Skip to content

Canada and Brazil: Renewing Our Learning Partnerships for The Next Twenty Years ABECAN

2011/10/12

To prompt discussion about ABECAN’s future, I have selected an epigraph to head this paper:

“Epistemic cultures and knowledge cultures … are to a knowledge society what national cultures were to industrial society” (Cetina 2007:373). This epigraph describes the problem-space in which I set my talk today. Does ABECAN now function within a transitional space between older models of national culture, on the one hand, and emergent models of knowledge cultures that cross  national borders, on the other? And if so, what might that mean for our next twenty years as an organization? I will be offering some tentative propositions. It is too early for conclusions. The politics of research evaluation has emerged as a crucial site of contestation where serious thought must be devoted to decolonizing and deparochializing research, to recognizing the role of English language dominance in skewing access, dissemination, and citation results, and to exploring the possibility of democratizing what Arjun Appadurai calls “the right to research” (2006).

The interdisciplinary, international research projects with which I have been involved each approaches these challenges from different directions and provides lessons for our consideration about the challenges facing this kind of collaborative research across national boundaries in our times. These are the SSHRC-funded “Globalization and Autonomy” project, the Trudeau Foundation-funded project, “Building South-North Dialogue on Globalization Research,” (both led by Will Coleman); the Ford-Foundation-funded “Building Global Democracy” program (led by Jan Aart Scholte); and the SSHRC-funded partnership project, “Brazil-Canada Knowledge Exchange: developing transnational literacies,” which Walkyria Monte Mor and I will be leading over the next three years. These projects recognize the ways in which national cultures are being challenged by the rise of alternative epistemic cultures while also seeing new roles for the nation in encouraging the development of ethical learning cultures.

In April 2012, the Association of Universities and Colleges of Canada (AUCC) is leading a delegation of university presidents to Brazil “to encourage greater student mobility and international research collaboration between our two countries” (4). In their Pre-budget submission to the House of Commons Standing Committee on Finance, on August 11, 2011, the AUCC recommends that the government of Canada provide further support for students and faculty to participate in international collaborative research programs. The Brazilian government also is encouraging greater student mobility in its efforts to improve its educational profile on the global stage. ABECAN has been active over the past twenty years in promoting closer relations between Canada and Brazil. What will be the challenges and opportunities facing knowledge exchange between our two countries over the next twenty years?

To begin to answer these questions, this paper will briefly outline the global contexts in which we work, indicate some of the challenges we face, and, to provide a concrete example of one collaborative project working to develop one kind of transnational learning culture, I will introduce the work a group of us have begun in a new SSHRC partnership development grant, “Brazil/Canada Knowledge Exchange: developing transnational literacies.” Many members of our team are here in the audience today and will be able to answer your questions.

Read the online advance copy of this talk to be delivered Oct 24 2011 at ABECAN Federal University of Bahia

Works Cited

Appadurai, Arjun (2000) “Grassroots Globalization and the Research Imagination.” Public Culture. 12.1: 1-19.

—. (2006) “The Right to Research.” Globalisation, Societies, and Education. 4.2. 167-177.

Arac, Jonathan. “Global and Babel: Language and Planet in American Literature.” InDimock and Buell. 19-38.

AUCC (2011) “Executive Summary.” Canada’s universities: navigating through the changing world: pre-budget submission to the House of Commons Standing Committee on Finance. 1-4.

Brydon, Diana, Walkyria Monte Mor and Lynn Mario Menezes T. de Souza, “Developing New Literacies in Cross-Cultural Contexts: Future Directions for Teaching English in Brazilian and Global Contexts,” In Monteiro, Maria Conceição, Carlinda Fragale  Pate Nunez, and Neil Besner, eds. Diálogos nas Américas – Brasil / Canadá: Culturas e Literaturas /Dialogues in the Americas – Brazil / Canada: Cultures and Literatures.[N. 2 ].  Rio de Janeiro: Editora Caetés, 2010. 13-30.

Cetina, Karin Knorr. (2007) “Culture in Global Knowledge Societies: Knowledge Cultures and Epistemic Cultures.” Interdisciplinary Science Reviews. 32.4: 361-75.

Diverso, Marcelo and Claudio Moreira.(2009) Betweener Talk: Decolonizing Knowledge Production, Pedagogy, and Praxis. Walnut Creek, California: Left Coast Press.

Godard, Barbara.(2005) “Relational Logics: Of Linguistic and Other Transactions in the Americas.” In Almeida, Sandra Regina Goulart, ed. Perspectivas Transnacionais/Perspectives Transnationales/Transnational Perspectives. ABECAN: Faculdade de Letras/UFMG. 241-274.

Graham, M., Hale, S.A. and Stephens, M. (2011) Geographies of the World’s Knowledge, Ed. Flick, C.M. London: Convoco Edition.    www.oii.ac.uk/publications/convoco_geographies_en.pdf

Jasanoff, Sheila and Marybeth Long Martello. (2004). “Conclusion: Knowledge and Governance,”  In Jasanoff, Sheila and Marybeth Long Martello, eds. Earthly Politics: Local and Global in Environmental Governance. Cambridge, Mass.:MIT press. 335-50.

Lahsen, Myanna. (2004)  “Transnational Locals: Brazilian Experiences of the Climate Regime.” In Jasanoff, Sheila and Marybeth Long Martello, eds. Earthly Politics: Local and Global in Environmental Governance. Cambridge, Mass.: MIT press. 151-172.

Mayer-Schonberger, Viktor and Mark Graham (2011) “Introduction” In Graham, M., Hale, S.A. and Stephens, M.  Geographies of the World’s Knowledge, ed. Flick, CM. London, Convoco Edition.www.oii.ac.uk/publications/convoco_geographies_en.pdf

Rizvi, Fazal. (2009) “Towards cosmopolitan learning.” Discourse: Studies in the Cultural Politics of Education. 30.3: 253-268.

Sommer, Doris, ed. (2006) Cultural Agency in the Americas. Durham: Duke University Press.

Willinsky, John. (1988) Learning to Divide the World: Education at Empire’s End. Minnepolis: University of Minnesota Press.

Advertisements
One Comment
  1. I enjoyed the points highlighted in this paper… Those data related to how countries are evaluated in many aspects is really interesting… It reminds me of a Brazilian professor called Luiz Fernando Gomes (UNISO). Some years ago he carried out a brilliant project (Voices to be heard) on new literacies. As a result some boys and girls from Sorocaba’s periphery authored some texts and published them at Wikipedia. however, they soon realized their production had been deleted by a kind of board in charge of reviewing (or censor i would say) Wikipedia… So we also have some kind of WiKipediakeepers…

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

%d bloggers like this: