This paper employs genealogical strategies to analyse examples from our own research in education relating to the construction of psychopathology and sexualities. We consider the application of four angles of scrutiny, discontinuity, contingency, emergences and subjugated knowledges (Foucault 1977, 1980, 1988). We explain the four angles of scrutiny and consider how these can be used to produce...

This article examines the design of digital indigenous knowledge archives. In a discussion of the distinction between indigenous knowledge and western science, a decentred perspective is developed, in which the relationship between different local knowledges is explored. The particular characteristics of indigenous knowledges raise questions about if and how these knowledges can be managed. The...

Human-caused changes to the planet have led to worldwide social and environmental disruption. Many of the changes so produced are wicked problems: that is, problems which lie outside the current capacity of the society to resolve them. Resolving such problems requires comprehensive social change. This in turn calls for collaboration among the multiple knowledges into which Western thinking has ...

Knowledge of an agent depends on the granulation procedure adopted by the agent. The knowledge granules may form a partition of the universe or a covering. In this paper dependency degrees of two knowledges have been considered in both the cases. A measure of consistency and inconsistency of knowledges are also discussed.

This policy brief explores the use and expands the conversation on the ability of geospatial technologies to represent Indigenous cultural knowledge. Indigenous peoples’ use of geospatial technologies has already proven to be a critical step for protecting tribal self-determination. However, the ontological frameworks and techniques of Western geospatial technologies differ from those of Indige...

In this special issue of the Australian and International Journal Rural Education, international scholars consider how rural knowledges are – or not embedded in their local educational systems. They draw on work, research, lived-experiences education to explore opportunities challenges enacting place-conscious curriculum pedagogies.