Knowledge democracy, cognitive justice and social justice
December 6, 2014 1 Comment
A recent SCUTREA event lasted for just over a couple of hours but provided a little time and space for adult educators and researchers to refresh their thinking and practice. It was a rich experience with learning from different disciplines, experiences and cultures and very relevant to the WEA’s Community Engagement theme. Scotland and Canada featured prominently and the buzz of post-referendum politics was evident in the Edinburgh meeting, with an emphasis on the cultural role of community education in democracy.
Jim Crowther, Budd Hall and Darlene Clover involved us in explorations of community, pedagogy, politics and research, linking academia with practice and communities with political agency. It was fertile ground, explored by too few people in mainstream educational debate.
They used the technique of métissage, which was new to me, to braid interwoven narratives read from researchers’ findings. Three different voices, with changing pitch, pace and language styles kept my attention in a way that an individual reading aloud would not have done.
An audio recording of the métissage is available here, courtesy of the Ragged Project.
These observations and triggers for further critical thought give a taste of the rich pickings from presentations and discussion.
- Community education played an effective role in the Scottish referendum with a range of activities, hustings and public meetings.
- Research is critical and cognitive justice is a pre-requisite for social justice.
- The outcomes of research depend on who originates it, who asks the questions and for whose benefit it is intended.
- Relationships are at the core of everything that matters.
- We are all map-makers. Maps have power. They show how we project ourselves onto nature.
- Good pedagogy motivates local people to act.
- We need, “Disruptive, persistent educators who are not satisfied with the world the way it is”.
- “Accumulation of wealth, power and knowledge is through dispossession.” Ancient universities enclosed knowledge within their walls at the same time as land was being taken from people and enclosed. “If you were inside, things were just dandy.”
- “The concept of knowledge has been stolen.” It does not belong by right to the producers of peer-reviewed journals and paid-for research in the Western world.
There was a lot to pick over in this. The concepts of mapping, power and agency would make an intriguing stimulus for study within adult community learning.
What might we conclude from comparing and contrasting the 1886 map of the British Empire with homeless people’s contemporary map of Newcastle upon Tyne?
Danny Dorling’s cartogram maps might add another dimension.
Mapping, power and agency was just one fascinating theme out of many that spun out of the event. There was almost too much to think about.
Book recommendations included Learning and Teaching in Community Based Research.
This is the summary description:
Community-Based Research, or CBR, is a mix of innovative, participatory approaches that put the community at the heart of the research process. Learning and Teaching Community-Based Research shows that CBR can also operate as an innovative pedagogical practice, engaging community members, research experts, and students.
This collection is an unmatched source of information on the theory and practice of using CBR in a variety of university- and community-based educational settings. Developed at and around the University of Victoria, and with numerous examples of Indigenous-led and Indigenous-focused approaches to CBR, Learning and Teaching Community Based-Research will be of interest to those involved in community outreach, experiential learning, and research in non-university settings, as well as all those interested in the study of teaching and learning.