Queer Indiscipline, Decolonial Revolt: The Production of Undisciplined Knowledges in the Neoliberal Age

As an intervention into a domesticated academic knowledge production and an increasingly normative queer theorizing, Queer Indiscipline, Decolonial Revolt asks for the proliferation of other modalities of thinking and writing. The context of such interrogation is the neoliberal restructuring of the university which comfortably accommodates criticality. Where criticality has lost its sting, this paper calls for a daring indiscipline opposing political, public, and scientific disciplining. This brings practices of doing knowledge and not the knowledges as such into attention. An intimacy between the queer and the undisciplined is established by referencing the resistance to assimilationist politics and practices as queer theory’s principal asset. Yet, undisciplined know¬ledges are not only geared towards challenging the bounds of the discipline(s), but also, and more broadly, towards decolonial futures. Queer Indiscipline, Decolonial Revolt explores various moments of concomitant unlearning and improvisation on and beyond the academic stage. The piece conducts three non-linear explorations. The first part analyzes the making of a hierarchical knowledge machine as part of capitalist modernity and revisits moments of queer and black queer theorizing that challenge the dividing lines between high/low, sensible/nonsensical, intellectual/corporeal, theory/practice, speech/chatter, etc. The second part discusses the masterful subject as the agent of knowledge. While the persistence and the pervasiveness of such master fantasy gets acknowledged, the verve of this paper is oriented towards the modality of queer dispos¬session. The final section gives way to the sabotage inherent in the unruly rhythm of life. Such sabotage is tested to counteract the frameworks, formats and concepts which articulate intellectuality on a more fun¬damental level. This advances the deconstruction of intellectuality to the terrifying and beautiful point where intellectuality is co-extensive with the social.

eduCAPES and the scientific dissemination of educational products/processes of a professional graduate program in the state of Pará in the quadrennium 2017/2020

The elaboration of educational products/processes as a result of the dissertation of a Post-Graduation Program (professional modality) is primordial for the improvement of Brazilian education, bringing academic knowledge closer to the needs of society. Therefore, the present research investigates how the knowledge generated by a professional Post-Graduate Program (PGP) in the Teaching Area of a public University in Pará has been disseminated, identifying which regions of Brazil and the world are interested in these educational products/processes. For this, a documentary research was conducted with the analysis of these educational products/processes produced in the quadrennium 2017/2020, made available on the PGP website and on the eduCAPES Platform. Data collected: the type of educational product/process; number of downloads, viewing ranking by country and city (further arranged in geographic regions). It was found that the analyzed production was visualized in the European, American and Asian continents; and in the countries Brazil, United States and Ukraine; in Brazil the largest number of accesses is from the Southeast region. The most viewed products were educational games. In this context, the dissemination of academic production is vital to meet the demands of society and of teachers/researchers, helping in the solution of everyday problems and professional practice. So, making the products/processes accessible by making them available not only in open access platforms but also in other social media. Present the products in other languages for greater global reach.

Researching climate justice: a decolonial approach to global climate governance

This article addresses the broader question of the special issue by reflecting on the coloniality of knowledge production in a context of global climate governance. Drawing on the rationale of the special issue, we highlight key dynamics in which knowledge shape climate policies and propose a decolonial approach at the nexus of academic knowledge production and policy formation by accounting for diverse ways of knowing climate justice. To this end, the article asks how to develop a decolonial approach to researching climate justice in order to identify the meaning-in-use of climate justice by affected people in what we describe as sensitive regions of the Arctic and the Mediterranean. To this end, the article develops a research design that accounts for diverse ways of knowing. The article proceeds as follows: first, we will discuss how diverse ways of knowing are related to global climate governance and climate justice; second, we outline our practice-based research framework that addresses research ethics, decolonial approaches and norm contestation; and third, we discuss how our approach can inform not only the co-production of research in climate governance, but also current debates on climate justice.

The impact of colonialism on policy and knowledge production in International Relations

Is there an academic–policy divide, and does that gap need to be bridged? For decades, International Relations (IR) scholars have reflected on their roles and responsibilities towards the ‘real world’, while policy-makers have often critiqued the detachment of academic research. In response, there have been increased calls for academics to descend from their ‘ivory tower’. However, the articles in this 100th anniversary special issue of International Affairs interrogate this so-called theory–policy divide and problematize the exchange of knowledge between academics and practitioners, highlighting the colonial underpinnings of their historical entanglements. In this introductory article we bring together the core arguments of the special issue contributions to delineate three prominent dynamics in the academic–practitioner nexus: the role of academia as a supplier of knowledge for colonial policies; the influence of imperial practice and policy-makers in shaping IR and academic knowledge production; and the contestation from academics and/or practitioners against racial hierarchies in knowledge production and policy-making. Confronting the exclusions, amnesias and denials of colonialism in the theory and practice of International Relations is the necessary first step in any process of repair towards a more just and viable politics.

Prioritizing Different Types of Barriers to Knowledge Sharing: A Cause-and-Effect Analysis of the Views of Academics in Turkey

This study aims to identify different types of barriers to knowledge sharing among academics in Turkey and to investigate the relationships between the barriers and their degree of impact. Accordingly, it implements qualitative and quantitative approaches in two phases. In the first phase, the knowledge sharing barriers are identified through the literature review and categorized under organizational, individual, and technological dimensions via expert opinions so as to determine current barriers for the Turkish academics. In the second phase, the identified barriers and their interactions are more deeply investigated by using the Interpretive Structural Modeling (ISM) and Decision Making Trial and Evaluation Laboratory Method (DEMATEL) methods. The findings of the study reveal that organizational and individual knowledge sharing barriers have a stronger effect than technological barriers. According to ISM and DEMATEL findings, “corporate structure”, “power relations"”, and “supportive corporate culture” are the driving forces for the knowledge sharing among the academics in Turkey. This study provides a hierarchical and causal relation model that may enable both performing the actions needed to promote academic knowledge sharing and advancing university performances. The findings offer useful insights on what the key barriers are and how these interrelate, so that they can be overcome. Thus, the findings hold significant potential to contribute both to the academic field and to the policymakers who are in charge of taking regulatory actions.

A Multi-Directional and Agile Academic Knowledge Transfer Strategy for Healthcare Technology

Technology, especially cognitive agents and robots, has significant potential to improve the healthcare system and patient care. However, innovation within academia seldomly finds its way into practice. At least in Germany, there is still a digitalization gap between academia and healthcare practice and little understanding of how healthcare facilities can successfully purchase, implement, and adopt new knowledge and technology. Therefore, the aim of this study is to develop a successful academic knowledge transfer strategy for healthcare technology. We conducted a qualitative study with academic staff working in higher education in Germany and professionals in their practice partner organizations. In 15 semi-structured interviews, we aimed to assess interviewees experiences with knowledge transfer, to identify perceived influencing factors, and to understand the key aspects of a successful knowledge transfer strategy. The Dynamic Knowledge Transfer Model by Wehn and Montalvo, 2018 was used for data analysis. Based on our findings, we suggest that a successful transfer strategy between academia and practice needs to be multi-directional and agile. Moreover, partners within the transfer need to be on equal terms about expected knowledge transfer project outcomes. Our proposed measures focus particularly on regular consultations and communication during and after the project proposal phase.

The Purposes of History Education in the Context of “Flourishing Life”, “Powerful Knowledge” and Political Reconciliation

Stretching beyond its theoretical field, the debates about the purposes of history education are of great importance to curriculum writers and classroom practitioners. The content selection from a broad field of history is connected to what educators deem an overarching purpose of education. With this in mind, this paper aims to examine the purposes of teaching history against the background of the two general theories of education, namely – the theories of a flourishing life and powerful knowledge. While the theory of a flourishing life encourages the development of personal autonomy, allowing individuals to make successful choices, the theory of powerful knowledge examines the importance of traditional academic knowledge for individual success. The paper will also use the context of post-conflict societies, to reflect on the question of possible purposes of history education.