Knowledge Collisions: Perspectives from CED Practitioners Working with Women. NALL Working Paper.

Autor/inn/en	Stratton, Mary; Jackson, Ted
Institution	Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning.; Carleton Univ., Ottawa (Ontario). Centre for the Study of Training, Investment and Economic Restructuring.
Titel	Knowledge Collisions: Perspectives from CED Practitioners Working with Women. NALL Working Paper.
Quelle	(2001), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adults; Cognitive Style; Community Development; Constructivism (Learning); Developed Nations; Economic Development; Employed Women; Employee Attitudes; Employer Attitudes; Epistemology; Experiential Learning; Females; Foreign Countries; Informal Education; Sex Bias; Socioeconomic Influences; Socioeconomic Status; Theory Practice Relationship; Womens Education; Canada + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Community; Development; Entwicklung; Developed countries; Industriestaat; Industrieland; Wirtschaftsentwicklung; 'Female employment; Women''s employment'; Frauenbeschäftigung; Arbeitnehmerinteresse; Arbeitgeberinteresse; Erkenntnistheorie; Experiental learning; Erfahrungsorientiertes Lernen; Weibliches Geschlecht; Ausland; Informelle Bildung; Nichtformale Bildung; Sozioökonomischer Faktor; Socio-economic status; Sozioökonomischer Status; Theorie-Praxis-Beziehung; 'Women''s education'; Frauenbildung; Kanada
Abstract	A study explored the ways that front-line community development workers across Canada gained information needed to work with women participants in community economic development initiatives. Data were gathered through focus groups, a preliminary study with 15 key informants employed in community development organizations, and structured telephone interviews. One theme that emerged from the interview data was the existence of a large number of differing knowledge classes related to social situations, the legitimization of knowledge, and the practice of community development. Collisions among these different perspectives appear to create a "discord of knowing." The study also found that while gender affects an individual's experience and participation within a community setting, it cannot be considered in isolation from class, ethnicity, geography, disability, and other social factors. Drawing on anecdotal illustrations from the data, the study found that workers construct a knowledge set derived from a synthesis of formal and informal learning sources and apply the resulting perspective in development work. In the process, collisions occur and boundaries are challenged among and within academic, government, business, and practice orientations. The study concluded that agreement is emerging among practitioners about what is needed for successful development outcomes, but that their insights are not necessarily recognized as legitimate, especially by funding agencies. Changing such structural attitudes toward the value of informal local knowledge is vital for the success of development efforts. (Contains 31 references.) (KC)
Anmerkungen	For full text: http://www.oise.utoronto.ca/depts/sese/csew/nall/res/42knowledgec ollision.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC