Class, race, gender and the production of knowledge: considerations on the decolonisation of knowledge

How do class, race and gender impact on the production of knowledge? Is it enough to include those who have been excluded from advanced knowledge? Or has knowledge itself been tainted by the exclusions of class, race, gender and colonial conquest? How to proceed with such realisations? How do we decolonise our minds and our universities? Should we repudiate existing knowledge and start again at zero? Or should we return to the indigenous knowledge of our ancestors? Or should we engage in a radical and critical transformation? How has Rhodes Must Fall dramatised these dilemmas? What does Marxism have to offer in working through these issues

Do conventions need to be common knowledge?

Do conventions need to be common knowledge? David Lewis builds this requirement into his definition of a convention. This paper explores the extent to which his approach finds support in the game theory literature. The knowledge formalism developed by Robert Aumann and others militates against Lewis’s approach, because it demonstrates that it is almost impossible for something to become common knowledge in a large society. On the other hand, Ariel Rubinstein’s Email Game suggests that coordinated action is equally hard for rational players. But an unnecessary simplifying assumption in the Email Game turns out to be doing all the work, and the paper concludes that common knowledge is better excluded from a definition of the conventions that we use to regulate our daily lives

Strong Programme against Scientific Knowledge and Its Autonomy

Science and scientific knowledge have been questioned in many ways for a long period of time. Especially, after the scientific revolution of 16th- and 17th-century Europe, science and its knowledge have been mainly accepted one of the most valuable and trustable information. However, in 20th century, autonomy of scientific knowledge and its dominant position over other kinds of knowledge have been mainly criticised. Social and other factors that were tried to be excluded before have been incorporated into the work by the influence of the Strong Programme. In this article, it will be argued that while people are presenting scientific knowledge, their interests, beliefs and the communities they are involved in are also shown to be effective in producing this information. Thus, the desired result is that it is not reasonable to talk about the absolute autonomy of scientific knowledge

Access to basic education in Ghana: the evidence and the issues

This review of educational development in Ghana has been developed to explore key issues in access to education, capture recent research, and to identify gaps in knowledge and understanding. This critical analytic review provides the basis for research which seeks to identify children who are excluded from basic education, establish the causes of their exclusion, and identify ways of ensuring that all children comnplete a full cycle of basic education successfully

Participatory cotton breeding for organic and low input farming in Central India

Up to 80% of world’s organic cotton is produced in India. However, involved producers are facing increased difficulties to find suitable cultivars. Few hybrids selected for high input farming and genetically-modified (GM) cotton, which is explicitly excluded in organic farming, are presently dominating the Indian seed market. In addition farmers have lost their traditional knowledge on seed production and hybrid seed needs to be purchased each season

Widening the Lens on Boys and Men of Color

Current philanthropic initiatives on boys and men of color use research that often fails to disaggregate the "Asian" category, and disadvantaged AAPI and AMEMSA boys and men are often excluded from these funding initiatives.  In response to AAPI and AMEMSA organizations' concerns about the lack of attention to boys and men in their communities, AAPIP undertook a community-based research effort as an initial step towards building knowledge within philanthropy about AAPI and AMEMSA boys and men of color.

Learning sentiment from students’ feedback for real-time interventions in classrooms

Knowledge about users sentiments can be used for a variety of adaptation purposes. In the case of teaching, knowledge about students sentiments can be used to address problems like confusion and boredom which affect students engagement. For this purpose, we looked at several methods that could be used for learning sentiment from students feedback. Thus, Naive Bayes, Complement Naive Bayes (CNB), Maximum Entropy and Support Vector Machine (SVM) were trained using real students' feedback. Two classifiers stand out as better at learning sentiment, with SVM resulting in the highest accuracy at 94%, followed by CNB at 84%. We also experimented with the use of the neutral class and the results indicated that, generally, classifiers perform better when the neutral class is excluded

On the Long-Run Evolution of Technological Knowledge

This paper revisits the debate about the appropriate differential equation that governs the evolution of knowledge in models of endogenous growth. We argue that the assessment of the appropriateness of an equation of motion should not only be based on its implications for the future, but that it should also include its implications for the past. We maintain that the evolution of knowledge is plausible if it satisfies two asymptotic conditions: Looking forwards, infinite knowledge in finite time should be excluded, and looking backwards, knowledge should vanish towards the beginning of time (but not before). Our key results show that, generically, the behavior of the processes under scrutiny is either plausible in the future and implausible in the past or vice versa, or implausible at both ends of the time line.endogenous technological change, Malthus, long-run growth

Equality Studies, the Academy and the Role of Research in Emancipatory Social Change

If people are structurally excluded from democratic engagement with research practice, they are precluded from assessing its validity in an informed manner. They are effectively disenfranchised from controlling the generation and dissemination of knowledge about themselves and/or the institutions within which they live and work. This issue is especially acute for marginalised groups and communities who are the subjects of so much social scientific research. Such research is frequently undertaken without the involvement of the groups or communities in question. The ownership of data gives researchers and policymakers power over the groups which may add to their marginalisation; there are now people who can claim to know you better than you know yourself. Without democratic engagement therefore, there is a real danger that research knowledge can be used for manipulation and control rather than challenging the injustices experienced. This paper analyses the role of research in relation to social change. It explores, in particular, the implications of utilising an emancipatory research methodology in the study of issues of equality and social justice. While recognising the difficulties involved in developing an emancipatory approach to research, it is argued that such an approach is analytically, politically, and ethically essential if research with marginalised and socially excluded groups is to have a transformative impact.

Universities, social movements and market forces

Universities have changed drastically over the past few decades. To understand and articulate what has happened, I make a stab at answering, however sketchily, the following questions: What forces have shaped universities over recent decades? What as been the impact of social movements such as socialism, feminism, africanism on the process of the production of knowledge? Why has it been deemed necessary, not only to demand inclusion of the excluded in the domain of higher knowledge, but to challenge the existing canon and to struggle for radically new approaches to curricula? What has been achieved by history from below, gender studies, african studies, postcolonial studies? What has happened to all the passionate debates between contending paradigms? Are market forces marginalising all else? Is it desirable and/or possible to resist? How is the project of academic transformation in South Africa unfolding within this global field of forces