The peripherals at the core of androcentric knowledge production: an analysis of the managing editor’s knowledge work in The International Encyclopedia of Education (1985)

Diversity in knowledge production is a core challenge facing science communication. Despite extensive works showing how diversity has been undermined in science communication, little is known about to what extent social media augments or hinders diversity for science communication. This article addresses this gap by examining the profile and network diversities of knowledge producers on a popular social media platform—YouTube. We revealed the pattern of the juxtaposition of inclusiveness and segregation in this digital platform, which we define as “segregated inclusion.” We found that diverse profiles are presented in digital knowledge production. However, the network among these knowledge producers reveals the rich-get-richer effect. At the intersection of profile and network diversities, we found a decrease in the overall profile diversity when we moved toward the center of the core producers. This segregated inclusion phenomenon questions how inequalities in science communication are replicated and amplified in relation to digital platforms.

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Semantic Desktop for the End-UserSemantic Desktop für Anwender

i-com ◽

10.1524/icom.2009.0033 ◽

2009 ◽

Vol 8 (3) ◽

pp. 25-32 ◽

Cited By ~ 2

Author(s):

Gunnar Aastrand Grimnes ◽

Benjamin Adrian ◽

Sven Schwarz ◽

Heiko Maus ◽

Kinga Schumacher ◽

...

Keyword(s):

Knowledge Management ◽

Knowledge Work ◽

Personal Knowledge ◽

Term Study ◽

The Core ◽

Personal Knowledge Management ◽

Long Term Study ◽

Core Components

AbstractThis article describes the Semantic Desktop. We give insights into the core services that aim to improve personal knowledge management on the desktop. We describe these core components of our Semantic Desktop system and give evaluation results. Results of a long-term study reveal effects of using the Semantic Desktop on personal knowledge work.

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But is it Comprehensive? Unpacking the ‘comprehensive’ in comprehensive sexuality education

Health Education Journal ◽

10.1177/0017896920915960 ◽

2020 ◽

Vol 79 (7) ◽

pp. 747-762 ◽

Cited By ~ 1

Author(s):

Esther Miedema ◽

Marielle L J Le Mat ◽

Frances Hague

Keyword(s):

Public Health ◽

Knowledge Production ◽

Sexuality Education ◽

Comprehensive Sexuality Education ◽

The Core ◽

Key Concepts ◽

Core Elements ◽

Core Components ◽

Important Means ◽

The Subject

Background: Comprehensive Sexuality Education (CSE) is increasingly gaining traction within the international community. CSE is regarded as an important means of informing young people about their rights and sexual health, improving public health outcomes and contributing to sustainable development. Context and objective: Considerable variation exists in understandings regarding what makes sexuality education ‘comprehensive’. To gain greater clarity on what CSE is seen to be and entails, and how this form of sexuality education compares with other approaches, a review of existing programmatic and scholarly literatures was conducted. Design: This literature review analyses a range of CSE guidelines and academic sources engaging with the subject of CSE, and sexuality education more broadly. Method: Analysis of stated goals and means of CSE to identify core components of this form of education. Results: Four sets of core CSE components are identified, yet the analysis shows that the intended breadth of this type of sexuality education leaves considerable space for interpretation, with key concepts often remaining abstract. Furthermore, addressing the core elements of CSE and achieving its ‘emancipatory’ goals can work to exclude particular perspectives and subjectivities. Conclusion: The review draws attention to the politics of knowledge production at play in decisions concerning what is deemed ‘comprehensive’, for whom, when and where. It concludes that the notion of ‘comprehensive’ is a matter of degree, and that reaching consensus on a set of universal standards regarding what can be deemed as ‘comprehensive’ may neither be possible nor desirable. The analysis will be useful for those interested in more careful engagement with CSE and, specifically, in examining features that, in practice, may run counter to the original goals.

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Identitas Orang Sasak: Studi Epistemologis terhadap Mekanisme Produksi Pengetahuan Masyarakat Suku Sasak

JURNAL PENELITIAN KEISLAMAN ◽

10.20414/jpk.v14i1.493 ◽

2018 ◽

Vol 14 (1) ◽

pp. 52-63

Author(s):

Dedy Wahyudin

Keyword(s):

Ethnic Group ◽

Knowledge Production ◽

Phenomenological Research ◽

Qualitative Approach ◽

High Culture ◽

The Core ◽

Core Identity ◽

People First ◽

And Behavior

Artikel ini hendak menjawab dua persoalan krusial terkait identitas orang Sasak: pertama, apakah inti identitas orang Sasak sekaligus unsur-unsur pembentuknya; kedua, bagaimana mekanisme pengetahuan dan perilaku pada masyarakat Sasak. Jawaban dari dua soal ini sangat penting sebagai pijakan suku bangsa Sasak untuk meraih masa depan yang lebih baik. Penelitian dilakukan dengan pendekatan kualitatif berjenis penelitian fenomenologis. Penelitian jenis fenomenologis paling cocok untuk tema penelitian tentang identitas ditambah lagi dengan kenyataan bahwa peneliti adalah orang Sasak yang tentu saja menyerap dan merasakan sendiri menjadi orang Sasak. Hasil penelitian menunjukkan bahwa inti identitas orang Sasak adalah agama dan adat atau Islam dan tradisi. Tradisi Sasak merupakan pengejawantahan dari ajaran-ajaran Islam yang selanjutnya membentuk perilaku yang tipikal bagi masyarakat Sasak yaitu menjadi muslim taat yang berbudaya tinggi pada saat yang sama. Title: The Identity of Sasak People: Epistemology Study to the Mechanism of Knowledge Production of Sasak Tribe Community Abstract: This article will answer two crucial issues related to the identity of Sasak people: first, what are the core identities of the Sasak people and the forming elements?, second, how are the mechanisms of knowledge and behavior in the Sasak community?. The answers to these two questions are very important as a foothold of the Sasak ethnic group to achieve the better future. The research was conducted with a qualitative approach of the type of phenomenological research. The research of the phenomenological type is best suited to the theme of identity research added to the fact that researcher is Sasak person who naturally absorb and feel himself as person of Sasak. The results of the research showed that the core identity of the Sasak people is religion and custom or Islam and tradition. The Sasak tradition is an embodiment of Islamic ideologies which further form a typical behavior for the Sasak community, namely: being a loyal Muslims and they have high culture at the same time.

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Comments on Bulterman-Bos: Research Relevancy or Research for Change?

Educational Researcher ◽

10.3102/0013189x08325680 ◽

2008 ◽

Vol 37 (7) ◽

pp. 429-431 ◽

Cited By ~ 6

Author(s):

Susan E. Noffke

Keyword(s):

Social Justice ◽

Action Research ◽

Knowledge Production ◽

The Other ◽

Practitioner Inquiry ◽

Global Changes ◽

The Core ◽

Political Dimensions ◽

Production Demand

Three issues emanating from the Bulterman-Bos article (2008) form the core of this commentary. First, the issue of relevancy is addressed from the standpoint of action research and other forms of practitioner inquiry. From this perspective, the divisions between the cultures of university and school are addressed both ways: Each can potentially be transformed by research emanating from the other. Second, another view of the role of theory in research is offered, one that builds on the inherently political dimensions of educational practices, whether in universities or elsewhere. Finally, global changes in the nature of knowledge production demand that research enhance its capacity to work for social justice.

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Resisting Piratic Method by Doing Research Otherwise

Sociology ◽

10.1177/0038038516656992 ◽

2017 ◽

Vol 51 (1) ◽

pp. 27-42 ◽

Cited By ~ 9

Author(s):

Lisa Tilley

Keyword(s):

Political Economy ◽

Intellectual Property ◽

Knowledge Production ◽

Life Sciences ◽

The Political ◽

The South ◽

The Core ◽

Intellectual Commons

The reconstruction of sociology into connected sociologies works towards a truly global and plural discipline. But if undoing the overrepresentation of European epistemology in sociology requires a deeper engagement with epistemologies of the South or worlds and knowledges otherwise, how can we ensure that such engagements do not simply reproduce colonial forms of appropriation and domination? Here I consider means of resisting extractive, or ‘piratic’ method in sociology research by drawing lessons from recent debates around geopiracy and biopiracy in geography and the life sciences. The core claim of this article is that any decolonial knowledge production must involve a consideration of the political economy of knowledge – its forms of extraction, points of commodification, how it is refined as intellectual property, and how it comes to alienate participating knowers. Against this I suggest a relearning of method in an anti-piratic way as a means of returning our work to the intellectual commons.

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People's Councils for Ethical Machine Learning

10.31235/osf.io/sjpmc ◽

2018 ◽

Author(s):

Dan McQuillan

Keyword(s):

Machine Learning ◽

Social Media ◽

Big Data ◽

Knowledge Production ◽

The Core ◽

Machine Learning Methods ◽

The Family ◽

The World ◽

Social Media Platforms ◽

Drone Warfare

Machine learning is a form of knowledge production native to the era of big data. It is at the core of social media platforms and everyday interactions. It is also being rapidly adopted for research and discovery across academia, business and government. This paper will explore the way the affordances of machine learning itself, and the forms of social apparatus that it becomes a part of, will potentially erode ethics and draw us in to a drone-like perspective. Unconstrained machine learning enables and delimits our knowledge of the world in particular ways: the abstractions and operations of machine learning produce a ‘view from above’ whose consequences for both ethics and legality parallel the dilemmas of drone warfare. The family of machine learning methods is not somehow inherently bad or dangerous, nor does implementing them signal any intent to cause harm. Nevertheless, the machine learning assemblage produces a targeting gaze whose algorithms obfuscate the legality of its judgements, and whose iterations threaten to create both specific injustices and broader states of exception. Given the urgent need to provide some kind of balance before machine learning becomes embedded everywhere, this paper proposes people’s councils as a way to contest machinic judgements and reassert openness and discourse.

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‘Different isn’t free’: Gender @ work in a digital world

Ethnography ◽

10.1177/1466138117728737 ◽

2017 ◽

Vol 19 (3) ◽

pp. 336-359 ◽

Cited By ~ 3

Author(s):

Coleen Carrigan

Keyword(s):

Computer Science ◽

Knowledge Production ◽

Rites Of Passage ◽

Core Values ◽

Value Systems ◽

Science And Engineering ◽

The Core ◽

Digital World ◽

Male Dominated ◽

Constant Observation

US society is thoroughly computerized and the majority of its population engages in activities involving computers. Why, then, does computer science and engineering (CSE) remain highly male-dominated and seemingly impervious to desegregation? This study explores how CSE professionals in corporations and universities navigate and subvert male hegemony to persist. I document practices in CSE that reproduce the ideological union between masculinity and competency, including hazing, bragging, and bullying. These practices, much like rites of passage, also serve to indoctrinate CSE workers to the core values in computing knowledge production, including constant observation, combative work styles, and male hegemony, all of which differentially impact women. Women who persist in CSE describe their experiences as wearisome, constrained by a fear of being different, and thus further marginalized. I argue that processes and value systems by which people become computing professionals reflect a gendered, technocratic culture, one that reproduces labor segregation in CSE.

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Dynamic Information Systems in Higher Education

Encyclopedia of Multimedia Technology and Networking, Second Edition ◽

10.4018/978-1-60566-014-1.ch058 ◽

2009 ◽

pp. 430-435

Author(s):

Juha Kettunen

Keyword(s):

Higher Education ◽

Information Systems ◽

Intellectual Capital ◽

Knowledge Work ◽

Education Institution ◽

Educational Management ◽

Strategic Objectives ◽

The Core ◽

Concept Of Information

The management of creative knowledge work presents great challenges in higher education, where individuals and information systems play a significant role in attaining the strategic objectives of a higher education institution (HEI). It is argued in this article that an analysis of the information systems (IS) of an organization using the concept of information environments (IE) activates the organization’s awareness of the development needs of intellectual capital and ISs. A classification of information environments is introduced, developed, and successfully applied to the core processes of an HEI. The purpose of this article is to show that the ISs can be classified according to the IEs and the core processes of an organization. An analysis of information environments helps the educational management to develop the institution’s information systems in an innovative way. In particular, dynamic ISs are analyzed for the purpose of managing the intellectual capital in HEIs. A case study on the E-Learning Unit at the Turku University of Applied Sciences (TUAS) is presented. The findings of the study are useful for educational administrators, project managers, software developers, and usability specialists. The article is organized as follows: First, the IE approach, useful for analyzing an organization’s ISs, is introduced. Next, the concept of IEs is used to analyze the ISs used in the core internal processes of a HEI, which is the main focus of the article. Thereafter, a short case study of a dynamic IS is presented, including future trends. Finally, the results of the study are summarized and discussed in the concluding section.

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28. Becoming a researcher and knowledge producer

Criminology ◽

10.1093/he/9780198736752.003.0028 ◽

2017 ◽

Author(s):

Steve Case ◽

Phil Johnson ◽

David Manlow ◽

Roger Smith ◽

Kate Williams

Keyword(s):

Criminal Justice ◽

Criminal Justice System ◽

Knowledge Production ◽

Justice System ◽

Research Topic ◽

Ethical Standards ◽

The Core ◽

Undergraduate Studies ◽

Unconventional Methods ◽

Core Features

This chapter guides the criminology student on how to undertake research and embark on knowledge production, with particular emphasis on the work required for doing a dissertation. It provides an array of practical and creative tips for developing the student's role as a knowledge producer and becoming a person who contributes to what is — and what is not — known about crime and the criminal justice system. The objective is to enhance the student's undergraduate studies by encouraging him/her to think and act as an independent researcher. The chapter explains why research is important and highlights the breadth of opportunities offered by being an undergraduate researcher in criminology. It considers effective ways of choosing one's research topic, the core features of a dissertation or research project, ethical standards for researchers in criminology, and unconventional methods of dissemination for research.

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