Browsing by Autor "Adriana Moreno Cely"

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    Breaking monologues in collaborative research: bridging knowledge systems through a listening-based dialogue of wisdom approach
    (Springer Science+Business Media, 2021) Adriana Moreno Cely; Darío Cuajera-Nahui; Cesar Gabriel Escobar-Vasquez; Tom Vanwing; Nelson Tapia-Ponce
    Abstract The urgent need to address the sustainability issues of the Anthropocene requires a dialogue capable of bridging different knowledge systems, values, and interests. This dialogue is considered one of the most crucial challenges in collaborative research approaches. With this research, we seek to break with monologues in collaborative research by offering a decolonising methodological approach that combines the notion of dialogue of wisdom, communication theories and ethical principles of Andean philosophy. The methodological framework, the circle of dialogue of wisdom , is the result of an iterative action–reflection process developed in a North–South collaborative research project for territorial planning in Bolivia. Our praxis confirms the potentials offered by a listening-based dialogue for (i) dealing with knowledge–power relations in collaborative research projects, (ii) promoting mutual learning and knowledge co-creation between different knowledge systems, (iii) re-valuating local and Indigenous knowledge, and (iv) decolonising the society–science–policy dialogue.
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    Transforming higher education in Bolivia by linking two contra-hegemonic movements: agroecology and the Decolonial turn
    (Taylor & Francis, 2021) Adriana Moreno Cely; Darío Cuajera-Nahui; Cesar Gabriel Escobar-Vasquez; Domingo Torrico-Vallejos; Josue Aranibar; Reynaldo Mendieta-Perez; Nelson Tapia-Ponce
    Agroecology is recognised as a socio-political and agricultural praxis and as a scientific domain. However, the dominant anthropocentric narrative that views nature as an exploitable resource is still present in agriculture faculties. In this contribution, we use three avenues to advance the possibilities of linking two counter-hegemonic forces to transform agriculture higher education. Firstly, the article examines the connection between decolonisation as a theoretical concept and the practices of decoloniality unfolding in agroecology. Secondly, we explore the diálogo de saberes, the Latin American approach of knowledge dialogue, as a bridge to connect diverse knowledge systems. The third path correlates literature findings with a Bolivian higher education program that has been around for three decades. Our experience shows that the dyad of agroecology and decolonial turn plays a significant role in transforming agricultural education by opening new paths to engage in a collaborative process between multiple knowledge systems.