Decolonizing scholarship? Plural onto/epistemologies and the right to science

Gatt, Caroline

doi:10.3389/fsoc.2023.1297747

Cited by 26 publications

References 18 publications

(17 reference statements)

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Beyond Western Notions of Creativity in Education: Toward a Trans‐Epistemological Approach

Mehta,

Creely,

Henriksen

et al. 2024

Journal of Creative Behavior

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In this editorial for the special issue on Beyond Western Notions of Creativity in Education, we provide an overview of six articles that challenge the normative ontological, epistemological, and methodological underpinning of creativity research and practice in education. This special issue aimed to interrogate and problematize the notion of creativity as a Western conception, to expand it toward developing a more global, diverse, inclusive, and decolonized vision. Articles in this issue contribute to a more expanded conception beyond traditional Western ways of knowing and point to new areas for research within existing understandings of creativity. We explore creative practices and conceptualizations, as well as diverse research paradigms beyond Western traditions to present a more holistic understanding. We share implications for future research and practice for educators and scholars interested in expanding beyond the Western conceptualizations of creativity.

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Beyond Western Notions of Creativity in Education: Toward a Trans‐Epistemological Approach

Mehta,

Creely,

Henriksen

et al. 2024

Journal of Creative Behavior

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Traditional Black Midwifery to Enhance Birth Justice

Suárez-Baquero,

Joseph,

McLemore

2024

Journal of Obstetric, Gynecologic & Neonatal Nursing

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The Human Right to Science

Romano,

Boggio

2024

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The Human Right to Science is about the “human right to benefit from progress in science and its applications,” also known more succinctly as the “right to science.” Although the right to science is one of the oldest internationally recognized human rights, it has suffered too long from neglect. International organizations and States pay little attention to it. There are only a few inadequate indicators to measure progress toward its realization. There is also little or no international or national jurisprudence, as the right as such is not litigated. However, at the beginning of the twenty-first century, both international organizations and scholars developed a new interest in the right to science. This book provides an in-depth historical account of the emergence and development of the right to science (Part II) and maps the right to science in international and domestic (constitutional level only) legal instruments (Part III). In Part IV, the right to science is broken down into twenty-two distinct but interrelated rights, grouped in four clusters: (1) the right to scientific progress and to scientific freedom; (2) the right to responsible scientific progress; (3) the right to participate in scientific progress; and (4) the right to benefit from scientific progress. For each cluster of rights, and for each of the rights contained in each cluster, the book discusses their normative basis and content, limitations, and possible indicators States and international organizations use, or might use, to track progress toward their implementation.

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Decolonizing scholarship? Plural onto/epistemologies and the right to science

Abstract: November CITATION Gatt C () Decolonizing scholarship? Plural onto/epistemologies and the right to science.

Cited by 26 publications

References 18 publications

Beyond Western Notions of Creativity in Education: Toward a Trans‐Epistemological Approach

Beyond Western Notions of Creativity in Education: Toward a Trans‐Epistemological Approach

Traditional Black Midwifery to Enhance Birth Justice

The Human Right to Science

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