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Knowledges in Context [ Back to Analytical themes ]
Knowledge is passed down generations, it’s not learned by somebody coming from nowhere into an office and reading a textbook.
This theme broadly illustrates the body of data about a ‘gap’ between on the one hand knowledge of ‘everyday practices’ i.e. situated, local understanding of these practices (proximal knowledge), and on the other bureaucratic, centralised or theoretical understandings (distal knowledge) which emerged during the epidemic. The data shows that proximal and distal knowledges are different in character, and that the context in which knowledge is generated is central to its credibility. For panel members, particularly in the agricultural related and front line workers’ groups, difficulties arose when central directives were perceived to be stripped of context, of ‘what if’ scenarios, unable to adapt to what was happening ‘on the ground’ and therefore, unable to mobilise stocks of local knowledge and expertise. Instances where such knowledge could be mobilised, are remembered with a strong sense of ‘everyone pulling together’ and of ‘making the best of it’. A knowledge gap was also created by frustrating problems with obtaining reliable, up to date advice and information that ‘made sense’ and didn’t ‘frighten the reader with alarming words.’
[ Back to Analytical themes ]
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