Academic literature on the topic 'Emancipatory aim'
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Journal articles on the topic "Emancipatory aim"
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Pond, Brittney, Nicholas DiCarlo, and Brittney Pond. "EMANCIPATORY PEDAGOGY IN GERONTOLOGICAL SPACES." Innovation in Aging 7, Supplement_1 (December 1, 2023): 621. http://dx.doi.org/10.1093/geroni/igad104.2025.
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Abstract Awareness of the field of gerontology has been bolstered by increased training and education programs and other critical pedagogies in several disciplines in higher education. Public and philanthropic initiatives have also supported the development of scholars and researchers in this field (Gross & Eshbaugh, 2011; Merz et al., 2017; Snyder, Wesley, Lin & May, 2008; Wesley, 2005). Furthermore, research notes that incorporating experiences of LGBTQ+ older adults in gerontological spaces can help to address a lack of representation in higher education and provide critical training to support LGBTQ+ older adults (Lipinski, Wilson, Kortes-Miller & Stinchcombe, 2022; Smith, Altman, Meeks & Hinrichs, 2019). This symposium aims to discuss critical pedagogies and emancipatory gerontology in higher education through an intersectional lens. We aim to address the question, where do critical pedagogies flourish, where are they needed, and in what ways? Presenters discuss multiple aspects of this question, describing the ways in which access is a critical component of emancipatory pedagogies, including 1) how we learn and teach abolitionist gerontology in interdisciplinary spaces 2) confronting ableism and ageism in gerontological spaces as part of intergenerational pedagogical praxis and 3) highlighting the need for LGBTQ+ aging education in curricula by discussing a student-led “queering gerontology” campaign with tangible outcomes.
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Li, Jiang, Deming Kong, Hong Jian, Fuyan Yang, and Xiaoshan Li. "Deepening Medical Cooperation: the Application of Taylor's Reflective Model in Nursing Practice." Advanced Journal of Nursing 5, no. 2 (July 29, 2024): 31. http://dx.doi.org/10.32629/ajn.v5i2.2455.
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This paper uses Taylor's emancipatory reflection model to examine an ethical issue involving nurses' rights, that is, the hegemonic behavior of doctors deprived nurses of their right to participate in multidisciplinary team activities. The aim is to demonstrate and promote the key skills of emancipatory reflection, while also developing critical awareness and analysis of potential problems arising from the hegemonic behaviour of doctors over nurses. Through the application of this reflective process, attempts are made to break the internal bondage and reevaluate the value within the medical relationship.
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WILSON, GAIL. "Conceptual frameworks and emancipatory research in social gerontology." Ageing and Society 21, no. 4 (July 2001): 471–87. http://dx.doi.org/10.1017/s0144686x01008315.
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It is argued that conflicts arise in social gerontology because conceptual frameworks are not sufficiently developed. Taking a broad definition of conceptual frameworks that includes political awareness, I argue that the theoretical works of Anne Phillips and Nancy Fraser have much to offer when applied to social gerontology. It is, however, essential first to theorise later life in terms of difference and diversity and the potential for conflict between concepts. The main argument is that when researching a devalued group such as elders, the political aspects of research cannot be ignored even when researchers aim to be ‘apolitical’, and that research will be helped by considering the politics of equality under the headings of: universalism and particularism; convergence and recognition; cultural valorisation and redistribution; and redress and transformation. These categories are not completely separate and may overlap. Just as aspects of disadvantage are complex and interact, so are the remedies or theorisations that can be deployed.
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Zayadin, Rana, Antonella Zucchella, and Amitabh Anand. "Exploring the emancipatory role of entrepreneurship in a developing context." International Journal of Entrepreneurial Behavior & Research 28, no. 2 (February 15, 2022): 527–47. http://dx.doi.org/10.1108/ijebr-08-2021-0642.
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PurposeThe aim of the study is to examine the reciprocal relation between context and emancipatory acts. Context is important in shaping the entrepreneurial action, particularly in a developing region, as it expounds its emancipatory role. At the same time emancipatory acts can affect context as well.Design/methodology/approachThe study employs an inductive research design, applying an open-ended exploratory research and conversation analysis, to elicit the stories of 25 entrepreneurs who are challenging their status quo.FindingsActs of emancipation were observed through a dynamic process centred around entrepreneurs' abilities to respond to policy debates. These debates introduced an individual level action towards social and institutional change. The findings present a model of entrepreneurial acts as an enabler in a socially constrained and challenging context.Originality/valueThrough contextual embeddedness, this study captured the entrepreneur's abilities to re-perform and negotiation with their context towards actions of emancipation. The study aims to capture individuals' narratives to enhance our understanding of the contextual and embedded factors that shape the entrepreneurial process towards emancipation. The study presents a model that theorises these narratives and actions.
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Biesta, Gert. "Don’t be fooled by ignorant schoolmasters: On the role of the teacher in emancipatory education." Policy Futures in Education 15, no. 1 (January 2017): 52–73. http://dx.doi.org/10.1177/1478210316681202.
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The question I address in this article is how we might understand the role of the teacher in education that seeks to promote emancipation. I take up this question in conversation with German and North-American versions of critical pedagogy with, the works of Paulo Freire and with that of Jacques Rancière. I show that in each case we find not only a strong argument for emancipatory education but also a distinct view about the role of the teacher. My aim is partly to show the different ways in which the role of the teacher in emancipatory education can be conceived and to make clear how this role is related to the different understandings of emancipation and the dynamics of emancipatory education. The motivation for writing this article also stems from what I see as a rather problematic interpretation of the work of Rancière in recent educational scholarship, one where the key message of his 1991 book The Ignorant Schoolmaster is taken to be that anyone can learn without a teacher and that this alleged ‘freedom to learn’ would constitute emancipation. I challenge such a constructivist interpretation of Rancière’s work and argue that the key message of The Ignorant Schoolmaster is that emancipatory education is not a matter of transfer of knowledge from a teacher who knows to a student who does not (yet) know, but nonetheless is a process in which teachers and their teaching are indispensable. This will allow me to argue why and how teaching remains essential for emancipatory education and why we should therefore not be fooled into thinking that ignorant schoolmasters, because they have no knowledge to give, have nothing to teach and can be done away with.
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DiCarlo, Nicholas, and Brittney Pond. "EMANCIPATORY PEDAGOGY: PRAXIS FOR RADICAL TRADITIONS OF LEARNING AND HEALING." Innovation in Aging 8, Supplement_1 (December 2024): 532. https://doi.org/10.1093/geroni/igae098.1739.
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Abstract The Emancipatory Sciences aim to advance knowledge and the realization of dignity, access, equity, healing, and social justice through individual and collective agency and social institutions. Literature suggests this theoretical framework, method, and practice embraces and pursues an impact on research, pedagogy, and systemic change within and beyond academia (Estes, DiCarlo, and Yeh, 2023; Reyes, Versey, and Yeh, 2022). This symposium aims to discuss emancipatory science and critical gerontology through intergenerational, intersectional, and healing oriented frameworks. We address the central questions: who participates and collaborates in such an endeavor and what methodologies and pedagogical approaches strengthen collective participation and democratize access to knowledge across generations. The presenters in this symposium discuss this central question through various facets, including 1) the use of Crone pedagogies to embrace our embodied histories and teach about life course perspectives grounded in standpoint theories of positionality in the classroom 2) UCSF’s Emancipatory Sciences Lab as praxis that creates collaborative spaces for co-learning 3) tangible findings from a digital storytelling project and 4) methodological considerations in participatory action research such as co-design, co-learning, and strengths-based language and design.
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Pfeifer, Kasper. "Zniewolone przez pracę czy dzięki pracy uwolnione? [dot. A. Urbanik-Kopeć: Anioł w domu, mrówka w fabryce]." Śląskie Studia Polonistyczne 14, no. 2 (December 28, 2019): 227–37. http://dx.doi.org/10.31261/ssp.2019.14.14.
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The aim of this critical essay is to analyse social and economic contexts of women’s work at the verge of 19th and 20th centuries. In the essay’s foreground are: 1) the discussion of Polish emancipatory discourses, the relation of liberal feminists to working class women; as well as 2) the characteristics of the reproductive work performed by women in the era of industrial revolution along with the impact the industrialization had on transformations of the ways genders were perceived. The article also touches upon the emancipatory role played by the factory – an attempt was made to answer the question: To what extent the commercialization of women’s work due to industrial revolutions allowed women to escape the shackles of patriarchy, and to what extent it contributed to their further entanglement in the network of dependency.
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Malík, Branislav. "The Place of Education in an Emancipatory Struggle of Man." Acta Educationis Generalis 13, no. 2 (June 1, 2023): 1–9. http://dx.doi.org/10.2478/atd-2023-0010.
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Abstract Introduction: In the paper, the author maps the ways leading to human freedom. He sets out the criteria that should be taken into account in their selection. He also delineates the space where education could productively enter into the human emancipation process. Purpose: The aim of the paper is to thematize competences that need to be developed in order to enable the adepts of education to participate in human emancipatory process. Methods: The author uses explanatory method to expose the issue. Conclusions: The paper summarizes the assumptions and limits that need to be respected in order to make education a space for the cultivation of human sense for freedom.
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Jakubik, Maria. "Cultivating the Future in Higher Education: Fostering Students’ Life-World Becoming with Wisdom Pedagogy." Trends in Higher Education 2, no. 1 (January 18, 2023): 45–61. http://dx.doi.org/10.3390/higheredu2010004.
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The aim of this paper is to cultivate the future in Higher Education (HE), firstly by looking backward and learning from the past, then by looking around and questioning the present, and finally, by looking forward and imagining the future of HE. This paper seeks to answer the question of how HE can foster students’ life-world becoming, their emancipatory competence with wisdom pedagogy. The research method is based on selected literature from German educational philosophy (Herder, Humboldt, Hegel, Heidegger, and Gadamer) and on recent international publications discussing Bildung, self-cultivation, and life-world becoming in relation to HE. The findings show the need for moral education to enhance students’ flourishing in life with wisdom pedagogy. In the future, HE needs to focus more on cultivating character, emancipatory competence, life-world becoming, values, justice, trust, truth, and intellectual virtues such as intellectual humility, curiosity, open-mindedness, and courage. This paper offers a framework for synthesizing the epistemological and ontological goals of HE, and a framework that presents the place and role of wisdom pedagogy in developing emancipatory competences. This paper argues for applying wisdom pedagogy and its methods by teachers in HE to foster students’ capacity to flourish in life. The paper calls for more debates and research in understanding wisdom pedagogy in HE.
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Hawthorne-Steele, Isobel, Rosemary Moreland, and Eilish Rooney. "Transforming Communities through Academic Activism: An Emancipatory, Praxis-led Approach." Studies in Social Justice 9, no. 2 (March 19, 2016): 197–214. http://dx.doi.org/10.26522/ssj.v9i2.1152.
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This article tracks the engagement of university faculty in academic and community activism during thirty years in conflict-affected Northern Ireland. Over time, the team of three academics who wrote the article developed programs to help tackle educational disadvantage in a deeply divided society riven with violent conflict. Our pedagogical approach was driven by social justice principles in practice. In the process, students became what Ledwith & Springett (2010) describe as participative activists in the academy and in their own communities. The aim of this collective activism was to foster transformative change in a society that is now in transition from conflict. Key examples of critical practice are described. We use a case study approach to describe challenges faced by faculty and participants. We argue that academic activism and community partnership can play a positive role in community transformation in the most difficult circumstances.
Dissertations / Theses on the topic "Emancipatory aim"
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Mahé, Pierre. "Problématisation des apprentissages dans une perspective émancipatrice de l’éducation au développement durable : étude des liens entre accès à la complexité des situations, construction des données et solutions proposées." Electronic Thesis or Diss., Nantes Université, 2024. http://www.theses.fr/2024NANU2024.
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Une large partie de la communauté scientifique alerte pour dire que les activités humaines sont responsables de changements importants touchant quasiment l’ensemble des équilibres terrestres. Pour répondre à une telle crise, les dirigeants occidentaux ont élaboré, à partir de 1972, un projet politique : le développement durable. Si ce projet est critiquable en bien des points, notamment parce qu’il s’impose au monde et qu’il s’appuie sur l’idée d’une croissance continue, il est, pour le moment, le chemin qui semble émerger, au niveau mondial, pour répondre aux futurs enjeux environnementaux, sociaux et économiques. Depuis 2004, l’éducation au développement durable a donc été intégrée dans les programmes du système éducatif français. S’il s’agit bien souvent, dans les pratiques ordinaires, d’inculquer des comportements plus durables aux jeunes générations, alors, il semble exister des contradictions entre ce projet politique de nature dogmatique et les missions émancipatrices de l’école. Nous cherchons donc à identifier s’il existe des conditions pour qu’une éducation au développement durable s’inscrive dans une perspective non conformiste, c’est-à-dire émancipatrice pour les élèves. Cela pose plusieurs questions. Si l’éducation au développement durable doit s’accorder avec les missions émancipatrices de l’école, il paraît nécessaire de penser collectivement les défis futurs à l’école. Quelle est alors la place du collectif et comment s’articule-t-il avec les processus de singularisation de l’individu ? Si les problèmes de développement durable sont des problèmes complexes, comment l’accès à la complexité des situations peut-il s’apprendre à l’école ? Comment l’usage de sa propre raison, qui pourrait permettre un travail critique sur les systèmes de valeurs, se construit-il dans un monde où la connaissance scientifique est remise en cause et noyée dans des quantités importantes d’opinions ? Comment faire émerger, chez les élèves, des propositions de solutions plus durables en évitant une éducation conformiste ? À partir des travaux déjà menés, nous avons conçu une séquence d’enseignement forcée pour tenter de répondre à ces questions. Séquence qui a pour objectif d’apprendre aux élèves à se construire, collectivement, leur propre pensée, afin qu’ils proposent des solutions plus durables et amorcent des changements de comportement pour l’avenir. Nous avons fait le choix de travailler sur le problème de la production mondiale des vêtements parce que l’industrie textile est le troisième secteur le plus consommateur d’eau dans le monde et parce que le secteur émet 1,2 milliard de tonnes de gaz à effet de serre chaque année, soit 10 % des émissions mondiales. Dans cette recherche, nous analysons donc l'activité intellectuelle des élèves de cycle 3 pour observer les effets des choix didactiques de la séquence sur la construction de la complexité de la situation et sur les solutions proposées par les élèvesA large part of the scientific community is warning that human activities are responsible for major changes affecting virtually all of the Earth's equilibria. To respond to this crisis, Western leaders have been developing a political project since 1972: sustainable development. While this project is open to criticism in many respects, not least because it is being imposed on the world and is based on the idea of continuous growth, it is, for the time being, the path that seems to be emerging at global level to meet future environmental, social and economic challenges. Since 2004, education for sustainable development has been integrated into the curricula of the French education system. While it is often a question of inculcating more sustainable behaviour in the younger generations, there seems to be a contradiction between this dogmatic political project and the emancipatory missions of schools. We are therefore seeking to identify whether the conditions exist for education for sustainable development to be part of a non-conformist perspective, i.e. one that emancipates pupils. This raises a number of questions. If education for sustainable development is to be consistent with the emancipatory missions of the school, it seems necessary to think collectively about the future challenges facing the school. What then is the place of the collective and how does it relate to the processes of individualisation of the individual? If education for sustainable development is to be consistent with the emancipatory missions of schools, it would seem necessary to think collectively about the challenges of the future at school. If the problems of sustainable development are complex, how can access to the complexity of situations be learned at school? How is the use of one's own reason, which could enable critical work on value systems, constructed in a world where scientific knowledge is called into question and drowned in large quantities of opinions? How can we encourage pupils to come up with more sustainable solutions, while avoiding a conformist education? Based on work already carried out, we have designed a forced teaching sequence to try and answer these questions. The aim is to teach students to collectively construct their own thinking, so that they can propose more sustainable solutions and initiate changes in behaviour for the future. We chose to work on the problem of global clothing production because the textile industry is the third biggest water-consuming sector in the world, and because the sector emits 1.2 billion tonnes of greenhouse gases every year, i.e. 10% of global emissions. In this research, we are therefore analysing the intellectual activity of cycle 3 pupils to observe the effects of the didactic choices made in the sequence on the construction of the complexity of the situation and on the solutions proposed by the pupils
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Tselapedi, Thapelo. "Emancipatory spaces in the post-colony : South Africa and the case for AbM and UPM." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1004451.
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This thesis is about the relationship between local government, grassroots organisations and the organisation of power resulting from the interaction of the two. Exploring this relationship this thesis investigates whether the actions of grassroots movements can bring local government in line with their developmental role as accorded to them by the Constitution. The assumption embedded in this question is that the current balance of power at the local level exists outside of the service of the historically disadvantaged. Following on from that, the thesis explores, through different modes of analysis, theoretical and historical, the policy and constitutional framework for local government, and then it unravels the context set by the political economy of South Africa. The aim is to make a significant attempt at understanding the possible implications of the interventions grassroots movements make in the public space. The thesis does this also by looking at the strengths and weaknesses of the strategies of the UDF to makes an assessment of the possible endurance of post-apartheid grassroots movements. Since civil society ‘suffers’ from nationalist politics, with its own corporatist institutions, the thesis searches deep within or arguably 'outside of civil society', subjecting AbM and UPM to academic critique, to see how movements embedded among the poor and carrying the political instrument of anger and marginalisation, can dislodge the power of capital. More importantly, the thesis situates the post-apartheid moment within postcolonial politics; navigating through the legacy of Colonialism of a Special Type (CSP), the thesis explores the limits and opportunities at the disposal of grassroots movements. From a different perspective, the thesis is an examination of the organisation and movement of power and the spaces within which power and ideas are contested. Drawing on the political and economic engagements, dubbed the Dar Es Salaam debates, in the 1970’s and 1980’s spurred on by Issa Shivji, the late Prof Dani Wadada Nabudere and Mahmood Mandani, the conclusions of this thesis develops these engagements, essentially making a case for the continued centrality of the post-apartheid state. However, the thesis also asserts the indubitable role that both grassroots movements and civil society need to play, not necessarily in the democratisation of the state, though that goes without saying, but in taking the post-colonial state on its own terms. Consequently, the thesis puts forward the idea that issue-based mobilisation does exactly this, and in the manner that acknowledges the state’s centrality and makes paramount the self-organisation (popular assemblies) of ordinary people in public affairs. The thesis categorically concludes that the centrality of the post-apartheid state and its progressive outlook (constitutional values) is contingent on organs of popular assemblies which need to take the state on its (progressive) terms.
Books on the topic "Emancipatory aim"
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van Bommel, Koen, and André Spicer. Critical Management Studies and Paradox. Edited by Wendy K. Smith, Marianne W. Lewis, Paula Jarzabkowski, and Ann Langley. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198754428.013.6.
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This chapter examines the role of Critical Management Studies (CMS) in the exploration of paradoxes in organizations. CMS focuses on the study of paradoxes in organizational life and aims to address these paradoxes in order to reveal and question structures of oppression and contribute to a progressive force for emancipatory change. The paradoxical aspects of CMS are discussed and various paradoxes addressed by its scholars are explained. These paradoxes are examined from diverse theoretical traditions such as feminism, queer theory, colonialism, and the work of Marx, Weber, and Foucault. Notwithstanding this theoretical pluralism, CMS’ aim is to uncover the often unseen dynamics that shape almost all core organizational processes. The value of considering paradoxes from a CMS perspective is also discussed. Finally, suggestions about how to locate and examine hidden paradoxes are offered and a research agenda around CMS and paradox is presented.
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Carruth, Lauren. Love and Liberation. Cornell University Press, 2021. http://dx.doi.org/10.7591/cornell/9781501759475.001.0001.
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This book tells a new kind of humanitarian story. The protagonists are not volunteers from afar but rather Somali locals caring for each other: nurses, aid workers, policymakers, drivers, community health workers, and bureaucrats. The contributions of locals are often taken for granted, and the competencies, aspirations, and effectiveness of local staffers frequently remain muted or absent from the planning and evaluation of humanitarian interventions structured by outsiders. Relief work is traditionally imagined as politically neutral and impartial, and interventions are planned as temporary, extraordinary, and distant. The book provides an alternative vision of what “humanitarian” response means in practice—not driven by International Humanitarian Law, the missions of Western relief organizations, or trends in the aid industry or academia but instead by what Somalis call samafal. Samafal is structured by the cultivation of lasting relationships of care, interdependence, kinship, and ethnic solidarity. Samafal is also explicitly political and potentially emancipatory: humanitarian responses present opportunities for Somalis to begin to redress histories of colonial partitions and to make the most out of their political and economic marginalization. Through centering around Somalis' understanding and enactments of samafal, the book offers a new perspective on politics and intervention in Africa.
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Reckson, Lindsay V., ed. American Literature in Transition, 1876–1910. Cambridge University Press, 2022. http://dx.doi.org/10.1017/9781108763714.
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Addressing US literature from 1876 to 1910, this volume aims to account for the period's immense transformations while troubling the ideology of progress that underwrote much of its self-understanding. This volume queries the various forms and formations of post-Reconstruction American literature. It contends that the literature of this period, most often referred to as 'turn-of-the-century' might be more productively oriented by the end of Reconstruction and the haunting aftermath of its emancipatory potential than by the logic of temporal and social advance that underwrote the end of the century and the beginning of the Progressive Era. Acknowledging that nearly all US literature after 1876 might be described as post-Reconstruction, the volume invites readers to reframe this period by asking: under what terms did post-Reconstruction American literature challenge or re-consolidate the 'nation' as an affective, political, and discursive phenomenon? And what kind of alternative pasts and futures did it write into existence?
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H. Makhoul, Manar. Palestinian Citizens of Israel. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474459273.001.0001.
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Palestinian citizens in Israel are part of the Palestinian nation that was scattered and divided during the 1948 War (Nakba, a catastrophe), amidst which Israel was founded. Today, Palestinian citizens in Israel are not part of the emancipatory movement of Palestinians outside of Israel. The primary question, then, that this book aims to address relates to understanding the transformation in Palestinian discourse, from that which spoke of national self-determination, to a discourse that is not coherently nationalist. The study of literature aims to provide a view ‘from within’ onto Palestinian discourse. Incorporating almost the entire corpus of Palestinian novels published in Israel between 1948 and 2010, the book aims to deal with the widest possible spectrum of representation. This choice aims to complement existing sociological and literary analysis on Palestinians in Israel. The book is divided to three chapters, corresponding to political periods in the life of Palestinians in Israel (1948−1967; 1967−1987; and 1987−2010). In the first period, Palestinians in Israel adapt to life under military rule, but they also undergo a process of modernization that aimed, so they believed, to facilitate their integration in Israeli society. Since the late 1960s, during the second period, Palestinians start to question the implications of modernization on their society, highlighting the ambivalence of their life in Israel. In the third period, Palestinians in Israel start to contemplate ‘solutions’ for this ambivalence, or alienation, bringing to the fore issues relating to their relationship with Israel as well as Palestinians across the border.
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Harley, Anne, and Eurig Scandrett, eds. Environmental Justice, Popular Struggle and Community Development. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447350835.001.0001.
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Community development takes place in contested spaces in which the interests of people living, working and surviving in communities come up against the interests of powerful groups and classes in the structures of exploitation, colonisation and neoliberalism. Where community development practices respond to issues of environmental concerns, this brings an additional dimension as ‘the environment’ becomes another arena for contestation. This book aims to draw on two essential sources for understanding this conflict. One source is in the rich yet conflicted theoretical resources which have developed through academic labour around analysing the social practices of community development, popular struggle and environmental justice. The second fundamental source is the intellectual work of ordinary people engaged in such material struggles to change the world from where they live and work and make community; people who are not employed in academic labour but who, as Gramsci highlighted, are critical thinking intellectuals without whose analytical resources emancipatory politics is not possible. This includes the struggles of activist-academics (such as the editors) seeking to learn from their own engagement with popular movements. This volume therefore works in the dialogical space between knowledges of struggle and of the academy in order to critique and inform the practices of community development professionals, academics, trade union organisers, social movements, activists and ordinary people engaged in the pursuit of justice in a range of contexts in which the messy, imprecise and contested processes of community, development and environment interact.
Book chapters on the topic "Emancipatory aim"
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Mulinari, Paula, Marcus Herz, and Matilda Svensson Chowdhury. "Exploring Swedish ‘Family Planning’: Reproductive Racism and Reproductive Justice." In Struggles for Reproductive Justice in the Era of Anti-Genderism and Religious Fundamentalism, 241–61. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31260-1_11.
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AbstractIn Sweden, during the parliamentary election campaign in 2022, birth control and family planning were identified as practices that could solve all variety of social problems, from poverty to crime. They were also presented as a solution to migrant women’s supposed lack of integration into Swedish society.Criticism towards discourses and policies of family planning is extensive, from scholars challenging the notion of ‘voluntariness’ to those arguing that, in family planning, women’s lives are subordinated to economic and developmental goals. While contraceptive technologies hold an impressive emancipatory power in the lives of women globally, vulnerable groups of women have, in the name of family planning, experienced forced sterilisation and reproductive coercion.This chapter aims to analyse political discourses and governmental policies on reproduction through the conceptual lens of reproductive racism. We hope to challenge what we identify as historical amnesia concerning Swedish ‘family planning’ and show how, in different ways, reproductive rights in Sweden are inscribed and embedded into racial inequalities.The empirical material presented here has been collected with the aim of illustrating governmental policies that historically and today shape and frame diverse forms of reproductive racism with a special focus on welfare professionals.
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García Portilla, Jason. "Introduction." In “Ye Shall Know Them by Their Fruits”, 3–12. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78498-0_1.
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AbstractWhy are Protestant societies more competitive and less corrupt than Roman Catholic ones? This book explains the hegemonic and emancipatory religious forces contributing to these disparities between 65 countries in Europe and the Americas. It argues that the uneven contributions of Roman Catholicism and Protestantism to prosperity are grounded in their different historical and institutional foundations and in the theologies that are pervasive in their countries of influence. This introduction establishes the historical context of the controversy and includes the aims, contributions, and shortcomings of this study.
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Amiel, Tel, and Janaina do Rozário Diniz. "18. Advancing ‘openness’ as a strategy against platformisation in education." In Higher Education for Good, 421–44. Cambridge, UK: Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0363.18.
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Technocritique emerging from the field of education often fails (future) educators by only providing them with ‘critical perspectives’, but no clear insight into strategies or tactics of resistance and collective action. Resisting the ever-growing techno-corporate mammoth in education, as well as extractive surveillance, demands having (1) a critical consciousness, (2) learning to engage collectively, and importantly, (3) identifying possible alternatives and strategies to deploy by both students and educators. This chapter is a reflective, practice-based narrative on the experiences of such emancipatory teaching to future educators regarding the platformization of education. Drawing on experiences from teaching, it aims to provide insight into the strategies and ideas created over time as two Brazilian educators navigated the complex landscape of teaching in a novel, collaborative format during the pandemic.
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Kangas, Sara. "Chapter 7. The zero-sum game of beneficence." In Research Methods in Applied Linguistics, 122–35. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/rmal.7.08kan.
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Critical research by nature is emancipatory, seeking to disrupt existing structures of systems, such as those in K-12 schools, that privilege particular groups while disenfranchising others. With such critical frameworks in research studies, however, competing interests among participants can emerge, exacerbating broader issues of privilege and oppression. Yet, applied linguists in the earliest years of their doctoral studies and careers are left ill-equipped to manage such conflicts and the ethical dilemmas they present. This chapter aims to lessen this oversight in training in two ways. First, the chapter draws upon the experiences that one critical applied linguist encountered in her research in schools. The researcher discovered that attempting to safeguard the well-being of all participants in a study is an untenable endeavor, especially when participants have disparate interests that contend with one another. Drawing upon illustrative examples from her research on multilingual learners with disabilities, the chapter lays bare the ethical dilemmas often present in critical inquiries and yet that do not surface in typical empirical publications. Second, the chapter offers recommendations for doctoral students and early-career applied linguists to consider as they conduct critical studies in schools with minoritized student groups.
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Büyüktopcu, Erenalp, and Ayşe Şentürer. "Who is in?: Non-Living and Hybrid Constituents in More-Than-Living Ecosystem of the Studio." In Springer Series in Design and Innovation, 197–207. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-71959-2_23.
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AbstractThis research text explores the miscellaneous roles of more-than-living (non-living and hybrid) constituents within the pedagogical universe of architectural studios, highlighting their progressive potential to transform educational practices towards more inclusive, emancipatory, and experimental directions. Through an in-depth analysis of diversified pedagogical experiments, from the Radical Pedagogies selection of the late 20th century to the contemporary approaches presented in the 2022 ABC-Architecture Beyond Capitalism School, the research illuminates how more-than-living constituents act as catalysts for new subjectivities and pedagogical methods. The research endeavors to reveal the transformative and progressive potential of more-than-living constituents through their contextual and performative actions in their political, spatial, and networked positions. Unlike the majority of studies on studio pedagogies that primarily focus on the power dynamics and hierarchical tendencies between participants/students and facilitators/instructors, this research underscores the overlooked significance of spatial arrangements, collective experiences, open-source strategies, and other factors. By integrating these constituents, the text aims for a pedagogical approach that embraces dissolved physical/mental boundaries and all modes of action, facilitates equitable power dynamics, fosters a critical engagement with pressing contemporary issues, opens up new avenues for critical-creative exploration, and promotes acts of resistance and resilience within the studio atmosphere.
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Lowe, Robert J. "The role of duoethnography in critical ELT research." In Research Methods in Applied Linguistics, 120–38. Amsterdam: John Benjamins Publishing Company, 2025. https://doi.org/10.1075/rmal.8.07low.
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Abstract Duoethnography is an approach to research often associated with critical projects; that is, with research which is focused on issues of discrimination, prejudice, and social justice. In recent years, such research has often been aligned theoretically with post structuralism, which resists theory building, and instead aims to question and deconstruct dominant power relations. However, there has been a recent move in critical ELT research towards forms of critique associated with Marxism, critical realism, and critical theory. Building on this structural (re)turn, this chapter explores the role duoethnography could play in a research program oriented around the post-Marxist critical theory of the early Frankfurt School. Drawing on a conception of critical theory as a form of self-reflexive social science focused on ideology critique and emancipatory praxis, this chapter explores how the dialogic nature of duoethnography could be reconstituted as an engine for theoretical development and consciousness raising. It is suggested that through processes of immanent critique, duoethnography could be used to evaluate the internal coherence of claims within a critical program of research in ELT, as well as identifying starting points for ideology critique. Finally, the accessibility of duoethnographic work is presented as a possible route for transforming research into praxis.
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Ferrari, Simona, and Federica Pelizzari. "Coding and Creativity: Reflections and Design Proposals." In Pedagogy, Learning, and Creativity [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.109971.
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The aim of the chapter is to reflect on and guide the design of coding from the perspective of creativity and the development of critical thinking. The assumption is that coding is seen from a functionalist perspective: it is used to know and practice languages that allow and force a culture of market-driven schooling. Starting from presenting and discussing four different paradigms for viewing code, we will show why emancipatory and interpretive paradigms could introduce coding to develop creativity and give students the capacity to be true democratic citizens of the world. We will describe design elements of these two paradigms and the connections with a media educative point of view. Therefore, this chapter examines coding from an emancipatory perspective and uses critical thinking to reduce the risk of being controlled by the informational society.
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Janebová, Radka, and Miroslav Kappl. "The Influence of Neoliberal Economic Policy on the Emancipatory Mission of Social Work." In The Oxford Handbook of Power, Politics, and Social Work, 37–54. Oxford University Press, 2024. http://dx.doi.org/10.1093/oxfordhb/9780197650899.013.2.
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Abstract Neoliberalization of society places severe limitations on the emancipatory mission of social work. Through economic policy, one of the four policies described by Loïc Wacquant through which neoliberalization is promoted, neoliberal states seek to promote market principles throughout the entire society, including in public services. This also applies to social work systems, which in this paradigm are subjected to market conditions to minimize costs and even to generate a profit. The aim of this chapter is to present connections among selected aspects of neoliberal economic policy along with the influence of these features on the fulfillment of the emancipatory mission of social work. The chapter will present three original qualitative research projects conducted in the Czech context which deal with the effects of underfunding and budget cuts, outsourcing services, as well as enforcing the principles of competition in the implementation of social work in the Czech Republic. In the conclusion, it will be discussed how the education system of social workers might respond to these trends.
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Rasmussen, Jon Dag, and Anne Britt Torkildsby. "The Emancipatory Design Manifesto: Let’s Suppose That Disability Does Not Exist." In Studies in Health Technology and Informatics. IOS Press, 2022. http://dx.doi.org/10.3233/shti220814.
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In this paper we present and propose the concept of Emancipatory Design (ED), which is an alternative way of thinking about the human being and the ever intricate relations between people, design, architecture and the built environment. The paper is given the form of a manifesto and has the overall aim to reflect critically on the possibility of design as a practice that potentially carry emancipatory effects in the everyday lives of particular human beings. Defining ED, we draw on notions from philosophy and the history of ideas to challenge the concept of human disability often at play in writings concerned with design and architecture. This approach allows for a provocative, disruptive and experimental attempt to relativize and cancel the notion of disability – and, subsequently, to explore the possibilities inherent to this maneuver in the realm of design thinking. With ED we propose a concept that works as a contribution to the community engaged in Universal Design (UD), as well as a gentle objection and critique of the abstract and intangible element of universality at play within this tradition.
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Hamilton, Mary, and Lyn Tett. "Afterword: resources of hope." In Resisting Neoliberalism in Education, 253–58. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447350057.003.0018.
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The aim of this book, as explained in the Introduction, is to demonstrate not only the urgent challenges from neoliberalism facing educationalists, but also a range of positive responses to these challenges. We have taken Raymond Williams (1989) notion of ‘resources of hope’ to draw together the rich variety of responses offered by contributors to the book and to identify what Milana and Rapanà call ‘interstices for resistance’ – points where it is possible to intervene to disrupt the dominant neoliberal regime and to help emergent, more emancipatory, cultures to take root. The notion of hope is explicitly referred to by several contributors as central to affirming identity and emboldening action....
Conference papers on the topic "Emancipatory aim"
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Jones, Kristin. "From Critical to Transformative Pedagogy in Architectural Education." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.21.
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Transformative pedagogy is a contemporary educational ideal intended to actively promote the transformation of the life and inner perception of the learner and his/her community. It emerged at the dawn of the 21st century from a line of counter-hegemonic thought that has been called emancipatory, liberal, radical or critical in the effort to chart a new direction for post-industrial education. This paper addresses the struggle of architectural education to maintain its aim as an emancipatory practice within an ever-evolving disciplinary culture.
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Franco, David. "Disrupting the Commons. Social Change and the Emergence of New Subjects in Modern Housing." In 111th ACSA Annual Meeting Proceedings. ACSA Press, 2023. http://dx.doi.org/10.35483/acsa.am.111.33.
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Most dominant narratives in architectural theory, even from opposite positions, share their skepticism against the discipline’s possibilities of being an emancipatory force in society. Either for understanding that it is too difficult for architecture to induce significant change or because they deem it unnecessary. This paper attempts to introduce a new perspective in that debate. Following Jacques Rancière’s writings on the politics of esthetics, instead of looking for systemic transformations, it will aim to uncover discrete emancipatory episodes in the realm of architecture. These episodes happen as ambiguous moments of disruption of the architectural commons. New voices previously dismissed or ignored by architecture’s dominant discourse emerge into visibility, altering what Rancière calls the distribution of the sensible. In that way, the realm of our common shared experiences—of what can be expressed and who can express it—expands to new subjects and architectures. To exemplify these emancipatory disruptions, this paper will analyze three heterodox examples from the twentieth-century modern housing canon: Red Vienna’s Gemeindebauten, Rome’s Quartiere Tiburtino, and Ralph Erskine’s Byker Wall in Newcastle. These cases can establish a baseline and an ancestry of emancipatory practices whose lessons might be helpful in our current context.
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Firmino, Gilson Gabriel da Silva, and Silvio Yasui. "Street Clinic: Paths to Life Production." In VI Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvimulti2024-045.
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The phenomenon of urbanization is a crucial factor in human life and its civilizing process. When we approach the dimension of life on the streets, we are taken by the diversity of sensations that provoke us to experience other experiences and ways of understanding this singular and simultaneously collective universe in our daily lives. As a starting point for this study, we understand the context of the streets in cities as places of multiple connections, encounters and production of life experienced by the homeless population in their ways of existence, having as a backdrop for our analysis the public policies of the SUS, Psychiatric Reform and Psychosocial Care through the clinical experiences experienced by the health unit Consultório na Rua in Campinas SP. In this journey, we guide ourselves through the key question: How do we capture the signals that come from the street in the trails of the agencies of production of life in the landscapes of care? Our objectives aim to monitor the production of health care in street territories, using some sources of researched material such as field diaries, medical records, images, sounds and interviews, among others. Accordingly, we analyzed the effects of care in the health field triggered by clinical practices and management of complex cases developed in the services of the city's mental health network. The methodological strategy used is cartography as an intervention research methodology developed from the nomadic guide case in tune with the epistemology of crossroads as a cartographic means of analyzing health care networks. So far, the results of this qualitative research point to a transformation of the conception of health care triggered by the effects of caring encounters experienced in loco and in action, as well as providing the co-creation of other existential realities guided by the unconditional defense of the reinvention of life in its emancipatory and civic dimension.
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Pereira, Danieli Nunes. "Challenges and opportunities in the implementation of multidisciplinary integrated projects in higher education: A Freirean approach." In II Seven International Education Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/iieducationcongress-012.
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Higher education faces challenges in adapting to current demands, and multidisciplinary integrated projects emerge as an innovative approach, promoting collaboration between different areas of knowledge. The application of Paulo Freire's pedagogical principles, which emphasize critical and emancipatory education, is relevant for the effective implementation of these projects. The research will explore how to integrate these principles into educational practice and how public policies can support this integration. The qualitative approach, including interviews and documentary analysis, aims to identify how these practices are applied and how they contribute to the formation of critical citizens and to social transformation.
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Williams, Sarah, Catherine D'Ignazio, Eric Huntley, Malhaar Agrawal, Delia Wendel, Holly Harriel, Anne Sprin, et al. "Advancing Racial Justice Research In Architecture, Urban Planning, and Allied Fields." In 110th ACSA Annual Meeting Paper Proceedings. ACSA Press, 2022. http://dx.doi.org/10.35483/acsa.am.110.71.
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Architecture, urban studies, planning, and allied fields are rife with extractive, colonial, racist, and otherwise harmful research activities that are complicit in, or actively support, white supremacy. Identifying a positive vision of research that supports racially just outcomes and differentiating it from efforts that simply study racialized difference are important steps for institutions seeking to better support anti-racist research (which may be described using a range of descriptors including e.g., ‘abolitionist,’ ‘emancipatory,’ or ‘decolonial’). Our research team conducted a mixed-methods study to identify: 1) characteristics and practices common across scholarly research that explicitly aims to advance racial justice, 2) institutional barriers to research that supports racially just outcomes, and 3) best practices to enable and support research practices and projects that advance racial justice. We identify foundational and supporting characteristics of anti-racist research as well as key challenges and supports for academics seeking to develop anti-racist research and pedagogy, resulting in preliminary guidelines for research.
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Firmino, Gilson Gabriel da Silva, and Silvio Yasui. "Street Clinic: Experiences of Community Health Care." In III Seven International Medical and Nursing Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/iiicongressmedicalnursing-032.
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In recent times, the growing phenomenon of the homeless population living in urban centers has become a national problem. The civilizing process, which has the urbanization of cities as a central point in its development, has ended up triggering a profusion of demands for the assistance needs of public policies aimed at this population, especially the right to access health care as a right of all and a duty of the State, as provided for in the Brazilian Constitution. In this regard, the Street Clinic is defined as a health facility of the SUS that offers promotion, prevention and care actions in the street territory for users who live on or from the streets in vulnerable situations, mainly due to the abusive consumption of alcohol and other drugs. Composed of a multidisciplinary team, its mission is to bring health to the homeless population, offering access to care that was previously restricted to traditional health establishments. In line with this proposal, the role of the clinical practice of the professionals at the Street Clinic points to great availability, involvement and openness to the street context, as well as adopting the relational factor generated from clinical encounters as an essential element of human diversity in the field of their actions carried out in the daily work routine. Thus, this study aims to bring to the scene the production of health care on the street by explaining some of the offers of the Street Clinic in Campinas SP crossed by the complexity of the territory, which drives an adaptation of clinical practices and health procedures due to the relationship between service users and the context of survival in the caregiver encounters provided as a guiding thread of this process under the support of SUS health policies. Through some guiding questions, namely: How do we notice the signs that come from the street in the production of care? How do users constitute their ways of living? What effects do we gather from the health care actions produced by the service from the perspective of medical and nursing care? Thus, our objectives are to monitor the production of health care at the Street Clinic using images, field diaries and oral sources from service workers, especially doctors and nurses. The involvement of each actor in this process evokes a collective and creative atmosphere woven into the daily challenges of producing health on the streets. At the same time, we construct the analysis of the effects of medical and nursing care in the health field through clinical practices for complex cases developed by the city's health network. The methodology used is cartography as an intervention research methodology linked to highly complex guide cases as enablers for the analysis of health care networks.The provisional results of this qualitative study point to a change in the conception of health care in the dimension of medical and nursing modalities, both influenced by the effects of clinical encounters carried out in action in the territory, thus triggering the resizing of understanding and praxis within the professional core and the collective construction of health production processes. Another highlight is the feasibility of the exercise of autonomy and inventiveness by the collective of professionals of the Street Clinic. Whether through the elaboration and implementation of clinical conducts, alleviating the harshness and rigidity present in most of the health protocols in force in the treatment of users with chronic morbidities, or even in the expression of the importance of the materiality of work as a foundation for the unconditional defense of the reinvention of life, whether in therapeutic terms, as well as in its community, emancipatory and citizen universe.