Since Bruno Latour's discussion of a Sakhalin island map used by La Pérouse as part of a global network of “immutable mobiles,” the commensurability of European and non-European knowledge has become an important issue for historians of science. But recent studies have challenged these dichotomous categories as reductive and inadequate for understanding the fluid nature of identities, their relational origins, and their historically constituted character. Itineraries of knowledge transfer, traced in the wake of objects and individuals, offer (...) a powerful heuristic alternative, bypassing artificial epistemological divides and avoiding the limited scale of national or monolingual frames. Approaches that place undue emphasis either on the omnipotence of the imperial center or the centrality of the colonial periphery see only half the picture. Instead, practices of knowledge collection, codification, elaboration, and dissemination—in European, indigenous, and mixed or hybrid contexts—can be better understood by following their moveable parts, with a keen sensitivity toward non-normative epistemologies and more profound temporal frameworks. -/- . (shrink)

Given demonstrated global knowledge inequality, this article attempts to draw out the connection between tertiary education and research (TER), economic development and infrastructure, and human development. We first explore the connection between knowledge and economic development by tracing a short history of the emergence of knowledge in economic analysis and by introducing the concept of a ‘knowledge economy’. The World Bank’s ‘Knowledge Assessment Methodology’ (2000) attempted to evaluate such ‘knowledge economies’ through a number (...) of proposed variables. We describe relationships between such TER-variables, economic development, and infrastructure building, especially in the shift towards digital economies. We will show that there is a tangible, negative human impact from disparities in knowledge production, and significant improvement in human welfare when knowledge production capacities improve. Finally, we will illustrate how these relationships play out in two case studies, in Montenegro and Bangladesh. (shrink)

Global science expansion and the ‘skills premium’ in labor markets have been extensively discussed in the literature on the global knowledge economy, yet the focus on, broadly-speaking, knowledge-related personnel as a key factor is surprisingly absent. This article draws on UIS and OECD data on research and development personnel for the period 1980 to 2015 for up to N = 82 countries to gauge cross-national trends and to test a wide range of educational, economic, political and (...) institutional determinants of general expansion as well as expansion by specific sectors and country groups. Findings show that, worldwide, the number of personnel involved in the creation of novel and original knowledge has risen dramatically in the past three decades, across sectors, with only a few countries reporting decrease. Educational and economic predictors show strong effects. Expansion is also strongest in those countries embedded in global institutional networks, yet regardless of a democratic polity. I discuss the emergence of ‘knowledge work’ as a mass-scale and worldwide phenomenon and map out consequences for the analysis of such a profound transformation, which involves both an educated workforce and the strong role of the state. (shrink)

Radical curriculum policy transformations are emerging as a key strategy of universities across different countries as they move to strengthen their competitive position in a global knowledge era. This paper puts forward a ?global case study? research agenda in the under-researched area of university curriculum policy. The particular curriculum policies to be investigated point to potentially new forms of liberal education, and they resonate in varying degrees with contemporary patterns in Europe as well as longer standing patterns (...) in the United States. This research agenda stands to make a unique contribution with its ?whole curriculum? approach to: the examination of the relationship between curriculum content, pedagogy and assessment; the tracking of curriculum policy borrowing across different jurisdictions extending between global and local levels; and the investigation of historical antecedents of contemporary curriculum policy patterns. In particular, the proposed agenda features a rare combination of spatial and temporal dimensions of university curriculum policy flows. This research agenda will provide a strong empirical evidence base for extending theory building about university curriculum policy development, as well as policy ?learning? for policy makers, practitioners and scholars ? globally. (shrink)

PDF version General principles and globally valid knowledge are essential to the progress of science and technology. However, globalization should not obscure the local origins of empirical knowledge and the necessity of particular factual information in practical applications of science.

(2001). A sociolinguistic approach to applied epistemology: Examining technocratic values in global 'knowledge' policy. Social Epistemology: Vol. 15, No. 3, pp. 155-169.

Knowledge is and will be produced in order to be sold; it is and will be consumed in order to be valorised in a new production: in both cases, the goal is exchange.We live in a social universe in which the formation, circulation, and utilization of knowledge presents a fundamental problem.If the accumulation of capital has been an essential feature of our society, the accumulation of knowledge has not been any less so.Now, the exercise, production, and accumulation (...) of this knowledge cannot be dissociated from the mechanisms of power; complex relations exist which must be analysed. (shrink)

State patronage and the role of central government in modernization are often cited as the key factors that underpin the development of science in Russia. This paper argues that the development of Russian agricultural science had predominantly local and non-governmental sources of support. Historically Russian agricultural research was funded and promoted through private patronage, but from the middle of the 19th century agricultural societies and community administrations began to sponsor research and promotion of new ideas in the agricultural sector. At (...) the end of the 19th century the majority of initiatives to set up agricultural experiment stations were undertaken on behalf of provincial agricultural societies, supported by local community administrations independent of the state bureaucratic apparatus (zemstvos). During the last two decades of the Russian Empire, agricultural societies and zemstvos became leaders in the modernization of Russian agriculture. Establishing regional experiment stations, and thus promoting development of local knowledge, they provided models for the subsequent governmental activity in this field. In the case of supporting agricultural research and institutionalizing the new discipline of scientific plant breeding, the Russian public led the state, rather than the reverse. (shrink)

Contemporary scholarship concerning science diplomacy is increasingly taking a historical approach. In our introduction to this special issue, we argue that this approach promises insight into science diplomacy because of the tools historians of science bring to their work. In particular, we observe that not only are historians of science currently poised to chart the diplomatic aspects involved in the transnational circulation of technoscientific knowledge, materials, and expertise. They are ready to bring critical global analysis to an important (...) phenomenon that has too often been treated as a benign diplomacy device deployed by the Global North without equal reference to the Global South. Through cases discussed in the articles of the special issue, however, we see that historically, in the Global South as well as the Global North, science diplomacy has often functioned to mediate the circulation of technoscientific knowledge and materials, and its historical study helps to better illuminate the resulting knowledge-power nexus. (shrink)

(2011). Higher Education and International Student Mobility in the Global Knowledge Economy. By K. Guruz. British Journal of Educational Studies: Vol. 59, Research capacity building, pp. 355-357.

Knowledge is and will be produced in order to be sold; it is and will be consumed in order to be valorised in a new production: in both cases, the goal is exchange.We live in a social universe in which the formation, circulation, and utilization of knowledge presents a fundamental problem.If the accumulation of capital has been an essential feature of our society, the accumulation of knowledge has not been any less so.Now, the exercise, production, and accumulation (...) of this knowledge cannot be dissociated from the mechanisms of power; complex relations exist which must be analysed. (shrink)

Drawing on the work of Enrique Dussel, Linda Tuhiwai Smith, and other scholars of colonialism, this essay traces colonialist legacies in the popular global-ethics literature. I argue that colonialist elements implicit in prominent global-ethics anthologies can foster attitudes of superiority over and aloofness toward economically struggling communities, even when the texts argue for aid to “the global poor.” Finally, I offer suggestions for how those of us who study and teach global ethics in the affluent world (...) might begin to unsettle colonialist baggage and cultivate skills more conducive to democratic global communities. (shrink)

This article seeks to address the contemporary politics and ethics at work in the teaching of ethics in higher education. It will do so by addressing the stakes inherent in the translation of certain ?urgent reformulations? of teaching ethics in a contemporary Asian university, in light of a ?demise of politics? due to corporatisation. Using Derrida's reading of Levinas? ideas on ethics, the article claims that the debate on teaching ethics engenders an acceleration of the ?aporia of hospitality?. The article (...) concludes that, since the corporate-managerial reformulation of the university as well as the call for reviving ?real? critical thought both labour under the mark of a growing sense of moral urgency, they are both also violent. This points to the instability of the academic institution, making the Asian university's complicity in colonialism and neo-liberalisation precisely the moment where the promise of philosophy gets intensified, thus allowing students in that Asian university to ex-propriate the European idea of justice. (shrink)

In social systems or spaces, distance between the centre and the periphery breeds epistemic injustice. There are growing accounts of epistemic injustice in health-related fields, as in the article by Pratt and de Vries.1 The title of the article asks: ‘Where is knowledge from the global South?’ Like me, you may answer by saying: ‘Knowledge from the global South is in the global South’. That answer says a lot about how we right epistemic injustice done (...) to actors in the global South or the periphery, including in health ethics. Pratt and de Vries identified four sets of actors (individuals, institutions, journals and funders) responsible for righting epistemic injustice. For three of the four sets of actors, they recognised the need for—or the possibility of—symmetry between global North and global South. Except journals. They did not seriously consider that journals are either present in or could belong to the global South; to the periphery. Platforms for knowledge exchange, circulation, cultivation and curation—such as journals, conferences, publishers, blogs, archives, seminars, books and the media, social or traditional—are neither physically nor epistemically neutral. They are situated. The BBC cannot do for Nigeria or Australia what it does for Britain; neither can the BMJ. Many of us take our position at the centre or periphery as neutral, natural, necessary or permanent. But the African American writer Toni Morrison proved the opposite with her career: ‘I stood at the border, stood at the edge and claimed it as central. l claimed it as central, and let the rest of the world move over to where I was.’2 Although physically in the USA, Toni Morrison was writing …. (shrink)

The silencing of the epistemologies, theories, principles, values, concepts and experiences of the global South constitutes a particularly egregious epistemic injustice in bioethics. Our shared responsibility to rectify that injustice should be at the top of the ethics agenda. That it is not, or only is in part, is deeply problematic and endangers the credibility of the entire field. As a first step towards reorienting the field, this paper offers a comprehensive account of epistemic justice for global health (...) ethics. We first introduce several different conceptions of justice and decolonisation in relation to knowledge, purposefully drawing on work emanating from the global South as well as the global North. We then apply those conceptions to the global health ethics context to generate a tripartite account of the layers of epistemic justice in the field: who is producing ethics knowledge; what theories and concepts are being applied to produce ethics knowledge; and whose voices are sought, recorded and used to generate ethics knowledge. These layers reflect that the field spans conceptual and empirical research. We conclude by proposing that, going forward, three avenues are key to achieve greater epistemic justice at each layer and to help decolonise global health ethics: namely, understanding the problem, dialogue and structural change. (shrink)

The core concept of ‘the human’ that anchors so many humanities disciplines – history, literature, art history, philosophy, religion, anthropology, political theory, and others – issues from a very particular modern European definition of Man ‘over-represented’ as the human. The history of modernity and of modern disciplinary knowledge formations are, in this sense, a history of modern European forms monopolizing the definition of the human and placing other variations at a distance from the human. This article is an interdisciplinary (...) research that decenters Man-as-human as the subject/object of inquiry, and proposes a relational analytic that reframes established orthodoxies of area, geography, history and temporality. It also involves new readings of traditional archives, finding alternative repositories and practices of knowledge and collection to radically redistribute our ways of understanding the meaning of the human. (shrink)

This article examines the phenomenon of the “global circulation of low-end expertise” through an exploration of the social dynamics surrounding American oil drillers who migrated from the Pennsylvania oil region to British colonial Burma during the early 1900s to the mid-1930s. These working-class drillers, with practical knowledge in oil drilling acquired through familial and community networks, played a crucial role in operating mechanized oil wells and providing geological expertise in colonial Burma. Positioned between labor-intensive agricultural economies in colonial (...) Asia and the higher echelons of British colonial society, these drillers occupied an intermediate social location. Despite their indispensable expertise, they were marginalized due to their lower social standing, leading to their expertise being disregarded by their superiors and forgotten over time. By understanding the complexities of the “global circulation of low-end expertise,” this study sheds light on the social construction and erasure of the expertise held by these working-class drillers, revealing overlooked aspects of global histories of science and labor and highlighting the need to reassess dominant historical narratives on knowledge-labor. (shrink)

The proposed list of 17 UN Sustainable Development Goals sets out to reframe development according to a more holistic perspective. Yet, drawing on the example of the need for sustainable, resilient and biodiverse agriculture, it is argued here that the SDGs remain essentially grounded within one cultural understanding of how to address poverty. At least with regard to agriculture, the SDGs thus remain mono-cultural, one-dimensional, overly technocratic, and are far from universal as they fail to acknowledge the stipulated alternative pluriverse, (...) frequently understood in the Global South. The problem outlined is neither a technical nor political one: being essentially related to knowledge production it calls for the pluralization of approaches to both global ethics and sustainability. (shrink)

This article reports the effects of a science, technology, and society (STS) teaching approach on the knowledge and attitudes of preservice science and mathematics teachers in Uganda toward global science and technology-based problems and/or threats. The responses of a baseline or control group (N = 50) and an experimental group (N = 50) to five questions on the preassessment indicated how little knowledge these preservice teachers had regarding these issues; however, the responses of the experimental group on (...) the postassessment also showed how quickly a short treatment using an STS teaching approach could improve their knowledge. These results also inform planning for science education in Uganda to achieve science literacy in general, and particularly the understanding of environmental science problems and/or threats facing Ugandan citizens. (shrink)

"Local History/Global Designs" is one of the most important books in the historical humanities to have emerged since the end of the Cold War University. This is vintage Mignolo: packed with insights, breadth, and intellectual zeal.

This article explores the interrelationship among scientific knowledge, ethical debates and the question of responsibility through sustainability thinking. In a globalising world which appears to be establishing itself, sustainability should form the basis for achieving a new ethics, shared on both a local and global scale. The sustainability culture should become an integral part in this process, in which the rights of future generations, of non-human species and global shared resources are taken into account. Sustainable culture is, (...) in fact, an inevitable process that will involve changes in many of the established stances of society, science and ethics. (shrink)

This article seeks to synthesise three fields of inquiry – management studies, linguistics and cognitive psychology – to explore an arguably emerging phenomenon of global management knowledge impoverishment. To this end, three literatures are reviewed and interrogated for the insights they may provide into the underlying factors affecting global MK: trends in knowledge production, Englishisation of management scholarship and the culturally determined differences in cognition. Arguments are developed through descriptive investigation, discussion and analysis. The central proposition (...) of this article is that the politics of knowledge production, the hegemony of English as the dominant language of management studies and the variations in thinking styles are synergistically interlinked in a way that facilitates Anglophone homogenisation of management research and potentially leads to global MK impoverishment. The ways of addressing the situation are discussed. (shrink)

In recent decades, the literature of global ethics has promoted greater and more rigorous attention to transnational moral responsibilities. This essay argues, however, that prominent global-ethics anthologies remain burdened by Eurocentric/colonialist elements that contradict efforts to build more ethical transnational communities. Drawing on scholars of coloniality, including Enrique Dussel, Anibal Quijano, and Linda Tuhiwai Smith, the essay traces colonialist elements in deep structures of prominent global ethics texts. It examines how, even when texts argue for aid to (...) the poor, these elements foster tendencies in the affluent world to detach from and dehumanize people on the other side of global hierarchies. They also deprive academic readers of the insights of grassroots global-justice struggles. The essay concludes by sketching some directions that those of us who study and teach global ethics might pursue in order to unsettle colonialist baggage and cultivate skills and relationships more conducive to ethical global communities. (shrink)

Source: Author: Eldar Sultanow, Sean Cox, Sebastian Homann, Philipp Koch, Olliver Franke Mass media initiated exhibitions of information and knowledge streams account for a significant factor of opinion-forming in modern digitalized nations and thus influence their country's political development. Within the framework of a globalized environment, this information has the ability to shape worldwide opinion and international policy decisions across geographical boundaries. Similarly, however, information and knowledge that does not flow freely has an impact on the behind the (...) scenes decisions of world affairs. Selective manipulation, consumed through hidden channels, is therefore a powerful tool for shaping both social and organizational environments. Currently no classification approaches exist in order to identify and evaluate this type of manipulation. Therefore, this article will discuss this type of manipulative communication and align each category into an assessment model. Forty-two varieties of manipulative arguments will be identified as well as classified along three-dimensions. A model has been developed which will serve as a tool to identify the degree and at which level manipulation was performed. ]]>. (shrink)

Any system for the protection of intellectual property rights (IPRs) has three main kinds of distributive effects. It will determine or influence: (a) the types of objects that will be developed and for which IPRs will be sought; (b) the differential access various people will have to these objects; and (c) the distribution of the IPRs themselves among various actors. What this means to the area of pharmaceutical research is that many urgently needed medicines will not be developed at all, (...) that the existing medicines will not be suitable for countries with a precarious health infrastructure or not target the disease variety that is prevalent in poorer regions. Such effects are commonly captured under the rubric of the “10/90 gap” in biomedical research. High prices will also restrict access to medicines as well endanger compliance to treatment schemes. IPRs are mainly held by multinational corporations situated in the developed world, which not only raises egalitarian concerns, but also severely limits the possibilities of companies in poorer countries to realize improvements on existing inventions, as they cannot financially afford to secure freedom to operate, which systematically shrinks the number of potential innovators. Those inequities lead to an enormous burden for the global poor and since no institution is willing to assume the responsibility to fulfil the right to health and the corresponding right of access to essential medicines, we have to analyse alternatives or additions to the actual intellectual property regimes in order to create new incentives to fill this gap. (shrink)

This book consists of seven chapters containing multiple questions of the global socially epistemological situation in science and higher education. Despite the progress of techno-sciences, we are facing blind flaws in leading systems of knowledge and perception. The global era, in a paradox way, connects the new knowledge of economics, postpolitics, postdemocracy, and biopolitical regulation of live and unpresentable forms of the global geo-located violence. Techno-optimism and techno-dictatorship in the twenty-first century coincide with the ideology (...) of market, biopolitics of mandatory satisfaction, religious revivalism, and collapse of higher education. In order for sciences to recover, it is necessary to make a globally epistemological and moral turn toward the truth. The book shows that, when joint desires of the new economics of knowledge and technology erase epistemology (in a way to assign definitions of knowledge and rules and practices of the public usage of the mind), then the time for epistemology is on its way"--https://www.intechopen.com/books/epistemology-and-transformation-of-knowledge-in-global-age, accessed 06/07/2020. (shrink)

Pratt and de Vries1 pose an important and uncomfortable question to all stakeholders in the global bioethics space. If global bioethics as they define it is ‘the ethics of public health and healthcare problems that are characterised by a global level effect or that require action beyond individual countries, and the ethics of research related to such problems’, one would expect justice and inclusivity to be among the ethical priorities. Yet, Pratt and de Vries carefully demonstrate how (...) different forms of epistemic injustice and coloniality are embedded in the structure, generation of knowledge and praxis of global bioethics. They do this by unpicking three layers at which coloniality and epistemic injustice operate; knowledge-producer, knowledge-applied and knowledge-solicited. The authors also offer a three-pronged incremental approach to how individual and institutional actors in global bioethics can contribute to epistemic justice in the field. Pratt and de Vries present their work as ‘a first step towards reorienting the field’ of global health bioethics away from epistemic injustice. Indeed, theirs is a mapping, problem statement and recommendations piece …. (shrink)

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