PS9700 Dialogues of knowledges in research Course description

Introduction, aim and content

This course is included in the SIICHER doctoral program and corresponds to the Academic communication II-course in that program.

The course is set within the framework of the Regional Program for the Strengthening of Indigenous, Intercultural and Communitarian Higher Education and Research in Colombia and Abya Yala (SIICHER). This is a collaboration between two indigenous intercultural universities in Colombia and Nicaragua, and OsloMet in Norway.

The course consists of two main components:

• Dialogues of knowledges as a tool to expand scientific ways of knowing and learning
• Academic communication that reflects these dialogues of knowledges (for example an article, a research project, a conference paper, etcetera)

Aim

The aim of the course is to educate researchers to explore the potentials for a dialogue of knowledges and search for epistemological common ground, as well as to challenge existing norms and discourses.

"Indigenous Knowledges" is a term that refers to the diverse and complex knowledge systems that have developed over generations within specific Indigenous communities, often in connection with the land, environment, and cultural practices of those communities. These knowledge systems include traditional ecological knowledge, cultural knowledge, spiritual knowledge, and other forms of knowledge that have been passed down through oral traditions and lived experiences.

It is important to recognize that Indigenous knowledges are not monolithic, but are shaped by the particular histories, cultures, and contexts of each Indigenous community. Moreover, Indigenous Knowledges are often embedded in the languages, ceremonies, and other cultural practices of these communities, and are inseparable from their ways of life.

In contrast to the traditionally dominating philosophies of science in the "West" or Global North, Indigenous Knowledges often have a more holistic and relational view of the world, and prioritize the interdependence of humans, animals, plants, and the natural environment. This contrasts with a more reductionist and mechanistic view of the world that has been dominant in Western science.

However, it is important to recognize that today there are many perspectives within Western science that align well with Indigenous perspectives, and that the distinction between Indigenous Knowledges and Western science is not always clear-cut. For example, there are many researchers who draw on both Indigenous and Western knowledge systems in their work, and who seek to bridge the gaps between these systems in order to develop more effective approaches to complex challenges.

Content

• Academic communication
• Indigenous and communitarian philosophies of science
• Alternative Western/Northern philosophies of science and pedagogies

The PhD candidates will meet and interact with lecturers from a wide range of disciplines and cultures, including Nordic minorities and Latin American Indigenous peoples.

Upon completing the course, the candidates are expected to have gained the following learning outcomes (knowledge, skills, and general competence).

Knowledge:

The candidate

• has acquired knowledge of and insight into both Western (European) and Indigenous (Abya Yala) ways of knowing, and in the way that neither are monolithic, and of how they may interact
• has acquired in-depth knowledge and understanding of theories of science and key theoretical approaches

Skills:

The candidate

• has gained competence in comparing, analyzing, and contributing to developing concepts and ideas in the field of dialogues of epistemologies
• has the ability to reflect on and communicate the research in the field and its development in a broader cultural context
• has acquired sufficient academic knowledge to write a research article that can later be published, that combines Western (European) and Indigenous (Abya Yala) ways of knowledge.

General competence:

The candidate

• Is competent in taking part in collaborative learning methods such as Collaborative Online International Learning (COIL)
• is competent in taking part in collaborative international student and staff-driven joint research
• is competent in taking part in debates in national and international fora.

Emnet omhandler yrkesrelevant og tilpasset opplæring i tillegg til faglig fordypning og praksis som er relevant for fag i videregående skole. Dette omfatter kartlegging av elevers læreforutsetninger, klasseledelse og utvikling av læringsmiljø. Det legges vekt på entreprenørielle arbeidsmetoder, arbeidsprosess og dokumentasjon av yrkesdifferensiert undervisning ved bruk av læringsteorier og bevisstgjøring av eget pedagogiske ståsted. Emne tar også for seg helse miljø og sikkerhet, risikovurdering, kvalitetssikring og arbeidsmiljøloven.

Etter fullført emne har studenten følgende læringsutbytte, definert som kunnskap, ferdigheter og generell kompetanse

Kunnskap

Studenten

• har kunnskap om yrkesfag, pedagogikk og yrkesdidaktikk, arbeidsmetoder/verktøy og teknologi relevant for profesjons- og yrkesutøvelsen
• har kunnskap om klasseledelse og utvikling av gode læringsmiljø
• har kunnskap om helse, miljø og sikkerhet i utdanningsprogrammet
• har kunnskap om lovverket i forhold til tilpasset opplæring, spesialundervisning/ IOP planer/ handlingsplikten / saksbehandlingsprosedyrer

Ferdigheter

Studenten

• kan anvende sine yrkesfaglige, pedagogiske, yrkesdidaktiske og teknologiske kunnskaper som grunnlag for yrkesrelevant opplæring
• kan planlegge, begrunne, gjennomføre, lede, vurdere og dokumentere relevant fag- og yrkesopplæring tilpasset elevenes/lærlingens behov
• kan identifisere og arbeide systematisk med grunnleggende ferdigheter
• kan planlegge og gjennomføre helse, miljø og sikkerhetstiltak i utdanningsprogrammet

Generell kompetanse

Studenten

• kan via yrkesfaglig innsikt, engasjement og formidlingsevne motivere for læring, yrkesstolthet og yrkesidentitet.
• kan legge til rette for entreprenøriell læring, og for at lokalt arbeids-, samfunns- og kulturliv involveres i opplæringen.
• kan bygge relasjoner til aktuelle samarbeidspartnere i skole og arbeidsliv og skape konstruktive og inkluderende læringsmiljøer.

Refleksjon knyttet til yrkespraksis, praktisk arbeid, veiledning, erfaringsdeling, forelesning/dialogpreget undervisning, yrkespedagogisk utviklingsarbeid, veiledning og gruppearbeid.