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Rebalancing Power in the Co-Construction of Knowledge
Volume Editors: , , and
Establishing truly respectful, mutually beneficial, and equitable knowledge creation partnerships with diverse communities poses significant challenges for academia. Bridging Knowledge Cultures provides valuable insights into the dynamics involved and the obstacles encountered when attempting to establish meaningful research partnerships between different knowledge domains. This book goes beyond exploration by offering practical recommendations to overcome these challenges and forge effective collaboration between mainstream research institutions and community groups and organizations.
This book includes ten compelling case studies conducted by research and training hubs established through the global Knowledge for Change Consortium. These case studies encompass community-university research partnerships across various geographical locations, tackling a wide range of societal issues and acknowledging the wealth of knowledge created by local communities.
The overarching goal of this book is to inspire the next generation of researchers and professionals to embrace the richness of diverse perspectives and knowledge cultures. By advocating for the construction of "bridges" through practical approaches, the book encourages a shift from competition to collaboration in research. Ultimately, it aims to foster an environment where different forms of knowledge can intersect and thrive, leading to a more inclusive and comprehensive understanding of the world around us.
In: Adult Education in India

Abstract

Recognising that differences in knowledge cultures and power in the co-construction of knowledge exist, means that work is required to create mechanisms for bridging. Drawing on the experiences of how such bridging was attempted in the ten case studies, this chapter shares insights into what are the keys to the art of bridging. In doing so, it also makes evident several layers of institutional and policy challenges that may need to be addressed for the practice of bridging to be effective.

Open Access
In: Bridging Knowledge Cultures

Abstract

Devaluing African indigenous knowledge during the apartheid years has implications for how the still marginalised populations that the Trompsburg Project works with in service-learning and community-based research respond to, and behave within, a working partnership. Using the Interprofessional Health Education (IPE) project, in which students from various health professions engage with a rural community to improve local health outcomes, the authors of this case study explore the different knowledge cultures and how they contribute to the power differentials between university and community partners, interrogating concepts of democratisation of knowledge, knowledge validation and dissemination of knowledge, to help understand how universities can begin to change perceptions and behaviour within CURP s.

Open Access
In: Bridging Knowledge Cultures

Abstract

The challenge of maternal health in India are complex, especially in the tribal dominated, resource poor region where the Sangwari K4C hub is located. The hub’s research investigated the link between cognitive, academic knowledge of maternal health, and the knowledge available in the community. Inter-twining academic knowledge with community knowledge can be an important partnership in achieving better maternal health outcomes, especially for rural women.

Open Access
In: Bridging Knowledge Cultures

Abstract

This case study focuses on the differences in knowledge cultures between academic researchers and early childhood development (ECD) practitioners in Durban, South Africa, providing a historical context of ECD and the role of ECD practitioners in South Africa. The authors unfurl the relationship between the academics and practitioners, and how those who participated in this BKC research were first brought together as part of a doctoral study on. The trust in the relationship between the participants was key to undertaking this research process. They conclude with how the gap between academic researchers and ECD practitioners can be bridged.

Open Access
In: Bridging Knowledge Cultures
In: Bridging Knowledge Cultures
In: Bridging Knowledge Cultures

Abstract

The history and impacts of colonisation in Canada are important for the efforts of the Salish Sea K4C Hub in decolonising knowledge. In this case study, a brief understanding of this history is presented to contextualise the ongoing movements towards Indigenous self-determination across all aspects of life and for the building of capacity for research and training in support of these rights. Delving into the principles and vision of the hub and a brief background of the university credited CBPR course offered by the hub helps discern the key impacts of the course, and offers some reflections and recommendations in bridging different knowledge cultures between universities and communities.

Open Access
In: Bridging Knowledge Cultures

Abstract

The African traditional knowledges and knowledge systems are on the brink of extinction. The indigenous knowledge of Africa has not been extensively studied and documented. In sub-Saharan Africa, the supremacy of colonial education in higher learning education has been responsible for erasing traditional knowledge. It is against this backdrop that a team of researchers from the Nyerere Knowledge for Change (K4C) Hub set out to investigate how traditional knowledges and modern, mainstream ways of knowing can be bridged. The study we report on was conducted in collaboration with the Maasai village leaders of Nduruma Village in Arusha, Northern Tanzania. Village committee meetings, interviews, group discussions, photograph taking, video recording, voice recording, and direct observation were among the methods used to gain knowledge on the Maasai traditional technologies of water management. The information gathered and shared in this case study contributes to building mutually beneficial expert-community partnerships.

Open Access
In: Bridging Knowledge Cultures