Prof Alex Broadbent, Alumnus SAYAS, Professor of Philosophy and Executive Dean of the Faculty of Humanities, University of. Moreover, it seems likely that most knowledge systems in the world today and historically do not support epistemic pluralism.
Questions
The appropriate response to the discovery of 'true universality' in education and science in particular is not in the futile attempt to eliminate the other. Samuel Jackson warned that "An injustice anywhere is an injustice everywhere" and Plato said that "Justice will exist only where those who are not affected by injustice are filled with the same amount of indignation as those who are affected of the".
Elementary Science and Lessons from Society
One in which universities, academies, research councils and institutes, parliaments, media and associations for the advancement of science mobilize to connect everyone, within and between countries, to the knowledge base of humanity. Another voice at the conclusion of this meeting stated that scientists must demonstrate by their conduct that it is possible to combine creativity with compassion.
ORAL PRESENTATIONS
Thinking through Applying Science for Society
Everyone must be involved in the search for an objective description of the world. Technology cannot develop only in one geographic region of the world, and the benefits of technological advances in one region must be felt globally.
Humanising Science? Thinking about the Way We Generate, Communicate and Use Knowledge
It is important to read some of the discussions, much of it from South African scholars, on the challenge of what it means to recognize the need to represent multiple stories. On the one hand, they argue for the need to better understand the world from multiple perspectives and provide only one version of the story. Part of the work is about exploring whether there are ways to better engage and collaborate with individuals so that their stories can be shared in their words and they can represent their histories themselves.
Are We Asking the Right Questions?
True believers in the importance of social research are implicitly individuals who believe that there is more than one noble truth. ACMS does not call its work 'participatory' and does not think that participatory research is feasible, but believes that there are ways to involve and engage, humanize and be more respectful in the ways it conducts its research. He found that the difference between companies that are truly successful and leaders in the field, and those that are less successful, is how they use the golden circle.
Discussion and Q&A
How is it possible that many of the world's great minds have been able to discover the underlying mechanisms of AD. In 2009, motivational speaker and business analyst and strategist Simon Sinek coined the 'golden circle' (which includes three circles of 'Why, How and What' . within the circle). Companies that are less successful first ask questions about what the product is, how it should be used, and why it should be bought.
Archie Mafeje and the Idea of Non-disciplinarity
The University and Bad Dreams
Beyond Colonial Science: Rethinking Knowledge Production for and about Africa in the 21 st Century
Most of the science that is done in universities in South Africa is unproductive and fails to speak for African interests. Third, intellectual activity must be moved out of the university and into communities, most importantly, in building public literacy in black communities. Dr Gibbs introduced the young scientists who were selected to be part of the International Science Fair, who presented their award-winning projects.
YOUNG LEARNER INTERACTION
Theme 3A: Science in Action – Eskom Young Scientists
Theme 3B: Facilitating Critical Thinking among High School Learners
The project attempts to create a link between scientific institutions and a growing network of science clubs. Delegates were invited to support the project by promoting initiatives and creating more science clubs and getting involved in clubs. Jive Media would facilitate connections to create better engagement between researchers and the public.
Feminist Knowledges: Moving within Margins and Across Boundaries (Dr Nadia Sanger, Department of English, Stellenbosch
Intersectionality of Feminist Voices in the Production of Knowledge
Mr Inglis was busy with a study to look at speaking experiences in schools and the level of interaction and would invite SAYAS to support this project. She suggested that it is the strides that feminists have made over many decades and the work that they have been able to do that are being undermined in favor of a promiscuous discourse about gender and race. Dr Sanger expressed dismay at the discourse around black boys and men, and their supposed worthlessness, as well as the particular strand of feminist ideology and language being created.
Harvesting Women’s Knowledge for Alternative Future
Historically, women's knowledge was not disseminated, and the majority of people still believe that feminism as an ideology should be studied by women and occupy a lower status in the academy. As women have become more successful than men in terms of educational attainment, they can be expected to do well in the knowledge economy and society. The skills and qualifications that women possess are still treated as having little value in the knowledge economy. The new breed of scientists should grapple with these issues and question the implication of this perspective and speak the truth about the situation of women in general and Africa. especially women.
The Intersectionality of African Feminisms in the Production of the Knowledge Economy
In response to a question about how studies in feminism in the humanities speak to knowledge generation in the natural sciences, Dr. Phaswana that the same question could be asked of other ideologies, such as Marxism, and that there are already a number of researchers in the natural sciences who are feminists and do feminist work. If this was the case, she should have known what was happening in the field and be up to date on the information. In conjunction with Dr. Sanger's note on the emphasis on 'black bodies'. black people are seen as objects and not subjects) in her talk, she was asked how to move away from the victim position (colonization) to create new scientific and academic languages, for example.
Wrap Up of Day 1
The idea of feminism being constructed by men, men positioning women around feminist issues, and women standing up to men has been talked about instead of the view of co-constructing feminism. A careful analysis of the speech shows that she follows an academic approach to get her point across, but the problem is that she bypasses the literature review process to the extent that she claims research done by African women as her own. Information has been around for centuries, but because of the systems and ways in which information is distributed, it does not qualify as valid, scientific or true.
Building Powerful Knowledge Together ─ Bringing Science into an Ecology of Knowledges in Response to
DAY 2
PANEL DISCUSSION
Topic: Citizen Science – Seeing Science Beyond the Classroom and Institutional
In a conversation with students from rural communities about the various career options available to them, only a few of the students could engage with anything related to science, especially in the natural world. Engaging in collaborative efforts with communities has been interesting in that people in the community contribute to research helping academics understand issues affecting rural communities. Prof Chinyamurindi aims to produce a collaborative book that tells the stories and celebrates the work of academics as well as people in communities who have improved research projects.
Participatory Water Governance: People and Water
Chiefs in those communities expect to see benefits from the research, especially those that will lead to improvements in the lives of the common person in the community. This governance capacity development process was put at the forefront of the project, which is dedicated to building participatory water governance in the Eastern Cape. Its citizen science involves the participation of local people in developing governance capacity, making a conscious effort not to be extractive.
Citizen Science: The Next Frontier of Innovation
It was hypothesized that engaging with and empowering local residents through the language of biophysical water resources and social issues would enable more effective engagement with existing governance structures. The research funding was used to run a series of strategic adaptation workshops to ensure that all villages in the area participated in the development of the catchment management strategy by offering their views on what they wanted from their river. A successful project with the Kulumani Trust sought to involve local people in water issues in Grahamstown through citizen engagement.
Thinking Through my Language to Recover Indigenous Epistemologies and Contest Dominant Truths
The protocols that adequately challenge extractive science and the embedded partnerships that allow for sustainability are not in place. Language is opened up as a resource for accessing philosophical ways of representing knowledge about large cultural groups, debunking the myth that languages are not 'scientific'.
Experiences and Challenges, Case Study: Eskom Expo for Young Scientists
While there is a need for people of color to be educated, how can communities be empowered without hurting each other. There is an exploitative element to this narrative and there must be a balance between responsibility and exploitation. Within ubuntu there must be some form of individual expression and individuality, but it is tailored to be for everyone and the community.
Humani(ti)sing Science: The Role of Language in Transforming Knowledge (Re)production
There is something wrong when a family only thinks about the immediate benefit of a child bringing home very little income from a menial job, rather than investing in a post-graduate qualification that can bring a lot of money to the family. Prof Palmer was asked if people in the area around where the dam would be built were environmentally and socially aware. In DEA's and IWR's engagements about environmental and water governance and management issues with those communities, the dominant conversation people wanted was about the dam and its implications for them.
ORAL PRESENTATION
The Role of IKS in Teaching and Learning ─ Challenges and Possibilities
Naming makes sense in the 'inventor's' primary language, but it may not make the same sense in a secondary context using the same (initial primary) language. Given South Africa's brutal colonial history that introduced literacy and used this as a tool to construct power around Western languages and knowledge, the challenge is that African ways of knowing must be untaught and learned to be learned. The challenge is not in the lack of knowledge, but in the lack of making sense of what Africa knows.
IKS in Science, Teaching and Learning
Instead, science in Africa is expressed in powerful languages and is imposed on the less powerful and presented as universal. Some IKS are appropriated, renamed in foreign languages and presented as foreign even to the societies from which they originate. There is cultural testing and cross-referencing of knowledge production methods involved to ensure validity and reliability.
Whose Africa? Whose theory? Reflections on Agency, Travelling Theory and Local Knowledge in Africa
Curriculum without Borders: Working with Curriculum Uncertainty
Decolonising Science in Higher Education through Responsive Curricula
Decolonisation and Transformative Pedagogy: The Case of Political Theory
Prof Amin described some practical ways in which a 'borderless curriculum' was applied in the first year teaching practice course. In the context of unequal power relations of knowledge, Eurocentrism serves to continuously reinforce epistemological inequality. This means that political theory emerging from Africa and elsewhere in the world is treated with contempt.
Evaluating the Ability of Students to Understand and Apply their Knowledge: Crafting a Way Forward for 21 st
They must unlearn the facts and encounter uncertainty as they enter higher education and real-world work. Even in the hard sciences, Heisenberg's uncertainty principle is a reminder that doubt is important. Then they go back with those knowledge gaps and learn more about the topic and present it to the class in the next discussion.
Wrap-up of Symposium
Vote of Thanks
MUSICAL
PRESENTATION
Ethnomusical Performance
APPENDICES
APPENDIX A
LIST OF ACRONYMS
APPENDIX B
LIST OF ATTENDEES
Murognga Nelson Mandela University Dr. Nosiphiwe Ngqwala SAYAS and Rhodes University Dr. Naomi Nkealah SAYAS and University of the. Dr Marnie Potgieter SAYAS and University of Pretoria Mr Qinisani Qwabe Nelson Mandela University Dr Tozama. Ms Henriette Wagener Academy of Science of South Africa Dr Sahal Yacoob SAYAS and University of Cape Town Mr Nekile Lingisa High School.
