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Knowledge Equity is Social Justice: Engaging a Practice Theory Perspective of Knowledge for Rural Transformation
Author(s) -
Jaffe JoAnn
Publication year - 2017
Publication title -
rural sociology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.083
H-Index - 65
eISSN - 1549-0831
pISSN - 0036-0112
DOI - 10.1111/ruso.12143
Subject(s) - praxis , sociology , transformative learning , equity (law) , traditional knowledge , narrative , perspective (graphical) , social justice , epistemology , social science , public relations , engineering ethics , pedagogy , political science , indigenous , ecology , computer science , philosophy , linguistics , artificial intelligence , law , biology , engineering
Social inequities are made possible by and compounded by knowledge inequity. Accordingly, new and more vehicles are needed in which different and transformative knowledges can chart new possibilities, practices, and meanings for rural people. One way forward is to work toward an ecology of knowledges in which the need for many types of knowledge is recognized and different knowledges are respected. Drawing on case study and “photo‐voice” research with women in rural Ethiopia, this article uses a practice theory approach to explore the possibilities of knowledge dialogue among different types of knowledge and skill. Recognizing the wide spectrum of deep knowledge and skill employed in local practice, and understanding how all knowledges are rooted in social context, actors can find common ground to dialogue through methods of praxis and narrative.