Knowledge Democracy and Epistemic In/Justice: Reflections on a Conversation

Autor/inn/en	Hall, Budd L.; Godrie, Baptiste; Heck, Isabel
Titel	Knowledge Democracy and Epistemic In/Justice: Reflections on a Conversation
Quelle	In: Canadian Journal of Action Research, 21 (2020) 1, S.27-45 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-7147
Schlagwörter	Knowledge Level; Learning Processes; Social Justice; Democracy; Social Bias; Epistemology; Socioeconomic Influences; Democratic Values; Power Structure; Participatory Research; Action Research; Equal Education + Suchen Sie Ihr Suchwort? Wissensbasis; Learning process; Lernprozess; Soziale Gerechtigkeit; Demokratie; Erkenntnistheorie; Sozioökonomischer Faktor; Forschungstätigkeit; Projektforschung
Abstract	The focus of the article is on how knowledge is created, who creates knowledge, how knowledge is co-constructed, whose knowledge is excluded and how knowledge is being used to challenge inequalities and strengthen social movement capacity. This article grew from a fascinating conversation that the three of us had in Montreal in September of 2019. We decided to share our stories about knowledge and justice with a wider audience in part as a way for us to reflect further on the meaning of our initial conversation, but also to invite others into the discussion. Baptiste Godrie works in a research centre (CREMIS) affiliated with Quebec's health care and social services system, Isabel Heck works with the anti-poverty organization Parole d'excluEs, both affiliated to universities, and Budd Hall works at the University of Victoria and is the Co-Chair of the UNESCO Chair in Community-Based research and social responsibility in higher education. (As Provided).
Anmerkungen	Canadian Association for Action Research in Education. 260 Dalhousie Street Suite 204, Ottawa, ON KIN 7E4, Canada. Tel: 705-474-3450; Fax: 705-474-1947; e-mail: cjar@nipissingu.ca; Web site: http://journals.nipissingu.ca/index.php/cjar/issue/archive
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01