives. Such processes impoverish social work knowledge. To enrich social work knowledge, journal editors should act intentionally, collectively, and critically to identify critical alternative knowledges and facilitate their inclusion in the social work canon.

Science literacy in the twenty-first century: informed trust and the competent outsider

ABSTRACT A primary justification of teaching science to all young people is to develop students to become “critical consumers” of science. This worthy goal, however, is hampered by a flawed premise that school science is sufficient to develop intellectual independence. In contrast, we start from the premise that we are all epistemically dependent on the expertise of others. Hence, any science education for all must develop the capabilities to become a “competent outsider” capable of making judgements not of the science itself, but whether the source is credible. Essential to developing such informed epistemic trust are: (1) a basic understanding of the social practices that enable the production of reliable knowledge; and (2) a familiarity with the major explanatory theories and styles of reasoning that guide the work of scientists. These elements provide a framework for the non-expert necessary to interpret and understand the work of scientists and the claims they make. We show how such an education would address three of the four primary aims of science education outlined by Rudolph (2022). To achieve this goal a substantial reduction of existing standards to an essential, but fundamentally different, core is required, while returning significant autonomy to classroom professionals.

A study on comparison of economic and scientific performances of BRICS countries

PurposeThis study investigates the correlation between economic development and scientific knowledge production indicators in the BRICS countries from 2000 to 2020, highlighting the importance of human resources, natural resources, and innovation. Addressing a gap in the existing literature, this study aims to contribute significantly to understanding this relationship.Design/methodology/approachEmploying a descriptive statistical approach, this study utilizes GDP and per capita income as economic indicators and scientific data from WoS and SCOPUS databases, focusing on scientific document production and citations per document.FindingsThe analysis reveals a strong correlation between economic development and scientific performance within the BRICS nations during the specified period. It emphasizes the interdependence of economic progress and scientific prowess, underscoring that they cannot be considered independently.Research limitations/implicationsHowever, limitations exist, notably the reliance on specific databases that might not cover the entire scientific output and the inability to capture all factors influencing economic and scientific development.Originality/valueUnderstanding this interdependence has crucial originality. Policymakers and stakeholders in BRICS countries can leverage these insights to prioritize investments in human capital development and scientific research. This approach can foster sustainable economic growth by reducing reliance on natural resources.

Ignorance As Political Instrument? Integration Discourses on Migrant Welfare Recipients in Switzerland

ABSTRACT Agnotology, the study of doubt and ignorance in areas where knowledge can be possessed, altered, hidden, and reclaimed, offers multiple insights into the working of states. This article explores the role of ‘ignoring’ as an active strategy of ignorance; a practice used by local governments to disregard certain knowledge and the production of alternative framings. Studying the intersection of welfare and migration policy based on an example of policy making and implementation in Switzerland, this work shows how resistance can be built by not paying attention, thus ignoring certain rules and policies, while actively shaping alternative frameworks to increase migrants’ rights. The cases build on the newly introduced Federal Act on Foreign Nationals and Integration, in which integration requirements exclude social assistance reception for foreign nationals in case they intend to retain or stabilise their residence status. Any financial dependence will thus cause a potential loss of residence or settlement permit. Focusing on the deficit of migrants individually and as a collective, therefore allows governments to exclude them, making ‘knowledge production’ and ‘ignoring’ fruitful concepts to explore such bordering processes. Yet, two city initiatives contested these restrictions, developing alternative financial support for foreign nationals, even if one of them was ruled unlawful. The examples show how authorities create sanctuary policies and choose to circumvent laws through an active ignoring of national policy intentions, reframing them on the local level. Linking ignorance to such local scales and their sanctuary support provides an asset in understanding local and practical endeavours of municipalities to secure political autonomy and increase resistance strategies. Hence, a restrictive understanding of integration at the national level foregrounds a one-sided view of non-citizens as costly and potential abusers of allegedly generous welfare support. Migration and social policy laws support such a one-sided perspective by allowing assessments to consider mainly economic integration, thereby excluding those who are not active in the labour market. However, local responses can challenge this one-sidedness by choosing to ignore an overly restrictive framework and try out potentials to resist.

Conferencing in times of climate crisis and Covid-19: feminist and queer reflections on the digital shift in academic work

ABSTRACT This article employs a holistic understanding of environmental, social, and economic sustainability to explore the interaction between neoliberalism, climate crisis, digitalization, and academic work with a focus on its everyday aspects. Drawing our experience of organizing an online conference during the Covid-19 pandemic and our dialogue with conference participants, we first problematize the presumed disembodiment of digital exchange and suggest a nuanced understanding of physicality’s role in knowledge production. We then explore the impact of the changing times and spaces of academic work on bodies and minds and the boundaries between private and public realms. Finally, we challenge the notion of digital solutionism by highlighting the implications of inhabiting digital platforms as spaces for knowledge production. While there is no simple solution to the problems around the digital shift in academic work and conferencing, we argue, downsizing can be a counteraction to platform capitalism in times of the climate crisis.

Diversity and Standards in Writing for Publication in the Age of AI—Between a Rock and a Hard Place

Abstract Research communities across disciplines recognize the need to diversify and decolonize knowledge. While artificial intelligence-supported large language models (LLMs) can help with access to knowledge generated in the Global North and demystify publication practices, they are still biased toward dominant norms and knowledge paradigms. LLMs lack agency, metacognition, knowledge of the local context, and understanding of how the human language works. These limitations raise doubts regarding their ability to develop the kind of rhetorical flexibility that is necessary for adapting writing to ever-changing contexts and demands. Thus, LLMs are likely to drive both language use and knowledge construction towards homogeneity and uniformity, reproducing already existing biases and structural inequalities. Since their output is based on shallow statistical associations, what these models are unable to achieve to the same extent as humans is linguistic creativity, particularly across languages, registers, and styles. This is the area where key stakeholders in academic publishing—authors, reviewers, and editors—have the upper hand, as our applied linguistics community strives to increase multilingual practices in knowledge production.

Language experts on a sinking island: critiquing language endangerment rhetorics through participation in and around a tabletop game

ABSTRACT The participatory study of language addresses the unequal relationships between the ‘researcher’ and the ‘researched’. As part of this undertaking, university-based researchers seek to develop more accessible ways of knowledge production to involve other participants in the creation of novel forms of representation at the levels relevant to them. The university-based participants of our research addressed this challenge by co-designing a language-centred tabletop game together with participants from a Romanian multilingual village. Bringing their language expertise into action, all participants collaboratively represented, analysed, and reflected on marginalised local language practices. The game was the culmination of several years of participatory research and aimed to explore interpretations of practices that are widely discussed as threatened, allowing for a critical approach to language endangerment rhetorics. Drawing on the ethnographic analysis of eight sessions in which players engaged with each other and the tabletop game’s creators, this article argues that developing innovative multimodal representations of language on the margins can make new knowledge more accessible, but in itself does not guarantee the subversion of language endangerment rhetorics. To have an impact on well-established discourses, the language experts’ participation throughout the research process is needed.

The phenomenon of technoscience from the procedural rationality point of view

The epistemology of science at the present stage is undergoing serious changes. Collaboration between scientific research and business is becoming the norm, which leads to the commercialization of the results of scientific activity. All this is the basis for the development of technoscience. Modern technologized science is closely related to a new type of knowledge production. This work is devoted to understanding the procedural component of the phenomenon of technoscience.

Queerious communities: building writing centres in Indian universities

Abstract This paper examines the new phenomenon of writing centres being made a part of universities, particularly the liberal arts private universities, in India, as growing in a way that lends it to consciously choosing queer pedagogy and to building it as a politically queer space. While some aspects of the queering of writing centres mirror the invisibilizing and the burden of proving the worth of their existence in the way queer communities are, other aspects build on what queer theory enables in terms of understanding what it takes to build communities where what is normative will continually shift what it excludes. Queer theory reminds us of the fluid and constantly reconstituting nature of identity formation whether it is based on non-binary gender identity or identities caught in the debilitating intersections of class, caste, religion, ability and sexuality. This has led to a recognition that communities formed around the learning of reading, writing and thinking, as writing centres are, are predisposed to shift focus from product to process as a move in the practice of teaching writing because it considers the individual reading-and-writing-selves present in the classroom as subjects-in-formation. This paper argues that writing pedagogy is creating queer communities because it invites and supports unsettled subjective selves to the process of knowledge production.

Art, science, and life: where arts-based research and social-ecological transformation can meet

Arts-based research offers an innovative approach to today’s social-ecological challenges. Many authors ascertain the transformative power of arts-based research lies in its ability to generate holistic and collaborative encounters which facilitate change. To advance critical discussions around arts-based research, the following article opens up pockets of success as well as the limitations and failures of the My Mabopane photovoice project. This project intended to support urban transformation in the City of Tshwane, South Africa, by asking participants to photograph and reflect upon a nearby green space afflicted with various social and environmental challenges. Results suggest alternative ways of knowing, which contribute to transformative learning, can link arts-based research to social-ecological transformation. However, despite this promising pathway, analyses also reveal realizing social-ecological transformation with arts-based research is no walk in the park. Rather problematic assumptions around knowledge and knowledge production, emerging in tensions between art and science, often trump the emancipatory intentions of photovoice. And broader structural challenges, that arts-based research situates itself in and against, pose a strong barrier for social-ecological transformation. In response to these barriers, this article argues for a collaborative arts-based research practice centering community realities on multiple scales via a merging of art, science, and life.

Volumising territorial sovereignty: Atmospheric sciences, climate, and the vertical dimension in 20th century China

Works in Political Geography have focused on the exercise of territorial sovereignty beyond land, emphasising the voluminousness and dynamism of material forces that condition how territory is governed. In comparison, works on modern territorial statehood in IR have generally overlooked the question of materiality. By combining the attentiveness to more-than-human materiality in Political Geography with IR's focus on the role of epistemic transformations in the history of the modern international system, this article proposes a more comprehensive understanding of territorial sovereignty and modern statehood as constituted by the technoscientific management of the territory's materiality. Using the development of atmospheric sciences in the 19th century as an example of science-state entanglement in the emergence of the modern international system, this article shows that the integration of atmospheric knowledge production with state and international governance produced the vertical dimension as a realm of governmental concern. Through a detailed case study of the development of atmospheric sciences in early 20th-century China and scientific ideas about China's climate, this article demonstrates how the scientific discovery of the vertical dimension reconfigures territorial sovereignty as sovereignty over volume.