Ways Of Knowing Research Articles

Traversing the Unknown in Research through Art and Design

In the ongoing discussion about the nature of research through art and design, one defining factor has been acknowledged: The objective of this research is not the generalization of formal knowledge, but rather the pursuit of an entirely different way of knowing. This is developed through practice-centered research, necessarily subjective and complex, and in many ways unknown. The practitioner-researcher’s unique role in this research—a reliance on traversing unknowns—merits re-imagining. This paper examines diverse literature, as well as the author's own technical origami practice, to re-envision the work of the practitioner-researcher through the framework of fiction-building. 

Data Stewardship in Clinical Computer Security: Balancing Benefit and Burden in Participatory Systems

The mass collection and reuse of social data requires a reimagining of privacy and consent, with particular attention to the (in)equitable distribution of benefits and burdens between researchers and subjects. Instrumenting frontline clinical services to collect and steward data might mitigate the exploitation inherent to data collection---with attention to how subjects can meaningfully participate in stewardship. We explore participatory data stewardship in the context of clinical computer security for survivors of intimate partner violence (IPV). Via semi-structured interviews with IPV support workers, we explore how data are produced within the IPV care ecosystem at the Clinic to End Tech Abuse (CETA). We then conduct design provocations with clients of IPV services and their support workers, exploring possibilities for participatory data mechanisms like open records and dynamic consent. We find participation in data stewardship may benefit clients through improved agency, self-reflection, and control of self-narrative, and that incurred burdens may be alleviated by enlisting trusted stewards. We close with future work for CSCW interrogating how knowledge of digital-safety harms can and should be produced from clinical encounters, towards more equitable ways of knowing.

Contextualizing Positionality, Intersectionality, and Intelligence in the Anthropocene.

The geological epoch of the Anthropocene has challenged traditional definitions of what intellectual abilities are necessary to creatively problem-solve, understand, and address contemporary societal and environmental crises. If we hope to make meaningful changes to how our society addresses these complex issues and pave the way for a better future for generations to come, we must advance traditional theories and measures of higher-order abilities to reflect equity and inclusion. To this end, we must address global issues by integrating the complexities of intersectional identities as they impact our understanding of what constitutes intelligence in individuals, groups, and diverse communities. This re-envisioning of intelligence presents new complexities for understanding and challenges for our field beyond the boundaries of what has been previously touted by many disciplines, including psychology. It is an opportunity to re-envision what it means to be intelligent in a diverse global context while also honoring and recognizing the value of difference, positionality, and other ways of knowing.

Advancing equity in cross-cultural psychology: embracing diverse epistemologies and fostering collaborative practices.

Psychology, and cross-cultural psychology (CCP) in particular, plays a pivotal role in understanding the intricate relationship between culture and human behavior. This paper sheds light on the challenges of inequity and marginalization, especially concerning scholarship from the Global South, which have roots in historical colonial practices. It highlights how intellectual extractivism and the predominance of Western research methodologies often overlook the contributions of Global South scholars and indigenous ways of knowing. Such imbalances risk narrowing the scope of psychological inquiry, privileging American and European perspectives, and undermining the richness of global human experiences. This paper calls for a shift toward more equitable collaborations and the recognition of diverse epistemologies. By advocating for genuine representation in research and valuing local knowledge, it proposes pathways for a more inclusive and authentic exploration of human behavior across cultures.

Cultural Practice and ‘Āina Connectedness as Tenants of Mauli Ola, Optimal Health and Wellbeing

Mauli ola, optimal health and wellbeing from a Hawaiian perspective, is achieved by being pono, or morally just and upright, and maintaining an intricate balance physically, mentally, spiritually, and emotionally through one’s relations. Cultural practices, including practices that foster a connection to the water, land, ocean, and natural environment, may serve as protective and resilience factors, thereby promoting health and wellbeing. This paper starts by sharing the genealogical foundations of cultural practices in Hawai‘i as the foundations of Native Hawaiian lifestyles and ways of knowing. The paper proceeds with data analyses that aim to better understand the role of cultural practices in relation to connectedness to ‘Āina (the land, nature, and the environment, which nourish our bodies) and Native Hawaiian health based on cross-sectional correlations and qualitative data. The findings demonstrate the importance of cultural practices, specifically ‘Āina practices, and identify ‘Āina protection, restoration, and conservation as major health priorities. The correlations demonstrate statistically significant relationships between cultural practices; a physical, mental, spiritual, and emotional connection to ‘Āina; and health outcomes. These findings continue to support literature and other declarations that support healthcare and medicine that are culturally grounded in Indigenous values and traditional systems of medicine.

Rethinking critical thinking, diversity and Indigenous awareness from a Blackfoot perspective

ABSTRACT Through this article, I critique the notion of critical thinking as it is mobilized in our education systems as an entry point for challenging the equity, diversity and inclusion lens that typifies professional development approaches which will illuminate why other approaches are needed. Using my own lived experiences as an Indigenous woman, I provide clarity on the concept of Indigenous relationality and the potential it has an alternate pathway for the embodiment of antiracist education that draws on Blackfoot ontological responsibilities and constructions of what it means to be a fully relational human being as understood from Blackfoot ways of knowing.

Transdisciplinary and arts-centred approaches to stewardship and sustainability of urban nature

This paper explores case studies of how artists working with scientists and land managers affiliated with the Urban Field Station Collaborative Arts Program (UFS Arts) are fostering new relations of care with urban nature and thereby informing landscape decisions. The ‘wicked’ problems related to sustainability demand novel, holistic approaches to transformation that engage multiple ways of knowing. We present 4 examples from UFS Arts by triangulating data across programmatic documentation, evaluation, and ethnographic materials from 2016-present. Matthew López-Jensen’s Tree Love and Nikki Lindt’s Underground Sound Project sensitise us to the capacities of trees and forests through image and sound. Mary Mattingly’s Swale is a floating food forest that enacts new forms of community stewardship. The exhibition Who Takes Care of New York? maps the stories and practices of civic environmental groups. Three themes in these works suggest opportunities for transformation throughout the knowledge production cycle: posing novel questions, engaging multiple methodologies, and communicating ideas with the public. Through these transdisciplinary works, we learn things we could not have learned via traditional disciplinary or interdisciplinary work and assert that stewardship offers a pathway towards sustainability transforming management practices and landscape decisions by reshaping our relationships to community and the land.

CONFINTEA Vll Marrakech Framework and the Challenge of and Urgency for Active Citizenship Education

A rear-view mirror approach indicates that citizenship education and adult learning and education (ALE) for lifelong learning have been prominent throughout history, dating back to the League of Nations and continuing through the United Nations and UNESCO. The League of Nations was founded in 1920 after World War I when humanity realized that settling disputes through violence—bombs and guns—was indicative of lack of citizenship education. Central to the League’s Covenant was the need to employ “negotiation and arbitration.” In addition to the International Adult Education Conferences, UNESCO has used other forums to affirm the imperative of lifelong learning and citizenship education. For instance, in the Faure Report, there is emphasis on “education and society” and on the “complete man” ( Faure et al., 1972 ). The complete man/woman is an “educated” citizen. In The Fifth Global Report on ALE, UNESCO (2022a) connects citizenship education to the task of empowering adults for change. This article uses the Marrakech Framework for Action (MFA) that resulted from CONFINTEA VII as background to analyze and present active citizenship education as a necessary condition for human sustainability and global transformation. I conceptualize education broadly to include indigenous ways of knowing. In addition, although active citizenship education is the focus of this piece, I argue that there is a symmetric relationship between lifelong learning, adult education, and citizenship education.

Stop, Collaborate, and List ‘Em: Creating Local Metadata to Promote User Discovery of Minoritized Identities in a STEM Collection

Historical and modern scientific thought is dominated by the English language, colonized science, patriarchal norms, and Westernized “ways of knowing.” By making materials that lie outside that narrative discoverable (e.g., non-Western science, Indigenous/Aboriginal knowledge, women in science, etc.) we can assert that science is a global endeavor by representing diverse scientists on physical library shelves or ebook “shelves.” The Cataloging and Metadata Librarian and Science and Outreach Librarian at Furman University, a small liberal arts college, collaborated on a project to address discriminatory practices in the catalog records of a subset of the libraries’ STEM collection. Spurred by another project to update deprecated Cutters in Library of Congress call numbers, we assessed collection content with an eye to improve future collection development and created a local method for collocating DEI materials within an Alma consortium catalog. The intended goals of the project were to update the collection, improve metadata to increase discoverability, and develop an auditing process to use for other collections.

On Theoretical Edges and Exclusionary Borders: Towards a Genealogy of "Analyzability" in Jungian Psychoanalysis1.

An oft-repeated and largely unexamined assumption in Jungian psychoanalysis is the notion of "analyzability", that is, of an individual's ability or present capacity to think symbolically. It is often taught that if someone is unable to think symbolically, a depth analysis is not possible. Such an individual may be more aptly suited for supportive psychotherapy, the argument goes, an experience that may very well lead to the development of the ego's capacity for symbolic thought but is not, in and of itself, a Jungian analysis. While this sort of categorical thinking has, at times, crossed over into ontological claims about individuals and groups, the notion of analyzability encountered in psychoanalytic theory and praxis is often cloaked in facially neutral language. The impact, however, has been anything but neutral in effect. In this paper, I propose a softening of our theoretical edges through a genealogy of the category of analyzability within the broader history of psychoanalysis. Through this excavation, I explore the contingent nature of the category of analyzability, how it has constricted knowledge, perpetuated inequality, and, more broadly, obscured ways of knowing. In so doing, I recover the radically democratic potential that lies at the heart of Jungian psychoanalysis.

Drawing as a Way of Knowing: How a Mapping Model Assists Preoperative Evaluation of Patients with Thyroid Carcinoma.

Background: Effective pre-surgical planning is crucial for achieving successful outcomes in endocrine surgery: it is essential to provide patients with a personalized plan to minimize operative and postoperative risks. Methods: Preoperative lymph node (LN) mapping is a structured high-resolution ultrasonography examination performed in the presence of two endocrinologists and the operating surgeon before intervention to produce a reliable "anatomical guide". Our aim was to propose a preoperative complete model that is non-invasive, avoids overdiagnosis of thyroid microcarcinomas, and reduces medical expenses. Results: The use of 'preoperative echography mapping' has been shown to be successful, particularly in patients with suspected or confirmed neoplastic malignancy. Regarding prognosis, positive outcomes have been observed both post-surgery and in terms of recurrence rates. We collected data on parameters such as biological sex, age, BMI, and results from cytologic tests performed with needle aspiration, and examined whether these parameters predict tumor malignancy or aggressiveness, calculated using a multivariate analysis (MVA). Conclusions: A standard multidisciplinary approach for evaluating neck lymph nodes pre-operation has proven to be an improved diagnostic and preoperative tool.

Styles of Science and the Pluralist Turn: Between Inclusion and Exclusion (Tome 145, 7e Série, n°3-4, (2023)).

This paper aims to map out the links between style and science. Two moments mark the migration of style from the discursive field of the arts to that of the history and philosophy of science: the first occurred in the German-speaking world during the first decades of the twentieth century; the second appeared in an Anglo-American context between the late 1970s and the early 1990s, when the category of style became involved in the so-called "pluralist turn" in the history and philosophy of science. Taking this framework as its point of departure, the paper uncovers neglected contributions to the epistemology of style in order to foreground the concept of style as both a vector of inclusion (highlighting the plurality, historicity, and locality of scientific ways of knowing) and of exclusion (by generalizing the most correct ways of doing science and side-lining alternative ways of knowing).

The lost shape of words: reading the post-literate condition in Ali Smith’s Like (1997)

ABSTRACT This article explores the representation of ‘post-literacy’ in Ali Smith’s debut novel Like (1997). The protagonist Amy Shone – once a fellow in English an unnamed Cambridge college who wielded books and knowledge as ‘power tools’ over others – mysteriously loses the ability to read and to write. I argue that Smith uses her protagonist’s experience of post-literacy to critique the scholarly regimentation of reading in academic literary criticism. As the narrative charts the protagonist’s loss and eventual recovery of literacy, Smith uses puns and wordplay to disrupt academic reading habits, in the process re-enchanting modes of aesthetic appreciation and interpretive enquiry through the inquisitive eyes of Amy’s seven-year-old daughter. This article uses Like, and its framing of post-literacy, to intervene in emergent discourses on the postcritical. It asks: how does academic criticism, including postcriticism, entrench ideas of written literacy as superior? How does Like challenge this? What are the epistemological possibilities of post-literacy (as a state of being, mode of reading, way of knowing), as they emerge in Like through Amy’s journey? How might they challenge, serve, or disrupt academic styles of reading – that is, the kinds of reading taught in the university classroom or valorised in contemporary literary studies?

Keystones for conservation: Diversity, Wellbeing, Coexistence

The field of conservation has a history of divisive debates over what exactly its purview covers, how to carry out its mission, and whose perspectives matter. With the world facing a host of interconnected socioecological crises, the conservation community needs a pluralistic framework within which varied ideologies and identities can work together toward more equitable and effective outcomes. Here, we propose three keystone concepts to help integrate and guide the complex conservation ecosystem, drawing upon growing interdisciplinary scholarship and diverse worldviews to expand concept meanings. The first keystone, diversity, supports a more holistic understanding of diversity as inclusive of intersecting human and nonhuman axes (e.g., race/ethnicity, species, ways of knowing) across scales. The second keystone, wellbeing, contests zero-sum thinking to promote multispecies interests across geographical space and generational time. The third keystone, coexistence, furthers recent momentum to expand our understanding of more-than-human communities and socioecological interactions. We explore the merits of applying these keystones across conventional dichotomies (e.g., human and nonhuman, individuals and collectives) to dismantle oppressive systems and reshape conservation norms. All three keystones apply to both conservation's external impacts and internal workings. This framework is not meant as a singular or static solution, but rather seeks to elucidate shared foci that can be built upon over time. Overall, we hope these keystones help conservation aim not solely for a survivable future, but for a thriving one.

When We See Us: An Endarkened Autoethnographic Approach to Excavating the Extraordinary Literacies of Black Women

A frequent question amongst Black scholars and practitioners is how to succeed in institutions that thrive on our cultural erasure. How to unmask and survive. For Black women these questions are doubly significant. The questions we answer in our collaborative Blackgirl autoethnography have implications for how Black women scholars, and others navigating multiple social oppressions, must ritually turn inward to understand the rhetorical, spiritual, ancestral, and cognitive tools that we use to hold onto important parts of ourselves. Additionally, the field of qualitative research in education, steeped in its own complex settler colonial, and racially exclusive ideologies, has had little opportunity to be shaped by the extraordinary inner worlds of Black women. At the nexus of our orientations as Black and women, we utilize a collaborative approach to Blackgirl autoethnography, an endarkened feminist epistemological methodology, which insists on the epistemic shifts available to us when methodology is grounded in Blackgirl ways of knowing. Our autoethnographic excavation revealed the ways that our inner worlds offer blueprints for the kinds of social and pedagogical change necessary to agitate the colonial and carceral logics that mark the lives of Black women and girls in education.

Doing migration studies with an accent

ABSTRACT I use accent as a metaphor and a conceptual tool to epistemologically reflect over the field of migration studies. Accented thinking is a response and a reaction to the condition of coloniality that structures the processes of knowledge production. In this article I aim to explore the potentiality of accented thinking in the formation of knowledge within the field of migration studies. I approach accent both as a way of knowing and a form of struggle. The combination leads to an epistemic refusal. I use accent as refusal not only as a tool to scrutinize how epistemic injustices arise and what forces maintain them, but also as a tool to find out what forces are available to create alternative ways of knowing. I argue that accented thinking can stimulate the emergence of new perspectives and approaches. It takes us beyond notions which have restricted the possibility of any alternative order.

Arts and Mental Health Co-Research with Youth Advisors: The Role of Emotions, Creating Community, Learning and Growth

The inclusion of children and young people as co-researchers within mental health research has become increasingly recognised as valuable to improve equity and research quality. These approaches are considered important to shift knowledge and power hierarchies in research that has traditionally marginalised the voices of young people and prioritised positivist ways of knowing. Yet, very little research has explored the value of including youth advisors in research exploring the arts and mental health. This article, co-written intergenerationally, explores the role of a youth advisory (YA) in the design, data collection, and knowledge exchange of the DanceConnect research project: a study exploring if and how online dance classes may improve the social and mental wellbeing of young people (aged 16–24) living with anxiety in the UK. Drawing upon qualitative data (audio recordings of advisory meetings from the study (n = 5 meetings), a youth advisory focus group with an arts-based component (n = 1), and researcher ethnographic fieldnotes from four researchers), this study reflects on the role of a youth advisory in young researchers’ own lives. Through a reflexive analytic approach, we found that the youth advisory constructed meaningful emotional experiences, fostered spaces of learning and growth, and enabled a sense of community. Reflecting on our findings, we also set out key recommendations for researchers working in the field of arts and mental health who may wish to establish youth advisories in the future. This article acts as an important resource that can be used to inform and reflect on improving coproduction processes with youth advisors in arts and mental health research.

Decolonizing environmentalism: Addressing ecological and Indigenous colonization through arts-based communication

This article seeks to advance connecting the two societal priorities of environmental protection and what has been called ‘Indigenous reconciliation’ through arts-based communication (and particularly arts-based research), to help engage and inspire people towards sustaining a healthy planet and a just society. Through lenses of social justice, decolonizing critique and holistic environmental ideologies, this work explores theoretical and practical, real-world intersections of environmentalist, Indigenous and arts-based imperatives and ways of knowing. The goal is twofold: first, to seek to engage readers in viewing the colonization of the planet and its First Peoples as intimately related, and ultimately, to bring together diverse literatures to suggest ideas, language and a model to foster communication aimed at redressing both of those colonialist evils. To acknowledge this intersection of environmental and Indigenous approaches in arts-based settings, the term ‘environmental conciliation’ is proposed and defined as ‘environmental protection in ways that acknowledge, address, and aim to redress imbalances in power among Indigenous people and non-Indigenous settlers honestly, respectfully, openly, creatively and positively.

Where Craft Starts

This essay illustrates my pedagogical approach on the MA in Critical Craft Studies (MACR) and explains some of the philosophical commitments that underpinned my teaching there. Working as Core Faculty on the program for three years, I regularly led students through embodied ethnographic trials as a way to help them tune their attention to the kind of everyday understanding so often overlooked in academic research. In addition to being the kind of understanding usually expressed in craftwork, this bodily perceptual engagement is – I argue here – our most basic and fundamental way of knowing. With the closing of the MACR program, we lose one of the few spaces with a dedicated focus on this kind of learning.

Visiting the Modern Wunderkammer: Social-spatial Inequalities in Ways of Knowing

Based on the assumption that museums have been spatially transformed in recent decades in the course of globalization, decolonization, and mediatization, we investigate from a socio-spatial perspective what influence this has on visitor experience and whether it leads to inequalities in ways of knowing. To this end, we conducted a visitor study in a science exhibition in a newly opened museum complex in Berlin, by using a mixed methods approach combining movement tracking, visitor survey and ethnographic observation. By analyzing the spatial practice in and spatial perception of the exhibition, we developed parameters along which spatial appropriation in the museum differs and correlated them with variables relating to museum spatial knowledge and scientific expertise. By integrating the spatial and social data using a multiple correspondence analysis protocol, we show that the legibility of museum space varies according to the visitors' cultural and specific symbolic-spatial capital. As this unequal access to the museum space has a direct influence on ways of knowing, the study shows that inequalities are reproduced by the current spatial refiguration of the museum.