scholarly journals The Coloniality of Global Knowledge Production: Theorizing the Mechanisms of Academic Dependency

10.13185/3372 ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 5
Author(s):  
Caroline Schöpf
Keyword(s):  
Knowledge Production ◽  
Global Knowledge

scholarly journals Hidden features in global knowledge production: (re)positioning theory and practice in academic writing

2017 ◽  
Vol 17 (2) ◽  
pp. 355-378 ◽  
Author(s):  
Joel Windle
Keyword(s):  
Academic Writing ◽  
Knowledge Production ◽  
Applied Linguistics ◽  
Positioning Theory ◽  
Theory And Practice ◽  
Academic Literacies ◽  
Global Knowledge ◽  
Post Colonial ◽  
Colonial Theory ◽  
Global North

ABSTRACT A key challenge for applied linguistics is how to deal with the historical power imbalance in knowledge production between the global north and south. A central objective of critical applied linguistics has been to provide new epistemological foundations that address this problem, through the lenses of post-colonial theory, for example. This article shows how the structure of academic writing, even within critical traditions, can reinforce unequal transnational relations of knowledge. Analysis of Brazilian theses and publications that draw on the multiliteracies framework identifies a series of discursive moves that constitute “hidden features” (STREET, 2009), positioning “northern” theory as universal and “southern” empirical applications as locally bounded. The article offers a set of questions for critical reflection during the writing process, contributing to the literature on academic literacies.

scholarly journals The Wiki Learning Project: Wikipedia as an Open Learning Environment

Comunicar ◽  
2016 ◽  
Vol 24 (49) ◽  
pp. 61-69 ◽  
Author(s):  
Paola Ricaurte-Quijano ◽  
Arianna Carli-Álvarez
Keyword(s):  
Learning Environment ◽  
Knowledge Production ◽  
Collective Intelligence ◽  
Mobile Technologies ◽  
Global Learning ◽  
Open Learning ◽  
Global Knowledge ◽  
Educational Models ◽  
Digital Platforms ◽  
Open Learning Environment

Traditional educational models limit learning possibilities to formal and closed environments. However, mobile technologies and digital platforms are changing this paradigm, expanding learning opportunities. Based on the principles of peer knowledge production, we argue that Wikipedia can be used as an open learning environment that serves several purposes: a) it allows the acquisition of basic skills; b) it contributes to collective intelligence; c) it shortens the global knowledge gap; and, d) it enables the creation of global learning networks. The aim of this study is to introduce the process, strategies, and results of the implementation of the Wiki Learning project at a Mexican university, as an open learning model for the use of Wikipedia as a learning tool. This project included a variety of activities, from article production to workshops by and for students and teachers; 115 students and 57 teachers were surveyed to identify their perception about Wikipedia, its use and potential as educational tool. The results showed that, although the majority are Wikipedia users, there is still a lack of knowledge about its functioning, structure and communities, and a negative perception of the Wikipedia. This poses a great challenge to overcome this stigma and recover the value of collective knowledge production, the purpose of the encyclopedia and its place as a relevant product of collective intelligence. Los enfoques predominantes en el sistema educativo tradicional circunscriben las posibilidades de aprendizaje a entornos formales y cerrados. Sin embargo, las tecnologías móviles y plataformas digitales están transformando este paradigma, expandiendo las posibilidades de aprendizaje. A partir de esta condición y en el marco de la producción del conocimiento entre pares, sostenemos que Wikipedia puede ser utilizada como un entorno de aprendizaje abierto que cumple varios propósitos: a) permite adquirir competencias básicas; b) contribuye a la inteligencia colectiva; c) acorta la brecha global de conocimiento; y, d) facilita la construcción de redes globales de aprendizaje. Este estudio de caso tiene como objetivo presentar el proceso, estrategias y resultados del proyecto Wiki Learning, como modelo de aprendizaje abierto a través del uso de Wikipedia en una universidad mexicana. El proyecto abarcó desde la producción de artículos hasta talleres para el desarrollo de capacidades de profesores y estudiantes. Se realizaron encuestas a 57 docentes y 115 alumnos para identificar la percepción acerca de Wikipedia, su uso y posibilidades como herramienta educativa. Los resultados demostraron que a pesar de que todos son usuarios de Wikipedia, existe un desconocimiento general sobre su funcionamiento, estructura y comunidades, además de cierta desconfianza. Se presenta un desafío para romper el estigma y recuperar el valor de la gestión compartida del conocimiento, el propósito de la enciclopedia y su lugar como producto de la inteligencia colectiva.

Repositioning Africa in global knowledge production

The Lancet ◽  
2018 ◽  
Vol 392 (10153) ◽  
pp. 1163-1166 ◽  
Author(s):  
Sharon Fonn ◽  
Laban Peter Ayiro ◽  
Philip Cotton ◽  
Adam Habib ◽  
Peter Mulwa Felix Mbithi ◽  
...  
Keyword(s):  
Knowledge Production ◽  
Global Knowledge

Global Knowledge Production in the Social Sciences

2016 ◽  
Author(s):  
Wiebke Keim ◽  
Ercüment Çelik ◽  
Veronika Wöhrer
Keyword(s):  
Social Sciences ◽  
Knowledge Production ◽  
Global Knowledge ◽  
The Social

Shifting Proximities: A Case for Global Reading in US Higher Education

2015 ◽  
Vol 9 (3) ◽  
Author(s):  
Alexander Hartwiger
Keyword(s):  
Higher Education ◽  
Knowledge Production ◽  
Global Education ◽  
World Literature ◽  
Ways Of Knowing ◽  
Distant Reading ◽  
Global Knowledge ◽  
Global Issues ◽  
The World ◽  
Literature Class

AbstractThis article argues that US higher education knowledge production remains localized but gets disguised as global. Consequently, local ways of knowing get projected as universal and students’ worldviews are never complicated or expanded. It offers a pedagogical corrective to this trend and situates the world literature classroom as one of the primary locations that is capable of reimagining global knowledge production in U.S. universities. More specifically, the article explores the fluid movement between close and distant reading as well as the potential of Globally Networked Learning Environments (GLNE) as concrete ways of ensuring that global knowledge production is truly global in scope. Utilizing GNLEs in the world literature class provides a pedagogical model that enables critical engagement with the complexity of global issues through the study and discussion of global texts all while in a global environment. While US institutions seek to expand their global footprints, the educational experiences of students too often remain local. Ultimately, through theoretical and practical examples, the article argues that if students in the US academy are to have a truly global education, teachers and administrators must first start by reforming and transforming local sites of learning.

Diasporic Transnationalism, Gender, and Education

2021 ◽  
Author(s):  
Kimberly Williams Brown
Keyword(s):  
Knowledge Production ◽  
Women Teachers ◽  
Transnational Networks ◽  
Global Knowledge ◽  
Cheap Labor ◽  
Caribbean Women ◽  
Gender And Education ◽  
Work Education

Transnationalism, gender, and education are bound together through a global need for cheap, replaceable labor. Women work for less (cheap labor) and often travel globally for work. Education has not been exempt from this phenomenon and teachers’ roles in transnational and global knowledge production and teaching have not always been documented. Despite this, women have been resisting the exploitation of their labor through diasporic transnational networks; one such example is Afro-Caribbean women teachers who demonstrate how a politics of refusal, diasporic transnationalism, and liberation are bound together in interlocking ways. Diasporic transnationalism allows marginalized people to resist a world created on inequities that tells them they are not capable of agency and their own definitions of liberation.

scholarly journals Digital historical research and the repositioning of Africa in knowledge production

2021 ◽  
Vol 9s1 ◽  
pp. 243-255
Author(s):  
Bernard Kusena ◽  
Miriam Zhou
Keyword(s):  
Knowledge Production ◽  
Economic History ◽  
Weak Link ◽  
Research Performance ◽  
Historical Research ◽  
Knowledge Network ◽  
Global Knowledge ◽  
Post Colonial ◽  
The Face ◽  
State Archives

Africa�s historical knowledge production has exhibited promising signs of progress, particularly in strengthening the continent�s weak link in the global knowledge network. While such knowledge ought to intersect and interact with other bodies of knowledge from the rest of the world, the terrain is shifting quickly due to changing historical circumstances. This study deploys a case study of Zimbabwe to illustrate how the slow digital transformation in historical research has hindered efforts to confront the overarching question of constrained knowledge production in Africa. The over-reliance of economic history, archaeology, or history on the use of centralised state archives poses complex methodological challenges, particularly for the study of the recent African past. Despite the advantages offered by digital humanities, the research options for these disciplines continue to shrink in the face of serious discomfort by academics in embracing digital sources of data that complement paper-based archival evidence and re-gear the continent�s research performance. The article stresses that the sources of historical data, particularly on Africa�s post-colonial history, can be found in digital form outside state repositories.

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