Epistemology in Research

If contemporary ethnomusicology seeks to establish a different set of relations between cultural practices, academic domains and social institutions by becoming an intervening practice, praxis, it needs to re-examine its epistemological framework.
This move implies that the new questions must look beyond the reach of traditional epistemology by asking how the knowledge is formed according to different regimes of power, and secondly, how do we (as experts holding different position of power) put it in use. As 'epistemology for ethnomusicology' is a project yet to become, this
paper proposes some of the starting points on a broader level. It starts from the thesis that the knowledge is always related to some action, and that acts made in the name of science must be deliberate. It should do so by relying on the modes of self-critique and a more profound dialogue-action along with the members and the institutions of the
society.

Keywords: praxis; radical ethnomusicology; situated knowledge; music;
epistemology.

This review surveys Femi Otulaja and Meshach Ogunniyi’s (2015) Handbook of
Research in Science Education in Sub-Saharan Africa, noting the significance of the
theoretically rich content and how this book contributes to the field of education as well as to the
humanities more broadly. The volume usefully outlines the ways in which science education and
scholarship in sub-Saharan Africa continue to be impacted by the region’s colonial history.
Several of the chapters also enumerate proposals for teaching and learning science and
strengthening academic exchange. Concerns that recur across many of the chapters include
inadequate implementation of reforms; a lack of resources, such as for classroom materials and
teacher training; and the continued and detrimental linguistic, financial, and ideological
domination of African science education by the West. After a brief overview of the work and its
central issues, this review closely examines two salient chapters that focus on scholarly
communications and culturally responsive pedagogy. The scholarly communication section
addresses the ways in which African science education research may in fact be too closely
mirroring Western knowledge constructions without fully integrating indigenous knowledge
systems in the research process. The chapter on pedagogy makes a similar argument for
integrating Western and indigenous knowledge systems into teaching approaches

Community In our Tower community, we have our own language as well as the languages we bring from outside (like Spanish and English) which helped us make our own language. So, for example, someone that is not from our classroom community would not understand ...

Community In our Tower community, we have our own language as well as the languages we bring from outside (like Spanish and English) which helped us make our own language. So, for example, someone that is not from our classroom community would not understand ...