Slide 15 of 20
Notes:
Gradually, however, we came to see that the problem lay neither in ourselves nor in our colleagues, but in the division of professional labor and the assumptions about knowledge production that lay behind it. The discontinuities across our intellectual and professional locations meant that we could not simpy produce "results" that could be handed off to our colleagues. What we were learning was inseparably tied to the ongoing development of our own theorizing and practice, such that it could not be cut loose and exported elsewhere. Rather than feeling inadequate in the face of demands that our work produce design implications, we began to resist those demands. We resisted them not on grounds of scientific "purity" or by denying our responsibility for design, but by rejecting assumptions on the basis of which the demands for our knowledge were being made. In place of the model of knowledge as a product that can be assembled through hand-offs in some neutral or universal language, we began to argue the need for mutual learning and partial translations.
