All Knowledge is first of all Local Knowledge

Okere, Theophilus; Njoku, Chukwudi Anthony; Devisch, René

doi:10.2307/j.ctvk3gm9f.14

Cited by 9 publications

(8 citation statements)

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“…Okere et al . (2005) argue that all knowledge is first of all local knowledge and that a unique genius and distinctive creativity underlie the production of knowledge in any cultural context.…”

Section: Indigenous Ethicsmentioning

confidence: 99%

Think globally, act locally: collective consent and the ethics of knowledge production

Hudson

2009

Int Social Sci J

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Ethical review is an integral part of the process of developing research and considering issues associated with the production of knowledge. It is part of a system that primarily legitimises western traditions of inquiry and reinforces western assumptions about knowledge and its benefit to society. Around the world the process of colonisation has excluded indigenous understandings. In New Zealand, Māori (indigenous) knowledge has been similarly marginalised; this pattern is also reflected within ethical review. Māori values, while acknowledged, are not yet considered to have equal weight in ethical deliberations. The notion of collective rights and the possibility of developing processes to allow collective consent to be recognised and mandated by ethics committees have been raised by communities but largely ignored by the ethical review system. While kaupapa Māori researchers espouse the benefits of closer community involvement, policy makers and ethics committees have focused on “consultation” as the mechanism which confirms proof of engagement, the establishment of community support, and the relevance of the project. This article highlights the potential of the concept of collective consent in negotiations between researchers and communities.

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Section: Indigenous Ethicsmentioning

confidence: 99%

Think globally, act locally: collective consent and the ethics of knowledge production

Hudson

2009

Int Social Sci J

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“…It has been argued that all knowledge is first of all local; that is to say, first generated in a particular context (Gough 2002;Okere, Njoku, and Devisch 2005;Turnbull 1997a). However, not all knowledge is counted as legitimate knowledge.…”

Section: Knowledge Generationmentioning

confidence: 99%

“…This is the challenge we see, for example, in Jamaica where Jamaican Creole must contest with Jamaican Standard English. Okere, Njoku and Devisch (2005), speaking from an African perspective, posit that the onus is on African people to first be cognisant of what knowledge is of their making, and then be willing to promote it so that others will come to know what they have to offer to the world. In concluding the article we reflect on requirements that are needed to deal with the boundary conditions we have identified as being constitutive of the third space.…”

Section: The Third Space As Contested Terrainmentioning

confidence: 99%

“…Some (for example, Gough 2002;Okere et al 2005;Turnbull 1997a) call for the creation of spaces and opportunities for the various knowledge traditions to be brought together so as to produce appropriate understandings. This idea of knowledge spaces resonates with the work of cultural theorist and post-colonial scholar Homi Bhabha (1994) as detailed above.…”

Section: Knowledge Generationmentioning

confidence: 99%

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Exploring the global/local boundary in education in developing countries: the case of the Caribbean

George

Lewis

2011

Compare: A Journal of Comparative and International Education

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This article focuses on education in developing countries in the context of globalization and with specific reference to the Caribbean. It examines the concept of globalization and related concepts and positions developing countries within this context. It explores the possibility of the creation of a third space where the local and the global can co-mingle and new understandings can emerge. The article argues that although the global/local interface constitutes a zone of tension, it can, in the realm of education, become an area of creative opportunity. It outlines some parameters that can guide the way in which the third space can be shaped when Caribbean and other developing countries are faced with the challenge of accommodating external ideas into local education.

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“…This is consistent with what Okere et al . describe as “healing the breach between local knowledge practices and other civilizational systems of knowledge” by “building bridges” and “border‐linking” (Okere 2005, p.15).…”

Section: The Negotiated Spacementioning

confidence: 99%

Pacific health research guidelines: the cartography of an ethical relationship

Mila-Schaaf

2009

Int Social Sci J

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In 2004 the Health Research Council of New Zealand (HRC) published a set of “Guidelines on Pacific health research”. The Guidelines were an attempt to articulate the features of ethical research relationships with Pacific peoples living in Aotearoa New Zealand. This article describes the process of developing these guidelines, using Pacific knowledge paradigms and concepts as a starting point. Central to the discussion are two spatial metaphors, the Pacific concept of Va and Smith, Hudson, et al.'s (2008) contemporary concept of the negotiated space. It is asserted that via a conceptual negotiated space, traditional Pacific indigenous ethics were explored and respected in the development of the Guidelines. However, this was balanced with the desire for worldview expansion, knowledge innovation and the development of new philosophies, which required drawing from other knowledge paradigms. The process of deliberating, negotiating and, to some extent, integrating and synthesising values and ideas from different knowledge paradigms characterise the Guidelines as not only a project of restoration but also a project of transformation.

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All Knowledge is first of all Local Knowledge

Cited by 9 publications

References 0 publications

Think globally, act locally: collective consent and the ethics of knowledge production

Think globally, act locally: collective consent and the ethics of knowledge production

Exploring the global/local boundary in education in developing countries: the case of the Caribbean

Pacific health research guidelines: the cartography of an ethical relationship

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