Jonathan Ichikawa develops a contextualist semantics for knowledge ascriptions, and shows how it can illuminate foundational questions in epistemology. He argues that in thinking clearly about knowledge, epistemologists must also think about the dynamic aspects of the words we use to talk about knowledge. Contextualising Knowledge defends a central theoretical role for knowledge in broader theorising - evidence, belief, justification, and assertion are all explained in part in terms of knowledge - but none of these connections can properly be understood or appreciated independently from the contextualist approach to knowledge ascriptions. The book synthesizes two of the biggest ideas in contemporary epistemology: contextualism about knowledge ascriptions, and the 'knowledge first' emphasis on the theoretical primacy of knowledge. Ichikawa argues that the apparent tension between these ideas can be resolved-indeed, a central theme of the book is that each has something important to offer the other. Ichikawa embraces contextualism, emphasizing careful attention to its epistemic assumptions and implications. The result is a novel take on central questions about knowledge and its roles in human life and discourse.

Jonathan Ichikawa synthesizes two prominent ideas in epistemology: contextualism about knowledge ascriptions, and the 'knowledge first' emphasis on the theoretical primacy of knowledge. He argues that in thinking clearly about knowledge, epistemologists must also think about the dynamic aspects of the words we use to talk about knowledge.

This volume presents an interdisciplinary framework to map out contemporary educational studies in India. Based on conceptual tools, quantitative methods and ethnographic accounts drawn from extensive fieldwork, it addresses emerging discourses on educational policies, their operation in the everyday functioning of institutions and actual practices in teaching and learning. Individual chapters discuss the intersectionality in the current educational system of region, gender, class, caste and minorities. With comparative perspectives and case studies from across states, including under-studied rural and urban regions of India, the book explores a wide range of issues affecting the educational system, including socioeconomic and gender inequalities; the educational status of tribal settlements in the hinterlands and their respective urban areas; the marginalisation of minorities; challenges in accessing educational avenues and choices; and the model for imparting vocational education and training. It navigates complex sites of discrimination and exclusion in the institutional spaces of the educational system and assesses the consequences of market dynamics and ideological undercurrents. Presenting first-hand information from the field, it evaluates educational policies, practices and research; investigates challenges and failures; provides suggestions and fosters critical thinking for a knowledge society. The findings in this book will be of interest to researchers, scholars and teachers of education, economics, sociology, urban education and the politics of education, as well as of public policy, governance and development studies. It will also be useful to research institutions, policymakers, educationists, social scientists, education professionals, and governmental and non-governmental bodies working on education.

Various disciplines use context to elucidate and interpret objects and events, but rarely is the idea of "context" itself examined. What meanings are evoked by this term? How do social anthropologists and those in related disciplines construe this idea? What analytical strategies are adopted in order to suggest that the relevant context is "self-evident"?

A fascinating look at Open Science and the democratization of knowledge in international development and social transformation.

7 The Research Study

The study of social and popular movements continues to attract great interest, but little is known of political activity which takes place outside of traditional political structures. Tnis volume looks at informal political action which arises when conventional frameworks, such as those provided by welfare states, are in crisis or decline. At such times the usual expectations about politcal action may not apply, so what actually goes on? Greatly expanding the scope for research into collective action, this volume will be of great interest to students and researchers of politics and sociology interested in this important area.

Providing a clear and concise guide to the practicalities of legal research, this informative book presents a methodological framework for law-in-context research design. It argues that legal scholarship relies on the interpretive and argumentative methods of the humanities, but also requires empirical input due to its focus on social reality.

The contributors to this edited collection have all used narrative inquiry in their research into a range of topics and in a range of contexts.

Presenting ten exciting chapters delving into the socio-cultural aspects of African contexts and their profound impact on regional, national, and international business, Contextualising African Studies lays the foundation for a comprehensive exploration of Africa's business landscape.