Dimensions Of Epistemic Authority Of University Professors

Blumberga, Solveiga

doi:10.12955/snsj.v5i0.299

Cited by 2 publications

(1 citation statement)

References 14 publications

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“…Epistemic authority has been deliberated by philosophers in relation to a variety of topics (e.g. Zagzebski, 2012), and it has been studied within the context of political beliefs (Bar-Tal et al, 1994), collaborative science (Zagzebski, 2012), physician expertise (Bar-Tal et al, 2013), and college professors (Blumberga, 2012;Raviv et al, 1993).…”

Section: Defining Science and Scientific Knowledgementioning

confidence: 99%

In science communication, why does the idea of the public deficit always return? Exploring key influences

Suldovsky

2016

Public Underst Sci

107

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Despite mounting criticism, the deficit model remains an integral part of science communication research and practice. In this article, I advance three key factors that contribute to the idea of the public deficit in science communication, including the purpose of science communication, how communication processes and outcomes are conceptualized, and how science and scientific knowledge are defined. Affording science absolute epistemic privilege, I argue, is the most compelling factor contributing to the continued use of the deficit model. In addition, I contend that the deficit model plays a necessary, though not sufficient, role in science communication research and practice. Areas for future research are discussed.

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Section: Defining Science and Scientific Knowledgementioning

confidence: 99%

In science communication, why does the idea of the public deficit always return? Exploring key influences

Suldovsky

2016

Public Underst Sci

107

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Funds of Knowledge and Epistemic Authority in Higher Education

Ribeiro

Lubbers

2015

New Voices in Higher Education Research and Scholarship

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This chapter examines how knowledge networks of academics shape epistemic authority in higher education institutions. The issue is addressed with the approach of funds of knowledge (Bensimon, 2009) and social network theory. Social networks (of collaboration, influence, friendship, etc.) have been mainly approached with an emphasis on their actual structure and the relationship between position in that network and other features. However, little is known about how those networks of ties affect how knowledge is embodied, encoded, and enacted within higher education institutions at the interpersonal level. Rather than examining the specific qualities of any researcher's fund of knowledge, the authors focus on showing how the approach of funds of knowledge can be operationalised by social network analysis to investigate epistemic authority and epistemic change in research agendas. Knowledge networks are described as epistemic conduits, and the challenges of research in this topic are also discussed.

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Dimensions Of Epistemic Authority Of University Professors

Cited by 2 publications

References 14 publications

In science communication, why does the idea of the public deficit always return? Exploring key influences

In science communication, why does the idea of the public deficit always return? Exploring key influences

Funds of Knowledge and Epistemic Authority in Higher Education

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