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"Knowledge Systems"
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A Growing Tree metaphor: identifying and reflecting on 26 Action Items for ethical bridging of Indigenous and Western knowledge systems in biodiversity research and monitoring
Maintaining the integrity of Indigenous ways of knowing in research is impossible without transforming research governance and practice, which is most often controlled and bound by Western scientific modes of inquiry. Scientists and practitioners are seeking practical advice on how they can be a part of this transformation. To help serve this need, we identified 26 Action Items for bridging Indigenous and Western knowledge systems and put them together into a conceptually cohesive framework. Our meta-synthesis examines research practices pertaining to nine exemplar case studies in relation to shared values of Indigenous research frameworks, and settings for bridging knowledge systems. We provide context-specific examples of how each Action Item is operationalized by the exemplar case studies. The 26 Action Items can be used to set accountability metrics and guide scholars and practitioners as they conceive, design, and implement biodiversity research and monitoring. We offer A Growing Tree metaphor, and graphic, to unite the 26 Action Items into a holistic narrative that can function as a guiding framework and aesthetic reflective tool. The framework and Action Items can help scholars and practitioners as they embark on bridging knowledge systems; yet, listening to the unique perspectives of Indigenous research partners in a specific research context is paramount to ethical bridging of Indigenous and Western knowledge systems.
Journal Article
How Cities Think: Knowledge Co-Production for Urban Sustainability and Resilience
Understanding and transforming how cities think is a crucial part of developing effective knowledge infrastructures for the Anthropocene. In this article, we review knowledge co-production as a popular approach in environmental and sustainability science communities to the generation of useable knowledge for sustainability and resilience. We present knowledge systems analysis as a conceptual and empirical framework for understanding existing co-production processes as preconditions to the design of new knowledge infrastructures in cities. Knowledge systems are the organizational practices and routines that make, validate, communicate, and apply knowledge. The knowledge systems analysis framework examines both the workings of these practices and routines and their interplay with the visions, values, social relations, and power dynamics embedded in the governance of building sustainable cities. The framework can be useful in uncovering hidden relations and highlighting the societal foundations that shape what is (and what is not) known by cities and how cities can co-produce new knowledge with meaningful sustainability and resilience actions and transformations. We highlight key innovations and design philosophies that we think can advance research and practice on knowledge co-production for urban sustainability and resilience.
Journal Article
Enhancing Visibility of Indigenous Knowledge Systems in African Universities
This study examined the ways of elevating the visibility of Indigenous Knowledge Systems (IKS) in African universities. The African Renaissance Theory (ART) was exploited as the theoretical bedrock of the study. The qualitative systematic literature review that relied exclusively on secondary data was commissioned as the methodology for the study. The study was a response to the problem of the invisibility of IKS in African universities, as well as the challenges and strategies in promoting IKS. Lack of awareness, limited resources, and cultural barriers were identified as factors impeding the visibility of IKS. The strategies to enhance IKS visibility included collaborating with the local community, engaging the international partners, and utilising the digital platforms. The study found the impact of IKS visibility as constituting increased funding opportunities, preservation and promotion of African heritage, academic recognition, and collaboration. The study recommended the best practices in implementing IKS, such as developing a comprehensive communication strategy, building strong partnerships, and engaging with policymakers.
Journal Article
Art and artistic processes bridge knowledge systems about social-ecological change
The role of art and artistic processes is one fruitful yet underexplored area of social-ecological resilience. Art and art making can nurture Indigenous knowledge and at the same time bridge knowledge across generations and cultures (e.g., Inuit and scientific). Experiences in two Inuit communities in northern Canada (Cape Dorset and Pangnirtung, Nunavut) provide the context in which we empirically examine the mechanisms through which art and art making may bridge knowledge systems about social-ecological change. Art making and artworks create continuity between generations via symbols and skill development (e.g., seal skin stretching for a modern artistic mural) and by creating mobile and adaptive boundary objects that function as a shared reference point to connect different social worlds. Our results indicate how art and artistic processes may bridge knowledge systems through six mechanisms, and in so doing contribute to social-ecological resilience during change and uncertainty. These mechanisms are (1) embedding knowledge, practice and belief into art objects; (2) sharing knowledge using the language of art; (3) sharing of art making skills; (4) art as a contributor to monitoring social-ecological change; (5) the role of art in fostering continuity through time; and (6) art as a site of knowledge coproduction.
Journal Article
The Transferability of Skills and Degrees
An important explanation for immigrants’ wage disadvantage is that human capital acquired in the country of origin is not fully transferable to the country of destination. Credentialing theories, on the other hand, argue that being educated abroad results in lower wages because foreign degrees are weaker signals to employers and might impede formal access to occupations. In this study, we use the Programme for the International Assessment of Adult Competencies 2012 (PIAAC) data and include—besides educational degrees—measures of cognitive, non-cognitive, and job-specific skills to explain wages. In our analysis of 11 European countries, we find robust evidence that having a non-Western foreign degree is associated with lower wages. After accounting for different types of skills, the wage penalty associated with having a foreign degree remains substantial, as skills explain only a third of the place of education effect. This finding is in line with the argument that being educated abroad results in lower wages because of not only the limited transferability of skills, but also the limited transferability of degrees.
Journal Article