The Barcamp Open Science is a barcamp dedicated to the Open Science movement. It is open to everybody interested in discussing, learning more about, and sharing experiences on practices in Open Science. We would like to invite researchers and practitioners from various backgrounds to contribute their experience and ideas to the discussion. The barcamp will bring together both novices and experts and its open format supports lively discussions, interesting presentations, development of new ideas, and knowledge exchange. Though, previous knowledge on Open Science is not mandatory. The barcamp is open to all topics around Open Science that the participants like to discuss.
09:30 Technical check & setup (optional)
10:00 – 10:20 Welcome, Introduction, and Warmup
10:20 – 10:40 Ignition Talk by Felicitas Kruschick
10:40 – 11:15 Session Planning
11:15 – 11:30 Break
11:30 – 12:10 Sessions I
12:10 – 12:30 Break
12:30 – 13:10 Sessions II
13:10 – 14:20 Lunchbreak
14:20 – 15:00 Pitches Session I + II / Update Session Planning
15:00 – 15:40 Sessions III
15:40 – 15:45 Taking a deep breath 🙂
15:45 – 16:00 Pitches Session III / Wrap Up
16:00 – 18:00 „Open Hours“ (discuss, network, have a drink, chat, …)
Inclusive Education: ‚From west to the Rest‘ (Grech 2011, 88) – about the need of getting aware of Knowledge (In-)Equality & Open Science
Thinking about the concept of Inclusive Education on an inter- & transnational level one might get the impression that Inclusive Education is a global agenda shaped by guidelines like the UN-Convention on the Rights of Person with Disabilities or Agenda 2030. No matter what: Inclusive Education is important and relevant for several reasons. However, what is even more important is to look behind this seemingly global agenda by asking ourselves Goffman’s questions: What the hell is going on here? What we are about to recognize is the following: Inclusive Education is a (de-)colonization project (Muthukrishna & Engelbrecht 2018), Inclusive Education is a globalization product (Artiles & Dyson 2005) & Inclusive Education can be seen as a form of (‘western’) cultural imperialism (Haskell 1998). Inclusion is a ‘slippery concept’ (Booth 1995), as well as education is a super-normative concept. What is combining both of these concepts, however, is its contextualization in power dynamics, what is inevitably leading to the point of Knowledge (In-)Equality: Who is why and how navigating through the Inclusive Education discourse? How are dynamics and structures being perpetuated? It’s on scientific research to take up those questions by open up ones research designs, data, privileges, and so on. Only if Science is getting & working ‘open’ we are able to discuss this topic on behalf of social justice & knowledge equality.
By referring to my own research project on Inclusive Education in rural communities in Ghana we will see what it means to think Open Science together with Knowledge (In-)Equality: no more and no less than the questions of our time.
Artiles, A., & Dyson, A. (2005): Inclusive education in the globalization age: The promise of comparative cultural-historical analysis. Contextualizing Inclusive Education: Evaluating Old and New International Perspectives|Contextualizing Incl. Educ.: Eval. Old and New Int. Perspectives (pp. 37-62). London: Routledge. https://doi.org/10.4324/9780203606803
Booth, T. (1995): Mapping inclusion and exclusion: Concepts for All? In: C. Clark, A. Dyson & A. Millward (Eds.) Towards Inclusive Schools? (pp. 96-108). London: David Fulton.
Grech, Sh. (2011): Recolonising debates or perpetuated coloniality? Decentring the spaces of disability, development and community in the global South,
International Journal of Inclusive Education, 15(1), (pp. 87-100). http://dx.doi.org/10.1080/13603116.2010.496198
Haskell, S. H. (1998): Inclusive Schooling: The contemporary cultural imperialism of western ideologies. Paper presented to the Second International Exhibition and Congress on Rehabilitation, 29-31 March 1998, Dubai, United Arab Emirated.
Muthukrishna, N. & Engelbrecht, P. (2018): Decolonising inclusive education in lower income, Southern African educational contexts. South African Journal of Education, 38 (4). https://doi.org/10.15700/saje.v38n4a1701
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photo credits: Ralf Rebmann // license: CC-BY-SA 4.0