Relevant bibliographies by topics / Decolonial methodologies

Academic literature on the topic 'Decolonial methodologies'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Decolonial methodologies"

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Cruz, Cristiano Codeiro. "Decolonizing Philosophy of Technology: Learning from Bottom-Up and Top-Down Approaches to Decolonial Technical Design." Philosophy & Technology 34, no. 4 (November 10, 2021): 1847–81. http://dx.doi.org/10.1007/s13347-021-00489-w.

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AbstractThe decolonial theory understands that Western Modernity keeps imposing itself through a triple mutually reinforcing and shaping imprisonment: coloniality of power, coloniality of knowledge, and coloniality of being. Technical design has an essential role in either maintaining or overcoming coloniality. In this article, two main approaches to decolonizing the technical design are presented. First is Yuk Hui’s and Ahmed Ansari’s proposals that, revisiting or recovering the different histories and philosophies of technology produced by humankind, intend to decolonize the minds of philosophers and engineers/architects/designers as a pre-condition for such decolonial designs to take place. I call them top-down approaches. Second is some technical design initiatives that, being developed alongside marginalized/subalternate people, intend to co-construct decolonial sociotechnical solutions through a committed, decolonizing, and careful dialog of knowledge. I call them bottom-up approaches. Once that is done, the article’s second half derives ontological, epistemological, and political consequences from the conjugation of top-down and bottom-up approaches. Such consequences challenge some established or not yet entirely overcome understandings in the philosophy of technology (PT) and, in so doing, are meant to represent some steps in PT’s decolonization. Even though both top-down and bottom-up approaches are considered, the article’s main contributions are associated with (bottom-up) decolonial technical design practices, whose methodologies and outcomes are important study cases for PT and whose practitioners (i.e., decolonial designers) can be taken as inspiring examples for philosophers who want to decolonize/enlarge PT or make it decolonial (that is, a way of fostering decoloniality).
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Mohammed, Ilyas. "Researching "On and In" Global South Countries." Poligrafi 27, no. 105/106 (December 29, 2022): 165–93. http://dx.doi.org/10.35469/poligrafi.2022.347.

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Over the last decade, there has been an increasing awareness that colonialism continues through various overlapping iterations of coloniality, such as politics, economics, security and academia. Academics from global north countries and global south countries have highlighted and called for the dismantling of coloniality in its various iterations. Perhaps the most vocal decolonising calls have come from global north academics wanting to decolonise global north academia in the form of epistemic decolonisation. As such, in this article, I call on global north academics researching 'on and in' global south countries to employ decolonial methodologies to avoid inadvertently reinforcing coloniality. By utilising autoethnography and critical decolonial reflexivity, I offer ways for global north academics researching on or in global south countries to guard against reinforcing coloniality during their research.
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Shefer, Tamara, and Vivienne Bozalek. "Wild Swimming Methodologies for Decolonial Feminist Justice-to-Come Scholarship." Feminist Review 130, no. 1 (March 2022): 26–43. http://dx.doi.org/10.1177/01417789211069351.

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This article thinks with oceans and swimming, in dialogue with decolonial feminist materialist approaches and other current novel methodologies which foreground embodiment and relational ontologies, in order to consider the conceptual potential of such diffractions for the project of alternative scholarly practices. We focus on swimming in the sea as one form of wild methodology and Slow scholarship that draws on hauntology to think about the possibilities of such methodologies for troubling normative academic practices directed at different ways of being and becoming. Located in the (post-)apartheid space of South African higher education, which continues to follow and reinstate colonial, patriarchal and neoliberal capitalist logics, we ask questions about the silences around material histories of subjugation and violence that are embedded in the institution and the lives of those who enter these spaces. Propositions are made about how a swimming methodology may inspire a consciousness and engagement with intersectional gender hauntings that permeate the material, curricula, relational and affective spaces of academia as part of disrupting and reimagining the university as a space of/for justice and flourishing. We explore the ways in which embodied, affective methodologies in or near the ocean/s may be deployed to subvert and reconfigure, to make and stay with trouble. We therefore propose sea swimming as a powerful way of thinking with the sea in productive and creative ways for scholarship towards a justice-to-come, to open up new imaginaries of scholarship that make a difference.
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Agboka, Godwin Y. "Decolonial Methodologies: Social Justice Perspectives in Intercultural Technical Communication Research." Journal of Technical Writing and Communication 44, no. 3 (July 2014): 297–327. http://dx.doi.org/10.2190/tw.44.3.e.

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Morgensen, Scott Lauria. "Destabilizing the Settler Academy: The Decolonial Effects of Indigenous Methodologies." American Quarterly 64, no. 4 (2012): 805–8. http://dx.doi.org/10.1353/aq.2012.0050.

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Castañeda-Peña, Harold, and Pilar Méndez-Rivera. "Engaging in Decolonial ‘Pedagogizations’ at a Colombian Doctoral Teacher Education Program in English Language Teaching." Íkala, Revista de Lenguaje y Cultura 27, no. 3 (September 16, 2022): 804–21. http://dx.doi.org/10.17533/udea.ikala.v27n3a12.

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Decolonial engagement in education is becoming geo and body politically multifaceted across the global south and north. It is witnessing the emergence of ‘pedagogies of crossing,’ pedagogías insumisas (unsubordinate pedagogies), and ‘trans/queer pedagogies,’ among others. Thus, decolonial engagement in education constitutes a fruitful epistemological site of struggle, fracture, and healing. This plurality situates the so-called pedagogizations within the decolonial turn. Pedagogizations, on the other hand, refer to actions otherwise rather than to the hold of colonialism in a designated field: Pedagogy. Decolonial pedagogizations remain underexplored in the literature on language teacher education, however. This article unearths and discusses how they are (co)constructed for and with English language teachers at a Colombian state university’s doctoral program that claims a south epistemological stance and seeks the decolonization of language teacher education. In this vein, this article adds to the literature reclaiming decolonial methodologies, or pedagogizations, in education and proposes that they include knowledge (co)construction processes otherwise such as submerged guiding, deculonial voicing, and cultivating heterarchical relationships. Yet, it also critiques these decolonial pedagogizations in language teacher education, embracing the diverse onto-epistemological constitution of graduate educational processes.
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de Araujo, Gilvan Charles Cerqueira, Julio Cesar Suzuki, and Renato de Oliveira Brito. "2. Active Methodologies, Higher Education, and the Decolonial Shift in Latin America." Philosophy and Theory in Higher Education 4, no. 1 (January 1, 2022): 25–45. http://dx.doi.org/10.3726/ptihe.012022.0002.

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Abstract Higher education has undergone a significant expansion regarding the number of institutions, courses, professors, and students throughout the last decade, thereby emphasizing the system’s management, with the establishment of parameters and criteria for evaluating the teaching and learning processes. The existing debate on the active methodologies of higher education is necessary in the enhancement of important practices for the resignification of learning as a tool for deepening the understanding of the world, particularly through the experiences the students find themselves in. Thus, the main objective of this article is to propose a dialogue between active methodologies, higher education, and the formulations of a decolonial or post-colonial nature, based on the Latin American (particularly the Brazilian) situation.
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Lipscombe, Tamara A., Antonia Hendrick, Peta L. Dzidic, Darren C. Garvey, and Brian Bishop. "Directions for research practice in decolonising methodologies: Contending with paradox." Methodological Innovations 14, no. 1 (January 2021): 205979912110062. http://dx.doi.org/10.1177/20597991211006288.

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The complex nature of colonisation presents with the potential for paradoxes in decolonising approaches, hence, fixed conventions and methods are discouraged. In this way, decolonising methodologies concerns interrogating dominant conventions in research that have typically excluded alternative ways of knowing from academia. This raises concern about the issue of breaking conventions, when it is potentially difficult to realise that one is depending upon them. An incremental approach to the research process and subsequent knowledge generated provides opportunity to challenge the conventions that typically dictate research praxis. In addition, fostering epistemological transformation and pluralism presents a solution to problems derived from dominant cultural assumptions and practices. My aim for this article is to extend upon the literature pertaining to decolonising methodologies, with this contribution of focusing on the research process as a means to avoid paradox in the decolonial intention. Accordingly, a process imperative that focuses on how researchers do research, over the tendency to focus on outcomes, emerges as a strategy to identify and contend with paradoxes within decolonial work. A questioning convention is posited as a means for mining the assumptions and biases of the dominant culture that would otherwise ensnare ones thinking. Consequently, research may be better liberated from oppressive colonising practices that are tacit within research and academic conventions. Narratives are provided throughout for illustrative example, and to better explore the concepts named.
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Cheang, Sarah. "Pausing for thought: Lost and found." International Journal of Fashion Studies 9, no. 2 (October 1, 2022): 429–37. http://dx.doi.org/10.1386/infs_00081_7.

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Decolonizing debates have the potential to revitalize fashion studies by placing greater emphasis on the way we practise, and the conditions under which we see, hear and speak about fashion imagery. Decolonializing projects and anti-racist activism suggest new methodologies and transformational insights, which are riddled with contradictions and personal vulnerabilities. This article reflects on museums and fashion photography as spaces of decolonial reckoning and paradox. Understanding and coming to terms with positionality, a crucial factor in decolonial praxis, emerges as a continually unfolding process of action and compromise in which the researcher may ultimately ground herself.
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Dickenson, Rachelle. "Mind the Gap: Admin Activism, a Thought Piece in Process." Public 32, no. 64 (December 1, 2021): 164–71. http://dx.doi.org/10.1386/public_00080_1.

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In this article, I describe the methodology I understand as admin activism within the context of cultural institutions to consider how we may generate sustainable, productive and enjoyable relationships in decolonial work. Admin activism includes specific priorities, behaviours, and strategies associated with decolonial resistances that can be mobilized by people working within art galleries, museums, and universities. Drawing from scholarly and grassroots practices of settler responsibility and Indigenous methodologies, my professional experience as a curator and educator, as well as important lessons learned from friends, colleagues and family, I intend this article to contribute to growing toolboxes for institutional change.
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Dissertations / Theses on the topic "Decolonial methodologies"

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Donelson, Danielle E. "Theorizing a Settlers' Approach to Decolonial Pedagogy: Storying as Methodologies, Humbled, Rhetorical Listening and Awareness of Embodiment." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1526311038498932.

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Books on the topic "Decolonial methodologies"

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Deumert, Ana, Anne Storch, and Nick Shepherd, eds. Colonial and Decolonial Linguistics. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198793205.001.0001.

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The discipline of linguistics in general, and the field of African linguistics in particular, appear to be facing a paradigm shift. There is a strong movement away from established methodologies and theoretical approaches, especially structural linguistics and generativism, and a broad move towards critical linguistics, sociolinguistics, and linguistic anthropology. These developments have encouraged a greater awareness and careful discussion of basic problems of data production in linguistics, as well as the role played by the ideologies of researchers. The volume invites a critical engagement with the history of the discipline, taking into account its deep entanglements with colonial knowledge production. Colonial concepts about language have helped to implement Northern ideas of what counts as knowledge and truth; they have established institutions and rituals of education, and have led to the lasting marginalization of African ways of speaking, codes, and multilingualisms. This volume engages critically with the colonial history of our discipline and argues that many of the colonial paradigms of knowledge production are still with us, shaping linguistic practices in the here-and-now as well as non-specialist talk about language and culture. The contributors explore how metalinguistic concepts and ways of creating linguistic knowledge are grounded in colonial practice, and exist parallel to, and sometimes in dialogue with other knowledges about language.
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Zavala, Miguel. Raza Struggle and the Movement for Ethnic Studies: Decolonial Pedagogies, Literacies, and Methodologies. Lang Publishing, Incorporated, Peter, 2018.

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Zavala, Miguel. Raza Struggle and the Movement for Ethnic Studies: Decolonial Pedagogies, Literacies, and Methodologies. Lang AG International Academic Publishers, Peter, 2018.

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Zavala, Miguel. Raza Struggle and the Movement for Ethnic Studies: Decolonial Pedagogies, Literacies, and Methodologies. Lang AG International Academic Publishers, Peter, 2018.

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Zavala, Miguel. Raza Struggle and the Movement for Ethnic Studies: Decolonial Pedagogies, Literacies, and Methodologies. Lang AG International Academic Publishers, Peter, 2018.

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Spade, Dean, and Craig Willse. Norms and Normalization. Edited by Lisa Disch and Mary Hawkesworth. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199328581.013.29.

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The following chapter charts critical encounters with norms and normalization in feminist analysis and praxis. We pay particular attention to how anticapitalist, critical race, and decolonial feminist methodologies interrogate norm production and maintenance across a range of social, cultural, and economic heteropatriarchal formations. Drawing from the work of Michel Foucault, we consider norms and normativity in terms of both disciplinary subjection of individuals and their bodies and minds as well as biopolitical regulation of population dynamics. Feminist and queer critiques of same-sex marriage offers a case study of how critiques of norms and normalization have unfolded. Finally, we reflect on work of contemporary social movements, especially antiviolence and prison abolition, to see how critique of heteropatriarchal norms both animates such work and provides an opportunity for critical self-reflection of our own political formations.
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Maitra, Keya, and Jennifer McWeeny, eds. Feminist Philosophy of Mind. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780190867614.001.0001.

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Abstract This collection is the first book to focus on the emerging field of study called feminist philosophy of mind. Each of the twenty chapters of Feminist Philosophy of Mind employs theories and methodologies from feminist philosophy to offer fresh insights into issues raised in the contemporary literature in philosophy of mind and/or uses those from the philosophy of mind to advance feminist theory. The book delineates the content and aims of the field and demonstrates the fecundity of its approach, which is centered on the collective consideration of three questions: What is the mind? Whose mind is the model for the theory? To whom is mind attributed? Topics considered with this lens include mental content, artificial intelligence, the first-person perspective, personal identity, other minds, mental attribution, mental illness, perception, memory, attention, desire, trauma, agency, empathy, grief, love, gender, race, sexual orientation, materialism, panpsychism, and enactivism. In addition to engaging analytic and feminist philosophical traditions, chapters draw from resources in phenomenology, philosophy of race, decolonial studies, disability studies, embodied cognition theory, comparative philosophy, neuroscience, and psychology.
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Book chapters on the topic "Decolonial methodologies"

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Zavala, Miguel. "Decolonial Methodologies in Education." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_498-1.

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Zavala, Miguel. "Decolonial Methodologies in Education." In Encyclopedia of Educational Philosophy and Theory, 361–66. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_498.

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Manning, Jennifer. "A Decolonial Feminist Ethnography." In Empowering Methodologies in Organisational and Social Research, 39–54. London: Routledge India, 2021. http://dx.doi.org/10.4324/9780429352492-3.

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Moyo, Last. "Decolonial Research Methodologies: Resistance and Liberatory Approaches." In The Decolonial Turn in Media Studies in Africa and the Global South, 187–225. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52832-4_6.

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Kessi, Shose, Floretta Boonzaier, and Babette Stephanie Gekeler. "Methodologies, Ethics, and Critical Reflexive Practices for a Pan-African Psychology." In Pan-Africanism and Psychology in Decolonial Times, 123–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-89351-4_6.

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Fawcett, Leesa, and Morgan Johnson. "Coexisting Entities in Multispecies Worlds: Arts-Based Methodologies for Decolonial Pedagogies." In Animals in Environmental Education, 175–93. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-98479-7_10.

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Lindstrom, Gabrielle E. "Accountability, Relationality and Indigenous Epistemology: Advancing an Indigenous Perspective on Academic Integrity." In Academic Integrity in Canada, 125–39. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83255-1_6.

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AbstractAlthough the notion of academic integrity is advanced as a Western construct, Indigenous ways of conceptualising and mobilizing this construct represent a vast, diverse and enduring knowledge system that encompasses not only how sources of knowledge are attributed, but also serves as one of the ontological pillars that upholds honesty and truth-telling within a relationally oriented epistemology. Written from an Indigenous perspective, this chapter invites readers to critically reflect on the ways that academic integrity, as an ethical pillar of the Western academy, relies on institutionalized protocols that privilege a specific methodology of citation and referencing that elevates the written word whilst excluding Indigenous methodologies that are embedded within an ethic of truth-telling and relational accountability. Grounded in the scholarship that surrounds Indigenous knowledge as a participatory way of knowing and utilizing a values-based analysis, I highlight the conceptual parallels between Western understandings of academic integrity and an Indigenous relational epistemology that is rooted in accountability. In today’s social climate of reconciliation, academic institutions across Canada are seeking avenues to decolonize their pedagogies and practices. One such avenue is in the area of academic integrity which is underlain with distinct and established ways of transmitting knowledge that have all too often left Indigenous knowledge systems to exist as alternative, or less rigorous, approaches to knowledge production. Movement towards a more equitable, critical and comprehensive understanding of how we, as scholars, are being accountable to those voices that inform and shape our own requires the consideration of a trans-systemic approach.
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"Decolonial Methodologies." In Encyclopedia of Educational Philosophy and Theory, 361. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_100198.

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"CONSTRUCTING DECOLONIAL RESEARCH AGENDAS/METHODOLOGIES." In Childhood and Postcolonization, 119–24. Routledge, 2003. http://dx.doi.org/10.4324/9780203463536-15.

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Méndez, Xhercis. "Decolonial Feminist Movidas." In Theories of the Flesh, 74–94. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190062965.003.0006.

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This chapter examines the set of relational dynamics that produce the “wages of gender,” namely the economic, social, political, and psychological “privileges”/“benefits” one gets from identifying with, aspiring to, and manifesting dominant racialized and heteronormative conceptions of sex/gender. Rather than frame the benefits reserved for heterosexual, middle-class, white females as “privileges” and emphasize women of color’s systematic exclusion from those “privileges,” it instead homes in on the inextricable relational and intimate violence woven into those “privileges.” Building on the political work of women of color, indigenous, and decolonial feminists who argue that gender was reconstituted and racialized in and through colonial/imperial practices, this chapter tracks the sets of “wages” that undermine efforts to organize across difference by underscoring what is politically at stake for differently situated bodies. It concludes with a list of ingredients and orientations that contribute to decolonizing feminist methodologies.
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Conference papers on the topic "Decolonial methodologies"

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Albarrán González, Diana. "Weaving decolonising metaphors: Backstrap loom as design research methodology." In LINK 2022. Tuwhera Open Access, 2022. http://dx.doi.org/10.24135/link2022.v3i1.186.

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Decolonising approaches have challenged conventional Western research creating spaces for Indigenous, culturally-appropriate, and context-based research alternatives. Decolonising design movements have also challenged dominant Anglo-Eurocentric approaches giving visibility to other ways of thinking and doing design(s). Indigenous peoples have considered metaphors as important sense-making tools for knowledge transmission and research across different communities. In these contexts, Indigenous craft-design-arts have been used as metaphorical research methodologies and are valuable sources of knowledge generation, bringing concepts from the unseen to the physical realm manifested through our hands and bodies. In particular, Indigenous women have used the embodied practices of weaving and textile making as research methodology metaphors connecting the mind, body, heart and spirit. Situated in the highlands of Chiapas, this research proposes backstrap loom weaving as a decolonial design research methodology aligned with ancestral knowledge from Mesoamerica. For Mayan Tsotsil and Tseltal peoples, jolobil or backstrap loom weaving is a biocultural knowledge linked to the weaver’s well-being as part of a community and is a medium to reconnect with Indigenous ancestry and heritage. Resisting colonisation, this living textile knowledge and practice involve collective memory, adapting and evolving through changes in time. Mayan textiles reflect culture, identity and worldview captured in the intricate patterns, colours, symbols, and techniques. Jolobil as a novel methodological proposal, interweaves decolonial theory, visual-digital-sensorial ethnography, co-design, textiles as resistance, Mayan cosmovision and collective well-being. Nevertheless, it requires the integration of onto-epistemologies from Abya Yala as fundamental approaches like sentipensar and corazonar. Jolobil embodies the interweaving of ancestral knowledge with creative practice where the symbolism of the components is combined with new research interpretations. In this sense, the threads of the warp (urdimbre) representing patrones sentipensantes findings are woven with the weft (trama) as the embodied reflexivity of sentipensar-corazonando. As the weaver supports the loom around her waist, the cyclical back and forth motion of weaving jolobil functions as analysis and creative exploration through sentirpensar and corazonar creating advanced reflexive textile narratives. The interweaving of embodied metaphors and textiles with sentipensar, corazonar, mind, body, heart and spirit, contribute to the creation of decolonising alternatives to design research towards pluriversality, aligned with ways of being and doing research as Mesoamerican and Indigenous women.
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Maya, Sebastian. "A reflexive educational model for design practice with rural communities: the case of bamboo product makers in Cuetzalan, México." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.58.

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In the '60s and '70s, a global economic and technological development plan for "undeveloped" countries defined the base of the professionalization process of industrial design in Latin America. Since then, many scholars have revised the industrial design practice and proposed new ways to reinterpret Latin American design according to current perspectives about the context and territory. This research strives on a reflexive educational model based on a socio-technical system's understanding for a mixed craft-industrial design practice with rural communities in Mexico. By combining post and decolonial perspectives and critical theories of neoliberalism in the design field; and analyses of the design education process inside the rural communities of bamboo product makers in Cuetzalan (Puebla, México), it is possible to unravel the translation agency of designers (also as individuals with personal and professional interests) between the global economic system pressures and internal beliefs and positions of communities. Following Arturo Escobar's (2007, 2013, 2017) and Walter Mignolo's (2013) ideas, the design practice in Latin America is highly questionable when it tries to involve rural or social perspectives due to the influence of the development's regimes of representation. These regimes vigorously promote the generation of economic wealth from economic and technological development, primarily based on a globalized neoliberal logic. As Professor Juan Camilo Buitrago shows in the Colombian case, many universities were linked to government economic policies "due to the need to align themselves with the projects that the State was mobilizing based on industrialization to encourage exports." (2012, p. 26). This idea is still valid since public and private universities constantly compete for economic resources that they exchange with applied knowledge that points to the development of various economic sectors. Numerous studies attempt to reconcile academic epistemological and ontological forms with rural ways of understanding the world. Regardless of these efforts, it is necessary to highlight that professional design education has barely incorporated these reflections within its institutional academic structures. This work has been part of a series of university-level courses that mix experiences and perspectives between Anahuac University final year design students and the Tosepan Ojtatsentekitinij (bamboo workshop) members. The current research considers the participation of all the actors involved in the educational process (directors, lecturers, and students) and the people close to the bamboo transformation processes in Cuetzalan. The course is divided into three phases. First, students and professors discuss critical topics about complex systems and wicked problems, participatory methodologies, capitalism and globalization, non-western knowledge, social power dynamics, and Socio-technical systems. The second phase involves independent and guided fieldwork to share thoughts and intentions with the bamboo material and its possible applications. Lastly, there are different creation, experimentation, and exposition moments where each actor could share comments about all the experiences. The results intended to provide analytical tools that allow design students and educational staff members to deconstruct their economical-industrial roots to tend bridges that harmonize imaginative and creative attitudes between designers and rural craftspersons.
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Reports on the topic "Decolonial methodologies"

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Daszkiewicz, Christina, Zoha Shawoo, Anisha Nazareth, Claudia Coleoni, Elvine Kwamboka, Emily Ghosh, Jenny Yi-Chen Han, Katarina Inga, Minh Tran, and Rocio A. Diaz-Chavez. Shifting power through climate research: applying decolonial methodologies. Stockholm Environment Institute, November 2021. http://dx.doi.org/10.51414/sei2021.028.

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This discussion brief aims to provide insights into ways that individual researchers can aim to shift rather than reinforce unequal power relations in climate and environment research that disadvantage marginalized communities and the Global South. It seeks to launch wider discussions and actions on the subject to rectify colonial-era legacies that continue to affect power dynamics, detrimentally skewing research and its uptake.
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