IKM-relevant? Annual programme meeting, days 2 and 3

After exploring and discussing (on day 1) the various pieces of research work that have been undertaken in IKM-Emergent until now, the second day of the workshop started with a world café and continued with a ‘birds of a feather session’ (a marketplace / less-open space method) where we explored some ideas for the end of the programme and a potential IKM-Emergent 2 programme. The last day of the programme put us in action planning mode around crucial activities.

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Questioning the IKM-Emergent pointers en français : Mais de quoi parle-t-on ?

A belated post but a lot happened in the last six or sevent weeks.

At the dawn of that period was an interesting moment of organising an entire day for the Francophones, generously sponsored by IKM-Emergent as a testimony of its will to walk its talk on the multiple knowledge’s – or shall I say les connaissances multiples? Continue reading

Managing “le savoir”

The date is set: 5 October 2009, in back to back with the annual KM4DEV event, the first cobbles on the road to a francophone community of practice on learning for development will be paved, in Brussels the modern Babel tower! Continue reading

Golden week slum tip – Multiple knowledges?

Multiple knowledges, what does it mean to us?

The IKM emergent programme is concerned with a number of issues but one of its central premises, and perhaps where it’s biggest added value resides, is the concept of multiple knowledges, and how to take them into account when developing IKM interventions.

On the first day of the annual IKM working groups’ meeting in Cambridge, working group 3 tried to unpack this core concept that will shape IKM Emergent work in the four-year period to come.

As a starting point, our group tried to make sense of signals we had sensed re: the concept of multiple knowledges, i.e. what we understood was the underlying idea behind and what it could mean for IKM Emergent’s work.

Random associations came to our mind: Power relations, power structures, multiple realities, world views i.e. between individuals, group knowledge, community of practice etc. Who is deciding what is knowledge or what is relevant knowledge?

Multiple knowledges, multiple worldvies, how to create space for them in development interventions

Multiple knowledges, multiple worldviews, how to create space for them in development interventions and how to connect them?

Thanks to our ever inspired Valerie Brown, we continued our discussion based on a series of research activities in several hundreds of Western communities, which identified five different constructions of knowledge:

  1. Individual knowledge
  2. Local community knowledge
  3. Specialised knowledge
  4. Organisational knowledge (also related to political knowledge);
  5. Holistic knowledge

These constructs relate to learning styles and provide various systems of rating the relevance of knowledge sources.

From there we tried to identify key dimensions of knowledge which could influence one’s worldview (and as such would hint at the multiple knowledges we are concerned with):

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