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An impressive and innovative follow up to Women's Ways of Knowing, this book shows how the authors' “ways of knowing” theory revolutionized the fields of law, education, psychology, and women's studies, to name but a few. In essence, this dynamic collection poses the ultimate question: Can we come to understand and respect diverse ways of knowing? Features: 15 essays, all written exclusively for this volume the essays are by the original authors of Women's Ways of Knowing and prominent contributors, including Sandra Harding, Aida Hurtado, Sara Ruddick, Michael Mahoney, and Patricinio Schweickart in separate chapters, the authors explore how their thinking has developed and changed since Women's Ways of Knowing argument is expanded beyond gender and knowledge to address the factors of color, class, and culture.
This book presents more than four decades of research in international business at the Department of Business Studies, Uppsala University. Gradually, this research has been recognized as 'The Uppsala School'. The work in Uppsala over the years reflects a broad palette of issues and approaches.
First published in 1992. Routledge is an imprint of Taylor & Francis, an informa company.
Interest in relations between knowledge, power, and space has a long tradition in a range of disciplines, but it was reinvigorated in the last two decades through critical engagement with Foucault and Gramsci. This volume focuses on relations between knowledge and power. It shows why space is fundamental in any exercise of power and explains which roles various types of knowledge play in the acquisition, support, and legitimization of power. Topics include the control and manipulation of knowledge through centers of power in historical contexts, the geopolitics of knowledge about world politics, media control in twentieth century, cartography in modern war, the power of words, the changing face of Islamic authority, and the role of Millennialism in the United States. This book offers insights from disciplines such as geography, anthropology, scientific theology, Assyriology, and communication science.
Including contributions from an international list of renowned authors, this text seeks to address the controversial issue of difference in feminist philosophy, using approaches from both analytic and continental thinking.
Caste, Knowledge, and Power investigates the transformations of caste practices in twentieth century India and the role of knowledge in this transformation and in the continuing of these oppressive practices. The author situates the domination and subordination in the domain of knowledge production in India not just in the emergence of colonial modernity but in the formation of colonial–Brahminical modernity. It engages less with the marginalization of the oppressed castes in the modern institutions of knowledge production which has already been discussed widely in the scholarship. Rather, the author focuses on how the modern colonial–Brahminical concept of knowledge invalidated many other forms of knowing practices and how historically caste domination transformed from the claims of superiority in acharam (ritual hierarchy) to the claims of superiority in possession of knowledge.
The discourse of globalization that pertains to higher education reform is troubling. The first troubling thing about much of the discourse that concerns globalization is that it most often does not name a human subject. We propose that globalization discourse should be written for and directed towards human beings or students. The second troubling thing about the discourse of globalization is the way that it antagonizes and marginalizes who that missing subject might be. The two relationships form the themes of this book. The nature and logic of discourse about globalization expresses a social rationality that serves as a precondition to constructing relevant meanings. The way that we conceive or obscure the subject produces a condition or position where those whom are the subject of the discourse must indeed await its effects—who is the pertinent policy about? Or, for whom is policy intended? Much policy discourse holds consequences for the way in which outcomes of policies are understood or explained in the social milieu where policies are enacted. The same discourse constructs and deconstructs identities and, as we will see, the language of reform in fact antagonizes and marginalizes students by virtue of a particular vagueness in the discourse and symbols of the discourse. What is at issue in the discourse of globalization is the character and logic of collective identities. How then to relate students to the cluster of features that comprise globalization?
The essays in this volume explore the educational implications of unsettling shifts in contemporary culture associated with postmodernism. These shifts include the fragmentation of established power blocs, the emergence of a politics of identity, growing inequalities between the haves and the have-nots in a new global economy, and the rise in influence of popular culture in defining who we are. In the academy, postmodernism has been associated with the emergence of new theoretical perspectives that are unsettling the way we think about education. These shifts, the authors suggest, are deeply contradictory and may lead in divergent political directions?some of them quite dangerous. Power/Knowledge/Pedagogy examines these issues with regard to four broad domains of educational inquiry: state educational policy and curriculum reform, student identity formation, the curriculum as a text, and critical pedagogy. The book contributes to the dialogue on the forging of a new commonsense discourse on democratic educational renewal, attuned to the changing times in which we live.
Academic freedom rests on a shared belief that the production of knowledge advances the common good. In an era of education budget cuts, wealthy donors intervening in university decisions, and right-wing groups threatening dissenters, scholars cannot expect that those in power will value their work. Can academic freedom survive in this environment—and must we rearticulate what academic freedom is in order to defend it? This book presents a series of essays by the renowned historian Joan Wallach Scott that explore the history and theory of free inquiry and its value today. Scott considers the contradictions in the concept of academic freedom. She examines the relationship between state power and higher education; the differences between the First Amendment right of free speech and the guarantee of academic freedom; and, in response to recent campus controversies, the politics of civility. The book concludes with an interview conducted by Bill Moyers in which Scott discusses the personal experiences that have informed her views. Academic freedom is an aspiration, Scott holds: its implementation always falls short of its promise, but it is essential as an ideal of ethical practice. Knowledge, Power, and Academic Freedom is both a nuanced reflection on the tensions within a cherished concept and a strong defense of the importance of critical scholarship to safeguard democracy against the anti-intellectualism of figures from Joseph McCarthy to Donald Trump.
Collaborative research embraces a multiplicity of practices in which social actors are invited to participate in the research process as co-producers of knowledge. But what is actually meant by “co-production” in collaborative research? Knowledge and Power in Collaborative Research presents a range of critical, reflexive strategies for understanding and tackling the challenges emanating from the tensions that arise in the meeting between different participants, knowledge forms and knowledge interests. The chapters anchor discussion of ethical, epistemological and methodological questions in sustained empirical analyses of cases of collaborative knowledge production. The book covers diverse theoretical approaches such as dialogic communication theory, actor network theory, poststructuralist writing as inquiry, institutional ethnography, dialogic action research, and pragmatic action research. The empirical cases span a broad spectrum of empirical fields of social practice: health services, organisational change, research, science communication, environmental communication in intermediary NGOs, participatory governance in relation to urban planning, and digital communication and virtual worlds.