Integrating Traditional Knowledge of Non-Western Humanities and Social Sciences: A Research Agenda through the Chinese Lens
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| Title: | Integrating Traditional Knowledge of Non-Western Humanities and Social Sciences: A Research Agenda through the Chinese Lens |
|---|---|
| Language: | English |
| Authors: | Yuting Shen (ORCID |
| Source: | Studies in Higher Education. 2025 50(9):1951-1965. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Non Western Civilization, Cultural Context, Humanities, Social Sciences, Cultural Influences, Asian Culture, Indigenous Knowledge, College Faculty, Research Opportunities, Synthesis |
| Geographic Terms: | China |
| DOI: | 10.1080/03075079.2024.2407051 |
| ISSN: | 0307-5079 1470-174X |
| Abstract: | The global knowledge asymmetries, dominated by academic centers in Western societies, have marginalized traditional non-Western knowledge. In line with the call for intellectual pluriversality, non-Western scholars in the humanities and social sciences (HSS) have witnessed a revitalization of traditional knowledge in research. Nonetheless, how they integrate their traditional knowledge into research lacks theoretical grounding and empirical substantiation. This study specifically examines the research agenda of contemporary Chinese HSS academics who are attempting to integrate traditional Chinese and modern Western knowledge. Through interviews, it seeks to understand their reasons, goals, principles, and strategies related to such knowledge integration. It first underscores the rationales stemming from global knowledge disparities and Chinese individuals' limited exposure to their traditional knowledge. It then reveals guiding principles for understanding traditional Chinese knowledge. Last, it provides strategies for knowledge integration, including comparative analysis and the transformation of traditional Chinese knowledge into modern theories and methodologies. Such a research agenda transcends critical reflection on the hegemonic and inequitable global knowledge system, promoting tangible actions to facilitate HSS research in China and beyond. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501239 |
| Database: | ERIC |
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| Abstract: | The global knowledge asymmetries, dominated by academic centers in Western societies, have marginalized traditional non-Western knowledge. In line with the call for intellectual pluriversality, non-Western scholars in the humanities and social sciences (HSS) have witnessed a revitalization of traditional knowledge in research. Nonetheless, how they integrate their traditional knowledge into research lacks theoretical grounding and empirical substantiation. This study specifically examines the research agenda of contemporary Chinese HSS academics who are attempting to integrate traditional Chinese and modern Western knowledge. Through interviews, it seeks to understand their reasons, goals, principles, and strategies related to such knowledge integration. It first underscores the rationales stemming from global knowledge disparities and Chinese individuals' limited exposure to their traditional knowledge. It then reveals guiding principles for understanding traditional Chinese knowledge. Last, it provides strategies for knowledge integration, including comparative analysis and the transformation of traditional Chinese knowledge into modern theories and methodologies. Such a research agenda transcends critical reflection on the hegemonic and inequitable global knowledge system, promoting tangible actions to facilitate HSS research in China and beyond. |
|---|---|
| ISSN: | 0307-5079 1470-174X |
| DOI: | 10.1080/03075079.2024.2407051 |
