EPN

PS9700 Dialogues of knowledges in research Course description

Course name in Norwegian
Dialogues of knowledges in research
Study programme
Ph.d.-program i samfunnsvitenskap
Weight
5.0 ECTS
Year of study
2023/2024
Schedule
Programme description
Course history

Introduction

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.

 

Learning outcomes

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.

Teaching and learning methods

The course consists of lectures, discussions, presentation of candidates’ own research, and commenting on others' work. The course may also include a campus course and participation at a relevant academic conference in Norway. The teaching is organized as a combination of lectures, discussions, and presentations by the candidates in which selected classic texts (books and/or articles), literature reviews and meta- analyses are discussed, and topical research presented. The seminar form supports the candidates’ practical training in presenting their own research and commenting on others’, including the academic staff’s research. An online international learning approach will be used to create equitable team-taught learning environments, emphasizing collaborative candidate learning. There will be two virtual meetings during the preparations for the course, followed by a campus course of approximately five to seven days at OsloMet.

Course requirements

Active participation in the seminars is necessary to adequately understand the course material and themes. Participation is therefore mandatory, and candidates are expected to attend all days of teaching and required to attend at least 80 percent of teaching days. In special cases of documented illness, the course leader may accept exceptions to this requirement. In these cases, lack of participation may be substituted by alternative arrangements.

Assessment

A final essay of between 5 -7 pages (Including bibliography, Arial /Calibri font size 12, spacing 1,5) shall be submitted within course conclusion (a specific date will be provided). If the essay does not get a passing grade the student can submit an improved essay.

 

The paper assessment is based on the expected learning outcome and quality of the paper. A paper usually consists of an introduction (with research questions), a context section, theoretical framework, analysis, and conclusion. Active and reflective use of the syllabus is a requirement. Also, formal requirements (standard reference requirements, length etc.) need to be fulfilled. The quality should give a clear indication that the essay can be developed into a publishable article

 

The candidates are encouraged to work in teams and publish joint essays, for instance based on small research conducted jointly. If two students work together, the length of the final essay should be approx. 10-14 pages.

If a permission from the course leaders has been obtained, the final essay may also be presented by way of a peer reviewed conference paper or a submitted article to a relevant peer reviewed journal. The essay must still be submitted to OsloMet within the dates required by the course and may not have been submitted prior to the completion of the course’s activities.

 

Grading system

Assessment is in terms of “pass” or “fail ““Pass” is the equivalent of grade B. If an essay is considered not passed, the candidate may submit a revised essay once within a specified time.

 

Examiners

The essay will be graded by the course lectures.

 

Examination support material

All examination support material is allowed if source reference and quotation technique requirements are applied.

 

 

Admission requirements

The course is aimed at PhD candidates in the SIICHER doctoral program. Upon application, the course is also open to PhD candidates enrolled in other doctoral programs.