In our pursuit of a more equitable, just and sustainable society, we must examine not only who makes decisions, but also on whose evidence these decisions are made. The question of whose knowledge is to be recognised, translated and incorporated into action1 is especially important in South Africa as universities attempt to respond to calls to decolonise the curricula. In this Commentary, I argue that widening the scope of knowledge production is an essential role that universities can play in creating knowledge democracy. Communities of practice are presented as a way in which scientists can cultivate research partnerships with stakeholders outside of science to co-produce knowledge needed to solve society’s current complex challenges.
DOI: http://dx.doi.org/10.17159/sajs.2019/5888
