Perturbing possibilities in the postqualitative turn: lessons from Taoism (道) and<i>Ubuntu</i>

Wu, Jinting; Eaton, Paul William; Robinson-Morris, David W.; Wallace, Maria F. G.; Han, Shaofei

doi:10.1080/09518398.2017.1422289

Cited by 24 publications

(14 citation statements)

References 35 publications

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“…Language is representationally central here, our route to accessing meaning, and the 'languaging' subject is separate from the 'languaged' object (MacLure 2013). Critical pedagogy, with its focus on dialogue as preparation for participation in civil society, privileges the 'cognitive imperialism' of the global West and North (Wu et al 2018), with its representational, 'mind-centric epistemologies' (Kester andCremin 2017, 1418; see also Zembylas 2018) and verbal orientation (Kurian and Kester 2018).…”

Section: Transrational Peace Educationmentioning

confidence: 99%

Reimagining voice for transrational peace education through participatory arts with South African youth

Harvey

Cooke

2020

Journal of Peace Education

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Section: Transrational Peace Educationmentioning

confidence: 99%

Reimagining voice for transrational peace education through participatory arts with South African youth

Harvey

Cooke

2020

Journal of Peace Education

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“…Norma: "In terms of Indigenous views our aim is to learn more from one another through this learning project and to strengthen ties of relationality between people and between people and all else that exists (where all are given equal status as far as the right to wellbeing is concerned). This paper "Perturbing possibilities in the post qualitative turn: lessons from Taoism (道) and Ubuntu," by Wu et al (2018): is particularly helpful for our approach." Janet: "Yes Norma, thank you, this is a very helpful paper and I particularly like this quotation, which I would like us all to read and reflect on the paper.…”

Section: Theoretical Assumptionsmentioning

confidence: 99%

Together We Can Grow: Resourcing the Commons Through Pathways to Wellbeing

Wirawan

McIntyre‐Mills

Makaulule

et al. 2022

Syst Pract Action Res

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This paper discusses transformative research in a community of practice, it is written in the form of a metalogue on our progress to date This iterative dialogue based on face to face meetings and regular virtual meetings. Together we illustrate and map the journey of developing the pathways to wellbeing software into story pathways to support a green circular economy. The metalogue enables weaving together the experiences and diverse ways of knowing whilst we explore the environment of a problem together we builds on the work of Gregory Bateson and his daughter Nora Bateson as well as the wisdom of Indigenous sages and scholars who emphasise the importance of strengthening relationships (in our fields of influence) as the route to human and more than human wellbeing. The research paper is one of several papers which will explore ways to enable participatory design and decision making through an online community of practice. Our “boundary” that we are setting in the paper focused around the building of relationships in which we are involved and which we are expanding (through a myriad of connections and networks) to build circular economic practices in Venda, specifically in relation to protecting sacred sites and being responsive to Mupo. The first author has a website https://www.wirasoftfoundtion.org/en_GB/web/biac-sig/home on which some ideas on circular economies are expressed. Our hope is that the small pilot can be used to demonstrate a way in which community education can be linked with social enterprises that support earning and learning together in ways that foster social and environmental justice.

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“…Epistemic dimension: Seeking to dismantle epistemic hegemony and modernity violences by de-racialising, de-masculinising, de-genderising educational spaces, and epistemological resistance. Revitalising and honouring all marginalised forms of knowledge and ending with Western epistemologies' domination (Andreotti et al, 2015;Restrepo, 2014;Santos, 2014;Wu et al, 2018). Indigenise and making black/brown/feminist curriculum (Chilisa, 2017;Dei, 2016;Todd, 2016;Tuck & Wayne Yang, 2019).…”

Section: Linking Agroecology and Decolonial Educationmentioning

confidence: 99%

“…Allowing us to imagine other possible realities, embracing plurality and justice. (Burman, 2016;Stein, 2019;Todd, 2016;Wu et al, 2018). Simpson (2014) highlights the need and importance of developing all kinds of knowledge, intellectual and spiritual or emotional, and propose using land as a pedagogical tool (Simpson, 2014).…”

Section: Linking Agroecology and Decolonial Educationmentioning

confidence: 99%

Transforming higher education in Bolivia by linking two contra-hegemonic movements: agroecology and the Decolonial turn

Cely

Cuajera-Nahui

Escobar-Vasquez

et al. 2021

International Journal of Qualitative Studies in Education

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Agroecology is recognised as a socio-political and agricultural praxis and as a scientific domain. However, the dominant anthropocentric narrative that views nature as an exploitable resource is still present in agriculture faculties. In this contribution, we use three avenues to advance the possibilities of linking two counter-hegemonic forces to transform agriculture higher education. Firstly, the article examines the connection between decolonisation as a theoretical concept and the practices of decoloniality unfolding in agroecology. Secondly, we explore the di alogo de saberes, the Latin American approach of knowledge dialogue, as a bridge to connect diverse knowledge systems. The third path correlates literature findings with a Bolivian higher education program that has been around for three decades. Our experience shows that the dyad of agroecology and decolonial turn plays a significant role in transforming agricultural education by opening new paths to engage in a collaborative process between multiple knowledge systems.

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Perturbing possibilities in the postqualitative turn: lessons from Taoism (道) andUbuntu

Cited by 24 publications

References 35 publications

Reimagining voice for transrational peace education through participatory arts with South African youth

Reimagining voice for transrational peace education through participatory arts with South African youth

Together We Can Grow: Resourcing the Commons Through Pathways to Wellbeing

Transforming higher education in Bolivia by linking two contra-hegemonic movements: agroecology and the Decolonial turn

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