The Power of Living Knowledge: Re-Imagining Horizontal Knowledge

Autor/in	Ivinson, Gabrielle
Titel	The Power of Living Knowledge: Re-Imagining Horizontal Knowledge
Quelle	In: Asia-Pacific Journal of Teacher Education, 48 (2020) 1, S.15-29 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ivinson, Gabrielle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2019.1696453
Schlagwörter	Knowledge Level; Cultural Influences; Indigenous Knowledge; Social Influences; Foreign Countries; Mining; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Wissensbasis; Cultural influence; Kultureinfluss; Sozialer Einfluss; Ausland; Abbau
Abstract	Educationalists tend to imagine school curricula organised solely around academic, formal knowledge or horizontal discourse. Yet, despite curricula organised around vertical discourses such as science, geography and mathematics, the working classes, the poor and minority ethnically groups achieve less well in education than the middle classes. The paper aims to re-think horizontal knowledge by paying attention to it as place-based, sensory, embodied, indigenous and historically developed forms of knowing in order: 1) to broaden debates about school knowledge; 2) to support teachers to recognise and legitimate forms of knowing beyond those prescribed by academic curricular and 3) to re-imagine it as living knowledge that has value. To illuminate what might be powerful in horizontal knowledge Gilbert Simondon's genetic ontology and his concepts of pre-individuation, persons are not fixed for all time, and transindividual, a uniquely collective form of knowing, are introduced. The paper argues that by re-thinking horizontal knowledge young people can be imagined as having multiple ways of being and education can support them to become more; more than social class, more than poverty, more than an exam failure and more than an individual, fixed for all time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01