Reframing science and other local knowledge traditions

Turnbull, David

doi:10.1016/s0016-3287(97)00030-x

Cited by 148 publications

(83 citation statements)

References 8 publications

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“…In recent years, however, mainstream scientists, especially social scientists, are starting to change their evaluation about the nature and status of Western science, in recognition that there are other ways of knowing the world in addition to the positivist ones [23]. More and more scholars have acknowledged the potential of local knowledge in their research on agricultural decision making [24], fisheries management [25,26], environmental justice [27], wetland rehabilitation [28], and so on.…”

Section: Local Knowledge About Watermentioning

confidence: 99%

U.S. Midwestern Residents Perceptions of Water Quality

Morton

2011

Water

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Abstract:The plurality of conservation and environmental viewpoints often challenge community leaders and government agency staff as they seek to engage citizens and build partnerships around watershed planning and management to solve complex water quality issues. The U.S. Midwest Heartland region (covering the states of Missouri, Kansa, Iowa, and Nebraska) is dominated by row crop production and animal agriculture, where an understanding of perceptions held by residents of different locations (urban, rural non-farm, and rural farm) towards water quality and the environment can provide a foundation for public deliberation and decision making. A stratified random sample mail survey of 1,042 Iowa, Kansas, Missouri, and Nebraska residents (54% response rate) reveals many areas of agreement among farm, rural non-farm, and those who live in towns on the importance of water issues including the importance and use of water resources; beliefs about water quality and perceptions of impaired water quality causality; beliefs about protecting local waters; and environmental attitudes. With two ordinal logistic models, we also found that respondents with strong environmental attitudes have the least confidence in ground and surface water quality. The findings about differences and areas of agreement among the residents of different sectors can provide a communication bridge among divergent viewpoints and assist local leaders and agency staff as they seek to engage the public in discussions which lead to negotiating solutions to difficult water issues.

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Section: Local Knowledge About Watermentioning

confidence: 99%

U.S. Midwestern Residents Perceptions of Water Quality

Morton

2011

Water

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“…Others emphasise the contextual, cultural and social dimension of understanding and have framed their research in terms of differing conceptions and systems of meaning (Weber 1956); habitus (Bourdieu 1985); farming styles (van der Ploeg (1993;2003); conflicting life worlds (Long 1992); knowledge communities (Raedeke and Rikoon 1997); knowledge systems (Turnbull 1993;Carr and Wilkinson 2005) and knowledge cultures (Tsouvalis et al 2000). Despite this body of literature, many studies have been empirically and theoretically discrete, there has been an absence of any comparative analysis, as noted by Turnbull (1997). As such, this paper aims to compare results from similar studies in England, Switzerland and France which described knowledge, perception and conception of soil held by farmers and by scientists (including advisors and researchers).…”

Section: Introductionmentioning

confidence: 99%

Revealing different understandings of soil held by scientists and farmers in the context of soil protection and management

Ingram

Fry²,

Mathieu³

2010

Land Use Policy

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DisclaimerThe University of Gloucestershire has obtained warranties from all depositors as to their title in the material deposited and as to their right to deposit such material.The University of Gloucestershire makes no representation or warranties of commercial utility, title, or fitness for a particular purpose or any other warranty, express or implied in respect of any material deposited.The University of Gloucestershire makes no representation that the use of the materials will not infringe any patent, copyright, trademark or other property or proprietary rights.The University of Gloucestershire accepts no liability for any infringement of intellectual property rights in any material deposited but will remove such material from public view pending investigation in the event of an allegation of any such infringement. PLEASE SCROLL DOWN FOR TEXT.This is a peer-reviewed, post-print ( DisclaimerThe University of Gloucestershire has obtained warranties from all depositors as to their title in the material deposited and as to their right to deposit such material.The University of Gloucestershire makes no representation or warranties of commercial utility, title, or fitness for a particular purpose or any other warranty, express or implied in respect of any material deposited.The University of Gloucestershire makes no representation that the use of the materials will not infringe any patent, copyright, trademark or other property or proprietary rights.The University of Gloucestershire accepts no liability for any infringement of intellectual property rights in any material deposited but will remove such material from public view pending investigation in the event of an allegation of any such infringement. PLEASE SCROLL DOWN FOR TEXT.1 Revealing different understandings of soil held by scientists and farmers in the context of soil protection and management AbstractThis paper aims to analyse and draw together results from similar studies in England, Switzerland and France which investigated farmers' understanding of soil and compared it with that of scientists, researchers and advisors (collectively called scientists in this analysis). A range of methods were used across the three studies and different theoretical approaches, looking at forms of knowledge, local practice of knowledge production and conceptions of reality, were employed to explain the results. Despite the different contexts, methodologies and theoretical approaches in the three studies, the results reveal similar patterns of difference in farmer and scientist understanding of soil. In the English study farmers demonstrate a 'knowhow' form or intuitive working knowledge of soil while advisors rely on scientifically established forms of 'know-why' and seek to understand and explain soil processes. Similarly in the Swiss study farmers' and scientists' differing perceptions are directed and shaped by their respective aims, methods and context of work. In the French study farmers and researchers are shown to have different conceptions of soil, they attr...

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“…A third approach would be to explore ways of developing and designing locally and regionally relevant curricula where Western epistemologies continue to dominate and unequal power relations that remain prevalent. A stepping stone for meeting this challenge is to draw on work done in the sociology of science which places emphasis on the performative side of knowledge and that deemphasises the representational side of knowledge (Turnbull 1997;Le Grange 2007). A focus on the performative side of knowledge decentres (not destroys) dominant knowledge systems and produces third spaces (spaces in between) where seemingly disparate knowledges can be equitably compared and function to work together.…”

Section: Decolonising the Curriculummentioning

confidence: 99%

Decolonising the university curriculum

Grange

2016

SAJHE

106

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The student protests of 2015 precipitated a renewed interest in the decolonisation of the university in South Africa, and by association the decolonisation of the university curriculum. The decolonisation of the curriculum is an important conversation, and long overdue, given that the Western model of academic organisation on which the South African university is based, remains largely unchallenged. In this article I add to the conversation by discussing what decolonisation entails, why the need for decolonisation, the importance of rethinking how curriculum is conceived, and outlining some possible ways of decolonising the university curriculum. The purpose is not to provide a set of answers but to open up ways of (re)thinking the university curriculum.

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Reframing science and other local knowledge traditions

Cited by 148 publications

References 8 publications

U.S. Midwestern Residents Perceptions of Water Quality

U.S. Midwestern Residents Perceptions of Water Quality

Revealing different understandings of soil held by scientists and farmers in the context of soil protection and management

Decolonising the university curriculum

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