‘Histories of knowledges’ for research education
Bibliographic Data
| ID | 21555943 |
|---|---|
| Authors | J Qi (0000-0003-3511-0712, RMIT University, corresponding author), Catherine Manathunga (0000-0001-8915-0344, University of the Sunshine Coast), M Singh (0000-0003-3903-9327, Western Sydney University), Tracey Bunda (0000-0001-6824-8713, The University of Queensland) |
| Year | 2023 |
| Volume | 42 |
| Issue | 1 |
| Pages | 200-214 |
| Publication date | 2023-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Higher Education Research & Development (JOURNAL) |
| Journal identifiers | ISSN: 0729-4360 • E-ISSN: 1469-8366 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/07294360.2022.2040445 |
| OpenAlex | W4214874969 |
| Language | EN |
| Citations received | 9 |
| References cited | 27 |
The world faces complex and entangled environmental, health and social problems that can only be effectively grappled with if the research sector harnesses the knowledges and understandings of diverse cultures. Research education is a key site where more democratic and equitable processes of knowledge creation can take place. Drawing on de Sousa Santos’ argument for epistemic justice, this article discusses research education as embedded in global knowledge relations, through introducing the concepthistories of knowledges. This concept interrogates the multiple sets of epistemic relations regarding the history of knowledge, the history of science, knowledge movements, and knowledge hierarchies and conditions. Data were collected through surveys, interviews and workshop observations with research candidates and supervisors from Australia, Africa, Asia and Latin America. Findings show that participants demonstrated boundary-crossing awareness of potential knowledge inclusion and creation in non-linear, multilingual and transcultural ways and from perspectives of the Global South. Extending de Sousa Santos’ concept of ecologies of knowledges, we apply the conceptual dynamics of histories of knowledges to propose a micro-, meso- and macro-historical approach to research education that centres around reconceptualisation of epistemic relations and repositioning of research candidates and supervisors
Democracy · Epistemology · Latin Americans · Political science · Politics · Social science · Sociology · Educational Theory and Curriculum Studies · Evaluation of Teaching Practices · Law · Service-Learning and Community Engagement
JIĀO/JIÀO 教 Chinese bilingual doctoral researchers to theorise translingually
The Ecological Root Metaphor for Higher Education
Translanguaging theorising
Engaging students as partners in intercultural partnership practices
Curiosity as ubuntu justice in higher education
Bridging the divide
Community languages teachers’ funds of knowledge
Translanguaging knowledge mobilised for theorising
Community linguascapes and epistemic linguascapes
Time Maps
The Global South
Understanding health and illness
Epistemologies of the South
Transcultural and First Nations doctoral education and epistemological border-crossing
Debating New Approaches to History
Transculturalism and Transcultural Literature in the 21st Century
The History of Knowledge and the Future of Knowledge Societies
Narratives from within
The End of the Cognitive Empire
The Vulnerability of Science and the Science of Vulnerability
Transculture
Micro-Histories and Things That Matter
Is There a Queer Pedagogy? Or, Stop Reading Straight
Paradigm proliferation as a good thing to think with
Toward a Postcolonial Comparative and International Education
Using Chinese and First Nations philosophies about time and history to reimagine transcultural doctoral education
Decolonizing Methodologies
The Vulnerable Academic
| Unique citing works | 9 |
|---|---|
| Citations per year | 2,25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |