Multiple Voices, Multiple Paths

2017 ◽  
pp. 332-358
Author(s):  
Rutendo Ngara
Keyword(s):  
Medical Knowledge ◽  
Ways Of Knowing ◽  
Knowledge Systems ◽  
Medical Systems ◽  
Global Knowledge ◽  
Multiple Voices ◽  
Knowledge Brokerage ◽  
Cognitive Justice ◽  
Multiple Paths ◽  
The Right

The Western knowledge paradigm – with its ways of knowing, ways of seeing and its notions of reality - has dominated the global knowledge arena, rendering many indigenous knowledge systems as invalid, illegitimate and irrelevant. This is particularly true for indigenous medical knowledge systems, which have struggled to articulate their voices from the marginalisation imposed by colonialism, globalisation and modernity. This chapter outlines paradigmatic tenets and key conceptions underpinning Western Biomedicine, Traditional Chinese Medicine and Traditional African Medicine. It explores areas of synergy and contradiction, as well as points for potential dialogue between the medical systems. The chapter suggests that if carefully excavated, explorations into such ontologies and epistemologies can make meaningful contributions to knowledge brokerage, thus promoting inclusivity and ethics in knowledge societies. It therefore makes a case for cognitive justice – ‘the right of different traditions of knowledge to co-exist without duress'.

Multiple Voices, Multiple Paths

2019 ◽  
pp. 517-542
Author(s):  
Rutendo Ngara
Keyword(s):  
Medical Knowledge ◽  
Ways Of Knowing ◽  
Knowledge Systems ◽  
Medical Systems ◽  
Global Knowledge ◽  
Multiple Voices ◽  
Knowledge Brokerage ◽  
Cognitive Justice ◽  
Multiple Paths ◽  
The Right

The Western knowledge paradigm – with its ways of knowing, ways of seeing and its notions of reality - has dominated the global knowledge arena, rendering many indigenous knowledge systems as invalid, illegitimate and irrelevant. This is particularly true for indigenous medical knowledge systems, which have struggled to articulate their voices from the marginalisation imposed by colonialism, globalisation and modernity. This chapter outlines paradigmatic tenets and key conceptions underpinning Western Biomedicine, Traditional Chinese Medicine and Traditional African Medicine. It explores areas of synergy and contradiction, as well as points for potential dialogue between the medical systems. The chapter suggests that if carefully excavated, explorations into such ontologies and epistemologies can make meaningful contributions to knowledge brokerage, thus promoting inclusivity and ethics in knowledge societies. It therefore makes a case for cognitive justice – ‘the right of different traditions of knowledge to co-exist without duress'.

scholarly journals Walking Many Paths, Our Research Journey to (Re)present Multiple Knowings

2021 ◽  
Vol 7 (1) ◽  
pp. 159-182
Author(s):  
Melitta Hogarth ◽  
Kori Czuy
Keyword(s):  
Indigenous Peoples ◽  
Ways Of Knowing ◽  
Knowledge Systems ◽  
Indigenous Research ◽  
Indigenous Knowledges ◽  
Multiple Voices ◽  
Indigenous Ways Of Knowing ◽  
Methodological Approaches ◽  
Indigenous Voices

Indigenous peoples globally are seeking new ways in which to communicate and share our worldviews.  Sometimes defined as resistance research, emancipatory research, decolonising research - our research (re)presents the multiple journeys in which we live and come to know. Emerging Indigenous research methodological approaches are centring Indigenous ways of knowing, being and doing, to privilege Indigenous voices that have been suppressed through colonization.  The intricate weaving of Western methodologies with Indigenous knowledges evokes agency in two emerging Indigenous researchers (from Australia and Canada) and weaves a path of reconciliation between their diverse disciplines as well as the seemingly dichotomous knowledge systems they are challenged to work within. Using metalogue, a way of authentically bringing together multiple voices through dialogue, we discuss the creative and radical Indigenous methodological approaches developed and enacted within our PhDs.  The paper will provide insights to the epistemological, ontological and axiological principles that inform emerging Indigenous approaches to research.  

Cultural Diversity and Critical Dietetics: A Scholarship of Cross-Cultural Engagement

2016 ◽  
Vol 3 (2) ◽  
pp. 23-31
Author(s):  
Craig Alan Hassel
Keyword(s):  
Ways Of Knowing ◽  
Cross Cultural ◽  
Knowledge Systems ◽  
Human Society ◽  
Health Issues ◽  
Post Colonial ◽  
Cultural Engagement ◽  
Cultural Perspectives ◽  
Culturally Different ◽  
Classical Chinese Medicine

As every human society has developed its own ways of knowing nature in order to survive, dietitians can benefit from an emerging scholarship of “cross-cultural engagement” (CCE).  CCE asks dietitians to move beyond the orthodoxy of their academic training by temporarily experiencing culturally diverse knowledge systems, inhabiting different background assumptions and presuppositions of how the world works.  Although this practice may seem de- stabilizing, it allows for significant outcomes not afforded by conventional dietetics scholarship.  First, culturally different knowledge systems including those of Africa, Ayurveda, classical Chinese medicine and indigenous societies become more empathetically understood, minimizing the distortions created when forcing conformity with biomedical paradigms.  This lessens potential for erroneous interpretations.  Second, implicit background assumptions of the dietetics profession become more apparent, enabling a more critical appraisal of its underlying epistemology.  Third, new forms of post-colonial intercultural inquiry can begin to develop over time as dietetics professionals develop capacities to reframe food and health issues from different cultural perspectives.  CCE scholarship offers dietetics professionals a means to more fully appreciate knowledge assets that lie beyond professionally maintained parameters of truth, and a practice for challenging and moving boundaries of credibility.

Track 2.a Introduction

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Sucharita BENIWAL ◽  
Sahil MATHUR ◽  
Lesley-Ann NOEL ◽  
Cilla PEMBERTON ◽  
Suchitra BALASUBRAHMANYAN ◽  
...  
Keyword(s):  
Case Studies ◽  
Local Knowledge ◽  
Ways Of Knowing ◽  
Social Contexts ◽  
Knowledge Systems ◽  
Theoretical Frameworks ◽  
Native Communities ◽  
Cultural Systems ◽  
Local Practices

The aim of this track was to question the divide between the nature of knowledge understood as experiential in indigenous contexts and science as an objective transferable knowledge. However, these can co-exist and inform design practices within transforming social contexts. The track aimed to challenge the hegemony of dominant knowledge systems, and demonstrate co-existence. The track also hoped to make a case for other systems of knowledges and ways of knowing through examples from native communities. The track was particularly interested in, first, how innovators use indigenous and cultural systems and frameworks to manage or promote innovation and second, the role of local knowledge and culture in transforming innovation as well as the form of local practices inspired innovation. The contributions also aspired to challenge through examples, case studies, theoretical frameworks and methodologies the hegemony of dominant knowledge systems, the divides of ‘academic’ vs ‘non-academic’ and ‘traditional’ vs ‘non-traditional’.

scholarly journals Environmental governance: Broadening ontological spaces for a more livable world

2021 ◽  
pp. 251484862110185
Author(s):  
Walker DePuy ◽  
Jacob Weger ◽  
Katie Foster ◽  
Anya M Bonanno ◽  
Suneel Kumar ◽  
...  
Keyword(s):  
Indigenous Peoples ◽  
Environmental Governance ◽  
Policy Instruments ◽  
Self Determination ◽  
Ontological Pluralism ◽  
Cognitive Justice ◽  
Challenges And Opportunities ◽  
United Nations Declaration ◽  
The Right ◽  
Land Water

This paper contributes to global debates on environmental governance by drawing on recent ontological scholarship to ask: What would it mean to ontologically engage the concept of environmental governance? By examining the ontological underpinnings of three environmental governance domains (land, water, biodiversity), we find that dominant contemporary environmental governance concepts and policy instruments are grounded in a modernist ontology which actively shapes the world, making certain aspects and relationships visible while invisibilizing others. We then survey ethnographic and other literature to highlight how such categories and their relations have been conceived otherwise and the implications of breaking out of a modernist ontology for environmental governance. Lastly, we argue that answering our opening question requires confronting the coloniality woven into the environmental governance project and consider how to instead embrace ontological pluralism in practice. In particular, we examine what taking seriously the right to self-determination enshrined in the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) could mean for acknowledging Indigenous ontologies as systems of governance in their own right; what challenges and opportunities exist for recognizing and translating ontologies across socio-legal regimes; and how embracing the dynamism and hybridity of ontologies might complicate or advance struggles for material and cognitive justice.

A personal perspective on pedagogical structures and strategies that uphold Indigenous ways of knowing

2021 ◽  
Vol 20 (2) ◽  
pp. 129-140
Author(s):  
Justine Nabaggala
Keyword(s):  
Visual Art ◽  
Formal Education ◽  
Ways Of Knowing ◽  
Knowledge Systems ◽  
Personal Perspective ◽  
Effect Change ◽  
Art Educator ◽  
Indigenous Knowledge Systems ◽  
Indigenous Ways Of Knowing ◽  
Learning Development

This article gives a brief background of where I come from and how my experiences in Africa and North America have framed the ‘philosophy of teaching’ that defines me as a visual art educator. I reflect on the postcolonial concept of ‘decolonization’ as a means to identifying possible pedagogical alternatives of practice. Acknowledging that my knowledge embraces both ‘western’ and ‘Indigenous’ ways of knowing, poses a question for me as an art educator about ways to design and implement pedagogies that embrace contextualized experiences in order to achieve meaningful learning within formal education. I conclude by stating that nothing will effect change within Uganda’s education sector, particularly in reference to visual art education and practice, without educators having a firmer grasp of their scholarly standpoint on knowledge and learning. Development of concrete ways of bringing together diverse ontological, epistemological and axiological positions of western and Indigenous knowledge systems as well as art pedagogies to facilitate learning, will require educators to develop structures and strategies that progress from the bottom up in order to benefit from the values, beliefs and ways of knowing within diverse local communities.

Creating the [Insert Name Here] Methodology

2022 ◽  
pp. 182-203
Author(s):  
Melissa Riley Bradford
Keyword(s):  
Doctoral Students ◽  
Research Methods ◽  
Research Methodology ◽  
Ways Of Knowing ◽  
Curriculum Studies ◽  
Methods Courses ◽  
Doctoral Research ◽  
New Directions ◽  
Student Researchers ◽  
The Right

In this chapter, the author uses a first-person narrative to describe her dissertation journey as she shifted from deductively hunting for the “right” methodology in order to follow an inductive process as she developed the “Melissa Methodology” of value-creative dialogue inspired by Ikeda's philosophical perspectives and practice. She illustrates one way that non-Western ways of knowing, being, and doing might inform curriculum studies student researchers. In addition, she highlights the importance of having supportive advisors and colleagues who pose and answer questions that push one's thoughts in new directions. Finally, she discusses implications for doctoral students based on her observations as an instructor of doctoral research methods courses. By sharing her journey, she hopes to provide an example of how doctoral students can be guided by their pursuit of what is worth knowing in creating their own research methodology.

Sense and Evidence

2014 ◽  
Vol 9 (1-2) ◽  
pp. 102-140 ◽  
Author(s):  
Ritika Ganguly
Keyword(s):  
Science Studies ◽  
Medical Knowledge ◽  
Modern Science ◽  
Analysis Experiment ◽  
Complex Knowledge ◽  
New Research ◽  
The Right ◽  
Participant Observer ◽  
Relationship Of ◽  
The Relationship

This paper takes an ethnographic look at laboratory discourses and procedures in the scientific construction of contemporary ayurvedic research in India. It opens up for analysis an experiment in a ‘transdisciplinary’ research laboratory that seeks to understand the methodological and epistemic logic of ayurvedic pharmacology with the help of research methodologies specific to modern Science. In doing so, this paper unravels the various meanings that Science has for its different stakeholders. I examine—as participant, observer, and trainee—a ‘Sensory Analysis’ experiment conducted by scientists at a pharmacology and pharmacognosy laboratory for ayurvedic medicine in Bangalore. Postcolonial science studies have analysed the ways in which discourses of science lead to new knowledges and technologies as well as new ways of organising traditional medical knowledge. Yet the processes that reconcile traditional and modern methodologies of pharmacological and pharmacognostic research have received less attention. The experiment that I am discussing here revisits the ayurvedic doctrine of savours and qualities to standardise not only the parameters indicating the nature of a drug, but also standardise the human body itself as a tool to develop a specific ayurvedic methodology. I argue that in its association with the laboratory and the experimental method, the pursuit of ‘open-minded’dravyaguṇaresearch conceptualises new research in Ayurveda in terms of the right tools, simplifies complex knowledge, and reorganises the relationship of modern ayurvedic research with classical scientific thought.

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