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Danner, Liz; Caron, James and Khan, Muhammad Salman
(2024).
URL: https://euseaconf.eusea.info/
Abstract
While established in social science, working with local knowledge remains an emerging practice in science engagement. Using Pakistan field projects as a case study we identify key principles to equitably incorporate and elevate indigenous knowledge within academic practice. Applying a decolonial perspective we not only draw from indigenous modes of thinking for academic activity, but seek to actively contribute to local institutions, intellectual cultures, and practices on their own terms. We invite our audience to discuss the limits and potentials for this approach both in theory and in experienced practice. We focus on projects in one setting, Pakistan, to underscore the situated nature of all knowledge—but also for the ways in which this setting’s complexity prompts rethinking of categories like ‘indigenous’ and ‘knowledge’. Nonetheless, our conversation with draw out transferable principles, skills, and processes to incorporate indigenous knowledge into STEM engagement practices.
Plain Language Summary
This session aims to bring principles of good practice from the social sciences into STEM engagement. By exploring a social sciences approach to working with indigenous scholars and incorporating wider ways of knowing the audience will gain insights into novel approaches while reflecting on their own positionality, relationship with the public audiences they engage and their collaborative practice.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
