3 research outputs found
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A case study from Guyana of adapting engaged research design to promote ‘fairness in knowing’
In this paper, we have combined ideas drawn from philosophy (epistemic injustice), critical theory (epistemicide) and practical approaches (engaged research design) with Indigenous knowledge to promote ‘fairness in knowing’ in a project called DETECT (Integrated Space Technology Vector Control for Enhancing community health and resilience against escalating climatic disruptions); an early-warning system to support communities in identifying mosquito breeding sites using satellite, drone and ground sensing technologies. DETECT used engaged research design to inform pre-award planning. We document how the project team, comprising Indigenous and other researchers, re-imagined the plans in the light of the COVID pandemic to allow project participants to meet safely and equitably, and reflect on some of the key challenges in engaging across borders and cultures in the context of rapidly changing conditions characterised by vulnerability, risk, complexity and uncertainty
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Transforming astrobiology research and innovation: embedding an ethos of engaged research
UK Research has been transformed over the past 10 years due to the staged introduction of the impact agenda; initially, as a requirement of applications to public funders, and then as an element of sector-wide research audits. We will begin this presentation with a brief review to explain these changes, drawing on selected theories of epistemology, and the findings from a recent research collaboration undertaken with a UK public funder.
In response to the scale of these changes, UK Universities have been given opportunities by public funders to review and revise their organisational structures and cultural practices to adapt to the increased requirements to engage with ‘publics’ in ways that are meaningful to them. In the second section, we will briefly review the findings and key actions from a project undertaken at the Open University, UK to respond to these changes. These are embodied in our Senate-approved concept of ‘engaged research’, encompassing the different ways that researchers meaningfully interact with stakeholders, user communities, members of the public, facilitating engagement over any or all stages of a research process, from issue formulation, the production or co-creation of new knowledge, to knowledge evaluation and dissemination.
The UK research landscape continues to evolve. In the final section, we will discuss how we have embedded theoretical concepts and practical approaches to promote ‘fairness in knowing’ and reduce ‘epistemic injustice’ in an ongoing project. The vehicle for this discussion is astrobiology, an emerging scientific field that encompasses 1) questions of whether life can exist beyond the Earth; 2) space governance and planetary protection; 3) inclusive innovation for international development; 4) commercially-viable microbiological solutions; and 5) educational innovation in developing nations. We will conclude by arguing that engaged research can transform research and innovation, moving science communicators beyond perennial arguments about theory vs. practice
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Capacity building for adaptive management: a problem-based learning approach
As natural resource issues become more complex, particularly in developing world contexts, there is a growing need for adaptive management solutions. However, the skills necessary to deal with these increasingly complex situations are not always forthcoming in many low-income countries. There is also a growing recognition that capacity building activities are limited in their effectiveness. This article suggests a problem-based learning (PBL) approach to capacity building. Using the example of training courses developed to help natural resource management in Guyana, this article highlights how PBL can help enhance the capabilities needed for adaptive management