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dc.contributor.authorNarayan, Shweta
dc.contributor.authorScandrett, Eurig
dc.date.accessioned2018-06-29T21:30:13Z
dc.date.available2018-06-29T21:30:13Z
dc.date.issued2014-01-09
dc.identifierER3351
dc.identifier.citationNarayan, S. & Scandrett, E. (2014) Science in community environmental struggles: Lessons from community environmental monitors, Cuddalore, Tamil Nadu. Community Development Journal, 49(4), pp. 557-572.
dc.identifier.issn1468-2656
dc.identifier.issn0010-3802
dc.identifier.urihttps://doi.org/10.1093/cdj/bst084
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/3351
dc.description.abstractCritical community development relies on a sociological understanding of knowledge although the sociology of scientific knowledge in community development is under-researched. Literature on the public understanding of science, and even people's science movements, has tended to focus on communication between specialist scientists and a lay public who, at best, co-produce knowledge with scientists. Seldom are communities in struggle considered as generators of scientific knowledge. Even more rarely considered are the material interests embedded in scientific knowledge that result from the economic location of the generators of knowledge. This paper draws on the experience of a community in Tamil Nadu, South India, that has been mobilizing against the polluting impacts of industrial development. The SIPCOTArea Community Environmental Monitors have been generating scientific knowledge by building on indigenous knowledge through the systematization of observation. This praxis has also transformed community members' relationship with specialist scientists and increased their knowledge of science, not only as an authoritative yet contested knowledge on which conflicts over development may be resolved, but also as a social process embedded in conflicting relations of production.
dc.format.extent557-572
dc.publisherOxford University Press
dc.relation.ispartofCommunity Development Journal
dc.titleScience in community environmental struggles: Lessons from community environmental monitors, Cuddalore, Tamil Nadu
dc.typearticle
dcterms.accessRightsrestricted
dc.description.facultydiv_PaS
dc.description.referencetextBarnes, B. and Edge, D., ed. (1982) Science in Context: Readings in the Sociology of Science, MIT Press, Cambridge, MA. Bevington, D. and Dixon, D. (2005) Movement-relevant theory: rethinking social movement scholarship and activism, Social Movement Studies, 4, 185-208. Callon, M. (1999) The role of lay people in the production and dissemination of scientific knowledge, Science Technology Society, 4, 81-94. Choudry, A. and Kapoor, D., ed. (2010) Learning from the Ground Up: Global Perspectives on Social Movements and Knowledge Production, Palgrave Macmillan, Basingstoke. Conner, C. D. (2005) A People's History of Science: Miners, Midwives and 'Low Mechanicks', Nation Books, New York, USA. Fals Borda, O. (2006) Participatory (action) research in social theory: origins and challenges, in P. Reason and H. Bradbury, eds, Handbook of Action Research, Sage, London. Fischer, F. (2000) Citizens, Experts and the Environment: the Politics of Local Knowledge, Duke University Press, London. Freire, P. (1972) Pedagogy of the Oppressed, Penguin, London. Global Community Monitor (n/d) Bucket Brigade, accessed at: http://www. bucketbrigade.net/ (14 July 2013). Hall, B. L., Clover, D. E., Crowther, J. et al., eds (2011) Social Movement Learning: A Contemporary Re-Examination, Special edition of Studies in the Education of Adults,Vol. 43 No 2, NIACE, Leicester. Hall, B. L., Clover, D. E., Crowther, J. et al., eds (2012) Learning and Education for a Better World: The Role of Social Movements, Sense Publishers, Rotterdam, NL. Johnson, R. (1979) 'Really useful knowledge': radical education and working-class culture, 1790-1848, in J. Clarke, C. Critcher and R. Johnson, eds,Working Class Culture, Hutchinson of London, London. Kane, L. (2001) Popular Education and Social Change in Latin America, Latin America Bureau, London. Mayo, M. and Craig, G. (1995) Community participation and empowerment: the human face of adjustment or tools for democratic transformation? in G. Craig and M. Mayo, Science in community environmental struggles Page 15 of 16 Downloaded from http://cdj.oxfordjournals.org/ at Queen Margaret Univeristy CollegeLibrary on January 9, 2014 eds, Community Empowerment: A Reader in Participation and Development, Zed books, London. Mukherjee, S., Scandrett, E., Sen,T. et al. (2011) Generating theory in the Bhopal survivors' movement, in S. Motta and A. G. Nilsen, eds, Social Movements in the Global South: Dispossession, Development and Resistance, Palgrave Macmillan, Basingstoke, pp. 150- 177. Shiva, V. (1989) Staying Alive:Women, Ecology and Development, Zed Books, London. Visvanathan, S. (2005) Knowledge, justice and democracy, in M. Leach, I. Scoones and B.Wynne, eds, Science and Citizens: Globalization and the Challenge of Engagement, Zed Books, London, pp. 83-94. Wynne, B. (1989a) Sheep farming after Chernobyl: a case study in communicating scientific information, Environment, 31(2), 10-39. Wynne, B. (1989b) Establishing the rules of laws: constructing expert authority, in R. Smith and B.Wynne, eds, Expert Evidence: Interpreting Science in the Law, Routledge, Abingdon, UK, pp. 23-55. Wynne, B. (2006) Public engagement as a means of restoring public trust in science- hitting the notes, but missing the music? Community Genetics, 9, 211-220.
dc.description.volume49
dc.identifier.doi10.1093/cdj/bst084
dc.description.ispublishedpub
dc.description.eprintid3351
rioxxterms.typearticle
qmu.authorScandrett, Eurig
dc.description.statuspub
dc.description.number4


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