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The panel will interrogate the key intentions of public education vis-à-vis indigenous/minority education strategies and explore the epistemological, practical, ethical and political limits of co-producing knowledge.
Over the last twenty years indigenous and minority students, holders of expert knowledge, and political activists have engaged with education institutions and agencies to co-author training programmes that aim to collaboratively develop knowledge practices. Such engagement led to exemplary ethnographic scenes which returned political, cosmopolitical and epistemological reports that involved different stakeholders and knowledge traditions. This panel focuses on collaborative knowledge practices located in universities, in other institutional educational agencies, in NGOs and in indigenous or minority settings. We explore the intricate arrangements, adjustments and relationships between indigenous/minority people, anthropologists, other academics, and stakeholders in the co-production of knowledge practices and education/training programmes. The aim is to interrogate the key intentions of public education vis-à-vis indigenous/minority education strategies and to explore the epistemological, practical, ethical and political limits of co-producing knowledge.