Open Science
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Item Indigenous perspectives on open science and the decolonization of knowledge(UNESCO Chair, 2022-05-11) Hall, Budd L; Tandon, RajeshThis policy brief on Indigenous Perspectives on Open Science and the Decolonization of Knowledge is a contribution to WHEC 22 theme three on Inclusion on Higher Education. It is the product of The World Virtual Indigenous Circle on Open Science and the Decolonization of Knowledge which took place on November 12, 2020. It was organized by the UNESCO Chair in Community-Based Research and Social Responsibility in Higher Education, co-hosted by the Canadian Commission for UNESCO and the World Indigenous Nations Higher Education Consortium, and the format was designed by Lorna Wanósts'a7 Williams. The Circle featured nearly 20 Indigenous speakers and attracted some 300 registrants from around the world. Its purpose was to inform UNESCO's drafting of a recommendation on open science and, in turn, to ensure Indigenous knowledge is incorporated respectfully and with integrity to help reshape how higher education institutions recognize and use it. The aim of this brief is to share our recommendations on the next of many steps toward ensuring that Indigenous knowledge is better recognized worldwide, so it can guide individuals and institutions in higher education, in research, and in protecting the Earth.Item World virtual indigenous circle on open science and the decolonization of knowledge: Webinar report(UNESCO Chair, 2020-11) Williams, Lorna Wanósts’a7Item A Call for a dialogue between knowledges(2020) Hall, Budd LItem Open science beyond open access: For and with communities-A step towards the decolonization of knowledge(Canadian Commission for UNESCO, 2020-07) Chan, Leslie; Piron, Florence; Tandon, Rajesh; Williams, Lorna; Hall, Budd LIn this paper, Leslie Chan, Budd Hall, Florence Piron, Rajesh Tandon and Lorna Williams argue that Open Science should mean more than open access to publications and data. Writing for the Canadian Commission for UNESCO, they examine three forms of openness: publications and data, society, and knowledges that mainstream science has excluded. The COVID-19 pandemic serves as a case in point, illustrating how science is opening itself to citizen participation and community partnerships, even as deep inequalities persist for scholars and communities in the Global South. Particular attention goes to Indigenous ways of knowing, where cognitive justice, not just access, must guide how science engages with excluded epistemologies. The paper closes with thirteen considerations for UNESCO and other institutions, calling for an open science that is plural, decolonial, and genuinely for and with communities rather than only about them.