Academic Knowledge Production

مفهوم "علم شهروندی" را می¬توان به سه دسته کلی تقسیم¬بندی نمود: 1) تبادل و اطلاع¬رسانی نتایج علمی به شهروندان با زبان عامه جهت ارتقای آگاهی شهروندان، 2) بکارگیری شهروندان به منظور گردآوری و پایش داده¬ها و شواهد، و 3) شهروندی علمی که به تسهیم حکمرانی، سیاستگذاری، قدرت و امور سیاسی علم با شهروندان باور دارد. دو دسته اول، پارادایم کنونی علم را همانگونه که هست می¬پذیرند و تلاش می¬کنند هژمونی آن را بوسیله ارتقای ارتباطات آن یا توسعه روش¬شناسی آن تقویت نمایند. اما دسته سوم ساختار قدرت علم را به چالش می¬کشد، هر چند که همچنان تعریف یا موضوع علم را ثابت نگه می¬دارد. مقاله کنونی به دنبال باز نمودن بحث درباره دسته چهارمی از مفهوم علم شهروندی است که در آن موضوع علم دستخوش تغییر می¬شود. در این رویکرد، به دانش شهروندان به عنوان یک منبع دانشی اصیل، ارزشمند و مکمل نگریسته می¬شود. این باعث می¬شود تا مفهوم علم شهروندی به مباحث جاری در خصوص فرارشته¬ای شدن علم، میدان دادن به دانش¬های ضمنی و تجربه¬محور کنشگران غیرآکادمیک، فرآیند جدید تولید دانش (مد 2) و ارزیابی علم توسط کمیته¬های بسط¬یافته مشتمل بر همتایان آکادمیک و کنشگران غیرآکادمیک،  که در حوزه¬های فلسفه علم، مطالعات پایداری و مطالعات اجتماعی علم و فناوری دنبال می¬شوند، نزدیک شود. 
کلیدواژه‌ها: علم شهروندی، علم پساعادی، فلسفه علم، توسعه پایدار، دانش تجربه¬محور، دانش ضمنی، کنشگران غیرآکادمیک.

The current document summarises key points in the conversations during the workshop “The Return of the Colonial: Understanding the Role of Eastern Europe in Global Colonisation Debates and Decolonial Struggles”, organised by Romina Istratii, Zoltan Ginelli and Marton Demeter, with the aim to extend the insights and lessons learned beyond the small circle of participants. It is hoped that it can trigger wider reflections and conversations within and outside the region known as Eastern Europe around the themes explored, and provide a roadmap for future studies and explorations. To facilitate this, the document has been structured to reflect as much as possible the discussions on the day. The following section explains some of the motivations that led to this workshop. The rest of the document is organised according to the sessions of the workshop, each concluding with a group discussion and together leading to a final roundtable at the end. The document concludes with a list of releva...

The current document summarises key points in the conversations during the workshop “The Return of the Colonial: Understanding the Role of Eastern Europe in Global Colonisation Debates and Decolonial Struggles”, organised by Romina Istratii, Zoltan Ginelli and Marton Demeter, with the aim to extend the insights and lessons learned beyond the small circle of participants. It is hoped that it can trigger wider reflections and conversations within and outside the region known as Eastern Europe around the themes explored, and provide a roadmap for future studies and explorations. To facilitate this, the document has been structured to reflect as much as possible the discussions on the day. The following section explains some of the motivations that led to this workshop. The rest of the document is organised according to the sessions of the workshop, each concluding with a group discussion and together leading to a final roundtable at the end. The document concludes with a list of releva...

The article discusses an East/West divide in Europe in university knowledge production. It argues that the communist and post-communist legacies in the four major Central European economies studied (Poland, Hungary, the Czech Republic and the Slovak Republic) matter substantially for educational and research systems. The differences in university knowledge production may be bigger than expected, and the role of historical legacies may be more long term than generally assumed in both social sciences and public policy studies on the region. The gradual convergence of both higher education and research systems in two parts of Europe cannot be taken for granted without thoughtful changes in both university funding (both modes and levels) and governance. The article discusses links between knowledge production, economic competitiveness and regulatory and other environments in which both universities and knowledge-intensive companies operate. The role of factors other than higher education and innovation systems is substantially more important for competitiveness and growth in Central Europe than in affluent Western economies. The international visibility of universities as knowledge production centres is low and the analysis of the geography of knowledge production at the level of regions may indicate that Central Europe is in danger of being effectively cut off from the emergent European Research Area.

Scope of the Course: This course examines the neoliberal transformation processes in the higher education with special emphasis on everyday academic life. The course starts with an exploration of space accorded to (academic) knowledge production in capitalism. It proceeds to the discussion of the way academic life—both in terms of campus and office spaces, and the academics' involvement in knowledge production regimes—has evolved throughout the different phases of capitalism. The focus of the course is the most recent, and still ongoing neoliberal phase. Within the scope of the course, we will read, among others The main questions this course will ask are: 1) What are the structural factors that necessitate the use of the term " academic " labour? 2) What are the distinctive features of labour processes that require distinguishing between academic and non-academic labour? 3) What are the junction points between academic and non-academic labour processes within the academic space? 4) How do neoliberal knowledge production regimes differ from other forms of capitalist mode of production? 5) Where and how is the agency situated in neoliberal knowledge production processes? 6) Where and how can one search for a balanced method for understanding the interplay of structural and agency-related aspects in the reproduction of neoliberal knowledge regimes? 7) What are the similarities and differences among the neoliberal knowledge production processes at national and international levels—i.e., is there a global division of academic labour across countries? 8) How do different axis of identity— gender, ethnic, religious—crosscut class-based politics in the knowledge production regimes? The course is designed to offer ways and routes to address these and related questions. Certainly, we will not be reaching to definite conclusions and decisive answers to the questions that will guide us all throughout the term. Yet, we will have acquired the textual and perspectival means to locate the state of affairs in contemporary academic knowledge production processes with a comparative perspective. In so doing the course will evolve through three axes: 1. Understanding neoliberalism; 2. Locating academic knowledge and academic everyday life into modern societal and political settings; 3. Understanding the global division of academic labour across genders, ethnicities, and classes—cross-cultural comparative work on academia. Weekly outline of the course is thus divided along these three axes.

The current document summarises key points in the conversations during the workshop “The Return of the Colonial: Understanding the Role of Eastern Europe in Global Colonisation Debates and Decolonial Struggles”, organised by Romina Istratii, Zoltan Ginelli and Marton Demeter, with the aim to extend the insights and lessons learned beyond the small circle of participants. It is hoped that it can trigger wider reflections and conversations within and outside the region known as Eastern Europe around the themes explored, and provide a roadmap for future studies and explorations. To facilitate this, the document has been structured to reflect as much as possible the discussions on the day. The following section explains some of the motivations that led to this workshop. The rest of the document is organised according to the sessions of the workshop, each concluding with a group discussion and together leading to a final roundtable at the end. The document concludes with a list of releva...