Knowledge Democracies

In the brief amount of time that I have been reading up on research methods and culture's of inquiry, I already have an affinity towards action research. I think it has to do with key words that pop up frequently when I am reading about it: participation, empowerment, enabling, facilitation. These words speak to me as a teacher.

In doing some extra reading on action research I came across the phrase knowledge democracy. I was immediately intrigued by this phrase.  Knowledge democracy is defined as: "...an emerging concept that addresses the relationships between knowledge production and dissemination, as well as the functions of the media and democratic institutions" (Jacobi et al, 2010, p. 87). Right...okay, what? It took me a bit to really let that definition settle into something tangible that I could understand and in reading the rest of the chapter on the topic, it became more clear. 

I watch a sitcom called "Veep". It shows the inner workings of the Vice President's office in the United States, but in a very satirical manner. Knowledge truly is a production in such a context, and the way it is disseminated is done very carefully and with intention. This show came to my mind when I was reading about the purpose and importance of this so called "knowledge democracy". How important it is to realize where knowledge is coming from? Who is creating it? Who is delivering it?  (All very ethical questions)

So how does this relate to research? I am getting there...

Jacobi, Kluver and Rask (2010) discuss how in society today there is an "on-going and increasing demand for research and development of science and technology. Therefore defining of research agendas becomes of great importance for the societal development" (p. 87). In keeping with the democracy theme there would need to be an involvement of the citizens - what are their concerns and expectations? "The need for high political credibility and for counteracting the risk of lobbying taking over the search for new research agendas is prominent" (Jacobi et al, 2010, p. 87). Citizens have a collective voice. It speaks to the inner workings of their lives and it needs to be heard. "With the right facilitating methods, such concerns...can be collected and transformed into relevant research agendas" (Jacobi et al, 2010, p. 87).

Let the knowledge democracy movement spread far and wide - let it empower, inform and engage!

References:
Jacobi, A., Kluver, L., & Rask, M. (2010). Relevant Research in a Knowledge Democracy. In R. J. Veld (Ed.), Knowledge Democracy: Consequences for Science, Politics, and Media (pp. 87-98). Berlin: Springer. doi: 10.1007/978-3-642-11381-9_8

Image taken from: https://meetville.com/quotes/tag/democracy/page12

                     

Well I have to start somewhere and this seems like a good of place as any. I just completed my first assignment for my LRNT502 class - Introduction to Research. If I am being completely honest...research scares me. At least at the depth I know I am going to have to get into. I have never participated in an in depth research based project before...and although I know it is going to be all engrossing, I am ready for the challenge. My goal is to, some day, make an impact in the realm of education that extends beyond my immediate environment...and I know that research is a critical part of such a process.  

With that said...the vast amounts of information now available is daunting. Even just barely scratching the surface of this class is bring to the surface all sorts of questions: 

• How to research? 
• Where to research? 
• Why to research? 
• Who am I as a researcher? 
• How does where I live and what I believe in affect my research?

Mindful inquiry appears, on the surface, to be common sense. Why wouldn't you take into account your own views, context, personality etc...? Harder said than done. There are so many variables to take into account when taking on a research project and I think that often one would look outside of themselves to the issue and neglect how they own biases, filters, culture, values would be affecting what they are seeing and how they are seeing something. 

Mindful inquiry puts the researcher right in the middle of the research at the very start - it asks them to find out why they are doing the research in the first place? (Bent and Shapiro, 1998) The answer to this question can affect one's research in a variety of ways and it allows the researcher become more conscious of their choices and decisions.

The text for this course, Mindful Inquiry in Social Research,  introduces many different cultures of inquiry and research traditions and methods. I am already overwhelmed by the choices. I know that each method has its strengths and weaknesses and is already rooted in various fields of study - sifting through them and understanding them is going to be a process for sure.

After completing a mind map on four different cultures of inquiry (see it here: Mind Map), I am already intrigued by hermeneutic inquiry for personal interest and evaluative and action research on a more professional level.

References:
Bent,V.M., & Shapiro, J. J. (1998). Mindful Inquiry in Social Research. Thousand Oaks, California: Sage.

Image retrieved from: http://www.joiningthedots.org.uk/5.html