Suchergebnisse

In the article we look at relational processes of engagement, negotiation and articulation of digital heritage knowledge production. By looking at creative reuse and remix of digital cultural heritage we focus on how those processes manifest at the intersection of established cultural institutions and people outside of these institutions. Two experimental arrangements are described that seek to understand how Human-Computer Interaction and design interventions might contribute to new forms of heritage knowledge production and collective memory-making by mobilizing infrastructuring interventions to question knowledge production, politics and ownership. We conclude by proposing that HCI can contribute to infrastructuring for collective knowledge production by supporting arrangements that open access to digital cultural heritage, open heritage knowledge and its practices, and reimagine authorship and ownership of contributions to heritage.

A preliminary version of this paper has been presented at the European Conference on Social Theory 'Knowledge and Society', organized by the Social Theory Research Network of the European Sociological Association. Madrid, 21-22 September, 2006. ; This paper examines knowledge resulting from applied sociology, namely from sociological research oriented towards resolving practical problems rather than providing new contributions to our understanding of social phenomena. Departing from James Coleman's analytical distinction between 'the world of discipline' and 'the world of action', I draw a conceptual framework which depicts the main dimensions of typical organizational arrangements for doing basic and applied sociological work. Secondly, I analyze applied sociology as a set of social and political conditions where research is produced. These conditions usually give rise to descriptions and, on occasions, to empirical generalizations, whereas results contrasting important theoretical hypotheses from a disciplinary point of view are produced less frequently. Thirdly, the article examines some specific mechanisms such as methodological decisions, the availability of resources and time constraints to explain why applied sociology most often produces this kind of cognitive results. Finally, effects related to cognitive and organizational divisions are addressed taking into account two processes in current research systems: the large amount of resources devoted to applied sociological research that result in non-theoretical and non-accumulative knowledge and the decoupling of disciplinary sociology from the practical world of policy making. ; Peer reviewed

The links between social protest and scientific research are complex and manifold. This article focuses on some of these connections, adopting a perspective on knowledge in which processes of knowledge production are located in all parts of society rather than being monopolised by academia. Drawing on the empirical example of the Port Vell conflict – a conflict about the the inner-city harbour tramsformation in Barcelona – moments of knowledge production and reproduction are examined. The article shows that social sciences develop and apply general concepts and theories which are adopted by activists. At the same time, protest movements contribute a specific form of alternative knowledge, e.g. about processes of exclusion following current urban transformation while also including situated and embodied consequences of these processes. This perspective on knowledge in various types challenges traditional forms of research. This article forms tentative ideas about alternative roles for researchers.

Abstract
Inequality is the pervasive structural characteristic of academic knowledge production. To dismantle this inequality, the challenge raised by prefigurative politics which is based on an ethos of congruence between means and ends must be taken up by the International Journal of the Sociology of Language. The IJSL's peer review process, its academic conventions and its access model can potentially be spaces for concrete practices that prefigure parity in academic knowledge production.