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Journal articles on the topic 'Emancipatory aim'
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1
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.
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Plecas, Tamara. "The roman stoics on the emancipatory potential of the philosophical paideia." Filozofija i drustvo 34, no. 1 (2023): 59–69. http://dx.doi.org/10.2298/fid2301059p.
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The idea that learning liberates or that education emancipates is hardly a novelty, and it can be traced to ancient times and Ancient Greek and Roman philosophy. Thus, in this paper, we aim to express that some of the ideas (like the idea that women and men are equally subject to moral virtue because of their rationality) and educational practices (such as those that encourage students to use their voices and reason independently from any authorities) embraced by well-known Roman Stoics did have emancipatory potential. Particularly important was a requirement that philosophy should be lived outside the classrooms.
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Assis, Ana Paula Silva de. "Games and insurgencies: towards agonistic participation in the production of space." Revista Brasileira de Estudos Urbanos e Regionais 17, no. 3 (December 20, 2015): 104. http://dx.doi.org/10.22296/2317-1529.2015v17n3p104.
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By relating games and insurgencies, the intention of this article is to establish a conceptual basis for proposing agonistic participatory tools, with the aim of recovering the emancipatory sense of social participation when producing city space. Through post-political theory and post-democratic criticism we will argue that the institutionalization of participatory processes stands in contradiction to emancipatory ideals, which provide support for social participation as a tool for promoting spatial justice. The concept of open game as formulated by Vilén Flusser will be adopted as a critical, theoretical tool so as to envisage participatory processes that accommodate dissent. Within this context, we will present three game experiences, all of which concern spatial issues. Games, understood as agency, enable insurgent imagery for the city to emerge, facilitate translations and coexistence, and encourage the occupation of public spaces as a possibility for recovering the public sphere.
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Gormally, Sinéad, Annette Coburn, and Edward Beggan. "Idealistic Assertions or Realistic Possibilities in Community and Youth Work Education." Education Sciences 11, no. 9 (September 18, 2021): 561. http://dx.doi.org/10.3390/educsci11090561.
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Community and youth work (CYW) practice has been articulated as striving towards a more socially just and equal society and is theorised as a catalyst for social change that seeks to overcome power differentials. Yet, despite these claims, there is limited empirical evidence to inform knowledge about the extent to which ‘equality work’ is featured and practiced in CYW programmes in higher education. This article draws on perspectives from current and former CYW students in the UK which routinely claim critical pedagogy as the bedrock of professionally approved degree programmes. Utilising a survey approach, our aim was to examine the experiences of students to find out if teaching, learning and assessment practices in professionally approved CYW programmes can be argued as helping students to articulate practice as emancipatory. The findings indicate that there was coherence and a strong understanding of core theories that confirmed CYW programmes as helping students to articulate emancipatory practice. In relation to teaching and learning, programmes were not as aligned with critical pedagogy, inclining more towards traditional and formal methods than alternative or informal methods. Finally, an imbalance between the persistent use of standardised assessment methods over more flexible and creative assessments suggested a reluctance to seek, or develop, more emancipatory sustainable assessment alternatives. The article concludes by arguing that informal education and, specifically, CYW programmes are well-placed to drive institutional and social change forward.
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Laín, Bru. "Addressing the Sharing Economy—Some (Potential) Inconsistencies of Its Emancipatory Defense." Philosophies 9, no. 6 (November 29, 2024): 180. http://dx.doi.org/10.3390/philosophies9060180.
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The sharing economy (SE) is a strongly contested idea, both conceptually and politically. This paper first explores multiple existing definitions, emphasizing the challenges in both conceptual and operational terms they usually entail. It is argued that most of the common definitions tend to exacerbate tensions between informativeness and veracity, resulting in the SE becoming a catch-all concept. Alternatively, it is often suggested to operationalize the concept by breaking it down among its main areas, such as consumption, knowledge, production, and finance. However, these kinds of classifications lack logical-formal consistency and substantive validity. The paper then addresses the political-normative debate by briefly presenting the three main existing perspectives on the SE: (i) as a more inclusive form of capitalism, (ii) as the advancement of the neoliberal agenda, and (iii) as a sort of emancipatory economy. The primary aim of this paper, however, is not to advocate for a singular viewpoint or scrutinize any particular author’s theory, but to examine three common errors that the emancipatory conception may easily fall into: (i) overemphasizing the role of communities in economic activity, (ii) attributing an inherent collaborative propensity to individuals, and (iii) understanding markets from an a-institutional and psychological standpoint. The conclusions suggest that to truly realize the emancipatory potential of the SE, the conception should distance itself from standard economic theory and adopt a more institutional approach akin to classical political economy.
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Esen, Yasemin. "Projections of an emancipatory praxis experience through a feminist pedagogical framework." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 4 (September 24, 2019): 79–86. http://dx.doi.org/10.18844/prosoc.v6i4.4358.
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Although the definitions of feminist pedagogy vary, the agreement is based on resisting hierarchy, using experience as a source of learning and transformative learning principles. The aim of this study was to analyse opinions about the experiences within a design project framework designed and structured within the framework of feminist pedagogical principles. The descriptive content analysis study is designed within the framework of the qualitative research approach. Fifty seven people participated in the course titled Gender and Education, which was conducted by the researcher at a state university in the spring semester of 2018–2019 academic year. A form with 13 open-ended questions prepared within the framework of the processes of the project was made accessible through Google Forms for the participants to fill. The written responses of the participants to the questionnaire were coded and transferred to the MAXQDA software program, and the data were analysed through descriptive content analysis.
Keywords: Feminist pedagogy, praxis, gender and education, descriptive content analysis.
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Yu, Hong-Jing, Dong-Lan Ling, and Jia-Le Hu. "Advancing the quality of care and nursing practice through emancipatory reflection." Frontiers of Nursing 6, no. 1 (May 20, 2019): 1–4. http://dx.doi.org/10.2478/fon-2019-0002.
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Abstract Reflection is a fundamental skill of health-care professionals and plays an important role in ensuring the quality of care in health-care practice. It is believed that undertaking reflection in practice can help nurses develop an awareness of a sense of personal power and agency, cultivate their critical thinking ability and help them promote their professional development. However, reflection has not been introduced widely as a nursing curriculum in China, and literature shows that some clinical nurses lack critical thinking skills and critical reflective practice skills by reason of not receiving systematic education on reflection when they were at nursing college. Therefore, we present a series of seven articles focused on prevalent and interesting practice-based events to reflect on in this special issue. The main aim is to disseminate reflective methodology and techniques and present examples of reflective writing for nurses. It is expected that these articles will help to lead Chinese nurses to adopt critical emancipatory reflective processes to bring about transformative actions.
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Aliyeva, Sadagat. "Media Coverage of Women across Countries (The Special Case of Azerbaijan)." CULTURAL PERSPECTIVES - JOURNAL FOR LITERARY AND BRITISH CULTURAL STUDIES IN ROMANIA 29 (November 1, 2024): 7–26. http://dx.doi.org/10.29081/cp.2024.29.01.
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The relevance of this study results from the need to examine the way in which images of women and femininity are presented in the Azerbaijani media. The purpose of the study is to analyse the characteristics of the portrayal of women in Azerbaijani television advertising. The theoretical and methodological foundations of the study are based on gender and socio-cultural approaches. The method of audiovisual content analysis was used for the study. The sample includes 103 commercials collected between 2020 and 2023, with the prerequisite of the presence of female characters. The results showed two main trends in the portrayal of women. Firstly, a patriarchal perception dominates: women are usually presented as housewives or mothers, and most advertising takes place in a domestic environment. Women are often depicted in advertisements for men's products, which reinforces patriarchal stereotypes. Secondly, there is an emancipatory trend, which is reflected in the reduced objectification of women's sexuality in advertising. The plots and dialogues of commercials practically do not contain stereotypical ideas about women and present them in a positive light. Further research should aim to develop practical recommendations for improving the broadcasting of women’s images in an emancipatory context.
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Wain, Alexander. "Indigenous Islamic Modernity: A Necessary Basis for Renewal and Reform." ICR Journal 7, no. 2 (April 15, 2016): 267–71. http://dx.doi.org/10.52282/icr.v7i2.268.
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The Orient is not an inert fact of nature. It is not merely there, just as the Occident itself is not just there either…[rather] men make their own history, that what they can know is what they have made. [Edward Said][I aim] to wage an emancipatory cultural and intellectual struggle to save human freedom from the barren wastelands of capitalism and class exploitation, equality and justice from the violent and pharaonic dictatorship of Marxism, and God from the ghastly and gloomy graveyard of clericalism. [Ali Shariati]
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Waitoller, Federico R., and Kathleen A. King Thorius. "Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability." Harvard Educational Review 86, no. 3 (September 1, 2016): 366–89. http://dx.doi.org/10.17763/1943-5045-86.3.366.
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In this article, Federico R. Waitoller and Kathleen A. King Thorius extend recent discussions on culturally sustaining pedagogy (CSP) in order to explicitly account for student dis/ability. The authors engage in this work as part of an inclusive education agenda. Toward this aim, they discuss how CSP and universal design for learning will benefit from cross-pollination and then conclude by suggesting interdisciplinary dialogue as a means to building emancipatory pedagogies that attend to intersecting markers of difference (e.g., dis/ability, class, gender, race, language, and ethnicity).
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Aguerri Borges da Silva, Ana Carolina, Aline Marcondes Miglioli, Layza Da Rocha Soares, Daniel Lopes Faggiano, and Os Editores. "Editorial nº 12 - Crise do capital, nações e territórios conflagrados." Revista Fim do Mundo, no. 12 (February 21, 2025): 37–40. https://doi.org/10.36311/2675-3871.2024.v5n12.p37-40.
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This edition reflects on how contemporary capitalism intensifies social and environmental inequalities, exacerbating conflicts on a global scale. The reflections presented cover topics such as the struggle for land, social resistance, regional wars, and the impact of forced migrations, in addition to investigating the correlation between the climate crisis and the predatory exploitation of natural resources. Given this scenario, the aim is not only to understand the destructive forces of capital but also to highlight emancipatory initiatives of traditional peoples and communities, whose knowledge and practices offer paths to resistance and social justice.
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Pilch Ortega, Angela. "‘Rewriting sociality’ – sociographicity as a concept for comprehending emancipatory practice and social change." Andragoška spoznanja 24, no. 1 (April 8, 2018): 77–88. http://dx.doi.org/10.4312/as.24.1.77-88.
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The aim of the paper is to highlight the capacity of social actors, groups and communities to critically reflect on sociality and the question of how the spaces we live in together are created and constructed. In doing so, the contribution explores the interplay between individual and collective modes of learning. The author argues in this context that theories dealing with the dialectical relationship between structures and subjects somewhat overlook the relevance of civil spheres. Drawing on empirical research of social movements, emancipatory practices and social change, the author developed a theoretical tool which allows mapping processes of ‘rewriting sociality’ and its relation to biographical learning as well as community and societal learning. The article reviews biographicity as a rich and generative concept and will pay particular attention to questions of intersubjectivity and the social world as a relational sphere. Finally, the paper focuses on aspects of social movement practices and questions concerning the reproduction and transformation of social conventions and normative assumptions.
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Carvalho, Roberto Francisco de, Rosilene Lagares, and Doracy Dias Aguiar de Carvalho. "Trabalho docente instrumentalizado na política de formação de professores no Brasil: Uma abordagem histórica e teórico-pilosófica." education policy analysis archives 28 (January 20, 2020): 15. http://dx.doi.org/10.14507/epaa.28.4858.
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This text deals with policy/management of teacher training in Brazil and is anchored in the results of the research project, “Policy/management of teacher training in the perspective of the philosophy of praxis: Tension between the economic-corporate and ethical-political perspectives”. The research aimed to explain the instrumentalization of the teaching work in the teacher training process from a historical and theoretical-philosophical point of view, without disregarding the theoretical-practical existence of the philosophy of praxis and of the emancipatory formative perspective based on the ethical-political principles. In achieving the proposed objective, we used the historical-methodological and critical-dialectical frame of reference, and the project was developed through bibliographical and empirical-documentary research. In this article, we aim to discuss the fundamentals of the training policy/management of Brazilian teacher education in the instrumental perspective, as well as their relationship with the teaching work. The research revealed that teacher education in Brazil tended to occur from the instrumental perspective, with the prioritization of the technical-pedagogical dimension in relation to the political-cultural prioritization. However, the instrumentalisation of the teaching work is not linear or devoid of contradictions among the forces that have been fighting for the education and training of teachers with a substantive, libertarian and emancipatory perspective.
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Demirović, Alex. "Die Perspektive der vernünftigen Gesellschaft." PROKLA. Zeitschrift für kritische Sozialwissenschaft 35, no. 141 (December 1, 2005): 479–96. http://dx.doi.org/10.32387/prokla.v35i141.577.
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To realize reason was one of the objectives of enlightenment. The left was committed to this goal since Engels' dictum that the German working class is the heir of philosophy. Discussing the ambivalences and pitfalls of reason the article shows that there is a strong and legitimated criticism of reason for its totalitarian and authoritarian implications. Emancipatory strategies since long are well aware of these consequences and therefore looking for new ways of conceptualising the aim of a rational shaped world. Paradoxically only by and through reason it is possible to overcome the logic of equivalence.
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Bertoldi, Luca. "Learning From Art How to Disobey." Research in Arts and Education 2022, no. 2 (December 22, 2022): 25–35. http://dx.doi.org/10.54916/rae.122973.
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The text reflects on disobedience concerning informal art education. The aim is to trace possible directions of what artistic research today can represent for the scientific, social, and educational world in terms of the emancipatory potential it can foster. The text addresses the issue of disobedience from three perspectives. It reviews three historical experiences of artists who deal with the educational-pedagogical practice. It explores the digital archives of two curatorial projects, depositaries, and activators of dissident knowledge. It presents a performance in the form of a public assembly, where I was personally involved.
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Gasparelo, Rayane R. S., and Marta Rosani Taraz Vaz. "LETRAMENTO E LEITURA DE MUNDO: CONSIDERAÇÕES DE PAULO FREIRE SOBRE A ALFABETIZAÇÃO." Poiésis - Revista do Programa de Pós-Graduação em Educação 18, no. 33 (May 14, 2024): 28–42. http://dx.doi.org/10.59306/poiesis.v18e33202428-42.
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Understanding that literacy must be significant, relevant and happen as a process that is inseparable from the social construction of reading and writing practices, in this article, we aim to answer: what are P. Freire's main considerations about literacy and the relationship between literacy and reading the world? We aim to present the main ideas of emancipatory literacy, from the Freirean perspective. This is a theoretical and documental study, considering writings by P. Freire and scholars of his thought on literacy and documents available in the Paulo Freire collection of the Instituto and Memorial Paulo Freire. It is concluded that P. Freire's pedagogy drives us to understand that language and reality are dynamically linked. Reading and writing, texts, words, letters, cannot mean a break with the “reading” of the world.
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Bränström Öhman, Annelie. "”Show some emotion!” Om emotionella läckage i akademiska texter och rum." Tidskrift för genusvetenskap 29, no. 2 (June 14, 2022): 6–31. http://dx.doi.org/10.55870/tgv.v29i2.3805.
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The article ”Show some emotion!” invites the reader to a dog-walk through the leaking and cracked up theoretical and emotional landscape of contemporary feminist academic writing. It also pays a short visit to the (in Sweden) ongoing debate on the consequences of adapting to a so called ”excellence culture”, especially for critical feminist research in the humanities and social sciences. What is the cost for ”passing”? And, due to the less debated requirements of ”writing in English” as equivalent for ”internationalisation”: what is possibly gained – and what is lost in translation, from the inside-perspective of a ”small” language/ mother-tongue such as Swedish? Along the way, the dog-walking and talking of the text finds its inspiration both in theoretical and in literary texts. It tries to make use of a hybrid, ”leaking” and experimental stylistic attitude, which strives to be both polyglot and polyphonic; both democratic and emancipatory in its effects on the reader. Thus, the overall aim of the article is to explore and challenge the notion of academic writing and knowledge production as an rational, ungendered and unemotional activity. In addition to the so-called ”surplus of knowing”, that is said to be a gain for the individual researcher, the article argues that we also ought to pay attention to the unrecognized ”emotional leakage” that occurs alongside in all intellectual work. In feminist and gender theory the emotional experiences of gendered power relations in academia have often been derived from personal and psychological factors – instead of a plausible result of an emancipatory and anti-hierarchical epistemological claim. The improductivity of the dichotomies between reason and emotions, as well as between academic and literary writing, is demonstrated, drawing on three ”emotional leakage”- situations in the works of three pathbreaking feminist theorists: bell hooks, Sara Ahmed and Donna Haraway. hook’s ”passionate feminist politics”, Ahmed’s illuminating analysis of ”the cultural politics of emotion” and Haraway’s daring challenge to use ”dog writing” as a metonym for feminist writing, altogether highligths the importance of style as method and as a potentially emancipatory strategy.
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Pinto, Luisa Isabel Costa, Joaquim C. M. Gama, Elsa Gabriel Morgado, and Levi Leonido. "The Formative, Critical and Emancipatory Potential of the Arts in General and Theatre in Particular." Revista de Gestão Social e Ambiental 18, no. 5 (July 30, 2024): e07869. http://dx.doi.org/10.24857/rgsa.v18n5-198.
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Objective: The aim of this study is to make a reflective and critical contribution to theatre as a learning space, considering paths towards education through art, education for art and education in art. Theoretical Framework: The text is based on the pedagogical, aesthetic, ethical and technical experiences of artists such as Bertolt Brecht, Peter Brook, Eugenio Barba, Augusto Boal, Antonin Artaud, Jerzy Grotowski, Pina Bausch and Ariane Mnouchkine, with the aim of establishing a network of currents of thought that intertwine with Socrates, Theodor Adorno, Walter Benjamin, Paulo Freire, among others, in the combination of art, pedagogy and social transformation. Method: The methodology adopted for this research comprises a bibliographical review, which is decisive for the essayistic and dialogical form that the article seeks to establish with the reader. Results and Discussion: The results obtained indicate that the concept of teaching artist must take on theatre itself and understand that artistic and pedagogical action focused on modes of stage production, scenic thinking and language research already constitute education. Within the concept of the teaching artist, the very structuring of theatre, in its multiple possibilities of experiences, involves artistic-pedagogical decisions and choices. Based on their artistic training and interest in education through art, the teaching artist must link their work to the creative, mobilising and knowledge-building potential that theatre possesses, in direct relation to society from an inter-arts perspective. Research implications: The practical and theoretical implications of this research are based on a conceptual universe that substantiates and emphasises the social and pedagogical role of theatre, the artist and the teacher interested in scenic perspectives that reaffirm the formative, critical and emancipatory potential of the arts. Originality/Value: This study contributes to the specific literature in the area, as well as resulting in a proposition of the Teaching Artist as a mobiliser and builder of theatrical knowledge in direct dialogue with society and other arts.
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Chávez Mac Gregor, Helena. "Walter Benjamin, la crítica a la modernidad: el arte de la desconfianza." Theoría. Revista del Colegio de Filosofía, no. 29 (December 31, 2015): 25–43. http://dx.doi.org/10.22201/ffyl.16656415p.2015.29.462.
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This text explores Walter Benjamin’s critique to modernity from his work on the poverty of experience and on the revolutionary possibilities he found on some artist practices. This research proposes to interpret Benjamin’s approach to Baudelaire, surrealism and kitsch as a politicization of aesthetics that allows a rupture with modern subject. Here, the Copernican turn, as the author asserts, is to awake from the mythic forces of the prehistory to unchain temporality from progress. The aim of the critique of modernity is to open the critical possibilities of history. There is in Benjamin’s an art of mistrust that is at the same time emancipatory and revolutionary.
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Leonardi, Bethy, and Michele S. Moses. "Understanding democratic education policy queerly: Toward a queer democratic framework." education policy analysis archives 29 (June 28, 2021): 90. http://dx.doi.org/10.14507/epaa.29.5600.
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The aim of this paper is to bring together concepts and commitments from both liberal and queer theories with the purpose of designing an integrated framework for equity-focused education policy analysis and implementation. In essence, we aim to build a conceptual bridge between queer and liberal democratic theories and to develop what we call a “queer democratic framework” for policy analysis and implementation. We use the case of the Fair Accurate Inclusive and Respectful Education Act (FAIR) throughout this paper as an exemplar of how queer policy analysis and implementation change the terms of the policy discussion. We argue that as an example of a policy that comes out of liberal democratic theory, FAIR can only go so far. It is symbolic and positive, but cannot reach emancipatory aims in practice without queer analysis and implementation.
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Martin, Nicola, Damian Elgin Maclean Milton, Tara Sims, Gemma Dawkins, Simon Baron-Cohen, and Richard Mills. "Does “mentoring” offer effective support to autistic adults? A mixed-methods pilot study." Advances in Autism 3, no. 4 (October 2, 2017): 229–39. http://dx.doi.org/10.1108/aia-06-2017-0013.
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Purpose The Research Autism Cygnet Mentoring project was a two-year pilot study, completed in 2016, which aimed to develop, trial and evaluate a mentoring scheme designed with input from autistic people, their families and supporters. The paper aims to discuss these issues. Design/methodology/approach The mentoring scheme involved 12 matched pairs (mentor/mentee) meeting once per week for one hour, over a six-month period. All mentors attended a training day, led by the principles of personal construct theory and an emancipatory research ethos. The project and training involved significant involvement of autistic people in both its design and delivery. Findings Participants on the autism spectrum found their mentoring experience very helpful in enabling them to progress towards self-identified goals, and mentees felt empowered by the person-centred ethos and the methods employed on the project. However, a number of aspects of the mentoring project have been identified that require further investigation, including: caution over offering mentoring without formal structures, boundary setting, supervision, flexibility and the matching of mentees with mentors. Originality/value The project has highlighted the potential benefits of time-limited goal-orientated mentoring and the negligible evidence base underpinning current mentoring practice with adults on the autism spectrum. In order for the project to realise its emancipatory aim, there is a need for a large-scale quantitative study and a health-economics analysis to provide the necessary evidence base for mentoring to be recommended as a cost-effective intervention with clear benefits for individual wellbeing.
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Mossin, Christiane. "Masses on the stages of democracy: Democratic promises and dangers in self-dramatizations of masses." Thesis Eleven 167, no. 1 (November 15, 2021): 58–76. http://dx.doi.org/10.1177/07255136211056991.
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The political significance of masses is more obvious than ever. The aim of this article is to develop a conceptualization capable of capturing the dangerous (totalitarian) as well as promising (potentially emancipatory) aspects of masses. It argues that, intricately, the dangers and fruitful potentials of masses are born out of the same fundamental structural features. We may differentiate analytically between different kinds of masses, but all masses contain elements of ambiguity. The mass conceptualization developed builds on a critical, deconstructing interpretation of selected Bataille texts centering on ontological features of individuality and collectivity. Especially, Bataille’s concepts of ‘myth’ and ‘sacrifice’ are accentuated and critically transformed. Contemporary examples of masses – right-wing anti-establishment movements, Occupy Wall Street and Black Lives Matter – are presented and reflected through the prism of sacrifice, with the aim of highlighting the multifaceted and complex nature of the dynamics of masses.
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Sousa, Fabiana Rodrigues de. "Resistir para existir: aportes freireanos para uma educação sexual transgressora e emancipadora." Praxis Educativa 16 (2021): 1–18. http://dx.doi.org/10.5212/praxeduc.v.16.16462.013.
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his essay aims to reveal the resonances of Paulo Freire’s thought and the black feminist bell hooks for the proposition of a transgressive sexual education that promotes critical insertion in reality, questioning heteronormativity, appropriation of a language of resistance, to favor the construction of autonomy and the emancipation of dissident sexual subjects. Here, the relevance of the Freirean legacy is reaffirmed for the consolidation of an education as a practice of freedom. The emancipatory character of the Freirean educational project catalyzes the confrontation of reactionary strategies hidden in the bills proposed by the Escola Sem Partido program, which aim to undermine democracy, establish a gag school and criminalize educators who work in the perspective of social transformation.
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Uslu, Mehmet Emir. "Semiocide: An introduction to semiotics of destruction of the meaningful." Sign Systems Studies 48, no. 2-4 (December 31, 2020): 224–45. http://dx.doi.org/10.12697/sss.2020.48.2-4.03.
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The aim of this article is to expand on the concept of semiocide which, in broad terms, is the destruction of signs and semiosis. Taking its point of departure from Ivar Puura’s article on the concept, this essay attempts to find conceptual parallels and historical examples of the term, expanding its range through a critique of its original conception. Departing from the initial conservatism of Puura’s definition, the article will argue for a more diverse understanding of the term, suggesting a view that positions semiocide not just as a descriptor for lamentable losses, but also as a potential avenue for emancipatory praxis, whereby established, hegemonic and oppressive meanings can be undermined and new possibilities of representation and identity explored.
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Peternel, Lana, and Ana Maskalan. "‘Keeping Up with Myself’." Anthropological Journal of European Cultures 31, no. 1 (March 1, 2022): 12–32. http://dx.doi.org/10.3167/ajec.2022.310103.
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This article employs an anthropology ‘at-home’ approach to discuss dimensions of social and cultural changes amongst women in posttransitional societies. By applying person-centred ethnography, we aim to provide rich insights into the socio-cultural context and individual development of a young woman in Croatia. We examine how a young woman reasons about what kind of a person she is and wants to become by comparing the different sets of basic values that she ascribes to her emancipatory efforts, with a focus on how she juxtaposes ‘traditional family roles’ and ‘feminist values’. The article thus describes how this woman (Jadranka) experiences life challenges and shapes social values in her everyday cultural settings.
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Theuer, Eugenie. "‘Mattering’ Women’s Lives on Screen: An Introduction." European Journal of Life Writing 10 (September 8, 2021): WLS1—WLS16. http://dx.doi.org/10.21827/ejlw.10.37910.
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The aim of this introduction is to provide a context for the articles that follow in this cluster on Women’s Lives on Screen. Starting with some reflections on how biopics can matter to audiences, I propose the use of ‘mattering’ as a concept for the study of women’s biopics which helps consider their objectification of women as biographical ‘material’ on screen in tandem with their emancipatory refiguring of women as biographical subjects that are made to matter. The introduction also offers a brief overview of biopic studies as they relate to the subject of women’s lives on screen. It ends by sketching the breadth of topics covered in this cluster with a summary of the eleven articles.
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Martins, Fernanda. "Feminist criminology and technopolitics: New frames for gender-based violence in Brazil." Oñati Socio-Legal Series 10, no. 1S (December 28, 2020): 10S—37S. http://dx.doi.org/10.35295/osls.iisl/0000-0000-0000-1154.
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In this article, based on the debates of feminist criminology in Brazil, we aim to analyze feminist campaigns that use technopolitics as a strategy to face gender violence. These campaigns are exposed through the disputes between emancipatory and punitive claims. We propose to use hashtags as feminist analysis tools to understand the ambivalence present in vulnerability. In order to do so, we will use the hashtags #ChegaDeFiuFiu, #MeuPrimeiroAssedio, and #MeuAmigoSecreto to analyze new meanings of justice promoted by the feminist movements, which appear not to prioritize the use of punitive power. In the same way, we seek from the #EleNão movement, recognized as feminist democratic technopolitics, to reformulate the possibilities of analyzing the Brazilian criminological field.
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Da Costa Soares, Belicia Esperanza Constantine Manuella, and Amrita Nugraheni Saraswaty. "Application of the Principles of Management of Village-Owned Enterprises (BUMDes) to Village Economic Development in Tegal Harum Village, West Denpasar District." Journal Of Accounting Management Business And International Research 4, no. 1 (March 25, 2025): 104–17. https://doi.org/10.57235/jambuair.v4i1.4209.
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Economic development is an important part of national development. Development is an effort carried out with the aim of improving the standard of living and welfare of the community. The gap between rural and urban economic development is apparent in many regions, with rural areas often lagging behind in terms of infrastructure, technological progress, and income growth. To address this gap, various rural development initiatives, including the establishment of Village-Owned Enterprises (BUMDes), have been implemented. This research aims to determine the influence of the principles of cooperative, participatory, emancipatory, transparent, accountable and sustainable Village-Owned Enterprises (BUMDes) simultaneously on village economic development in Tegal Harum Village, West Denpasar District, and to analyze the influence of the principles of Owned Enterprises Cooperative, participatory, emancipatory, transparent, accountable and sustainable villages (BUMDes) have a partial influence on village economic development in Tegal Harum Village, West Denpasar District. Using BUMDes Puspa Harum Sejahtera in Tegal Harum Village as a case study, this research assesses changes in community income before and after the establishment of BUMDes. BUMDes Puspa Harum Sejahtera has achieved significant success at the local, provincial and national levels, contributing greatly to village income and development. The findings of this study show that structured and transparent BUMDes management can significantly increase village income and encourage sustainable economic development. The results of this research provide valuable insights for policy makers and rural development practitioners, emphasizing the role of BUMDes in alleviating poverty and empowering the local economy.
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Phillipson, Chris, and Tine Buffel. "EMANCIPATORY GERONTOLOGY AND THE POLITICAL ECONOMY OF THE CITY: NEW INEQUALITIES AND POLICY RESPONSES." Innovation in Aging 8, Supplement_1 (December 2024): 58. https://doi.org/10.1093/geroni/igae098.0178.
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Abstract Carroll Estes identifies a central aim of an ‘emancipatory gerontology’ as ‘advancing knowledge and the realization of dignity, access, equity and social justice through individual and collective agency and social institutions.’ Wright argues that the word ‘emancipation’ signals a central moral purpose in the production of knowledge, with ‘the elimination of oppression and the creation of conditions for human flourishing’. But the achievement of these aims has been undermined with the dismantling of the welfare state, extremes of economic inequality, and the expansion of precarious employment. The impact of such trends on groups such as older people continue to be the subject of extensive research. However, of additional concern are divisions created by economic and social forces operating within urban environments. Savage argues that large cities are not just products but drivers of inequality, with many European and North American cities no longer serving people from a wide range of communities, reflected in the decline of affordable housing, and the impact of gentrification. The presentation will consider how a political economy of the city, drawing on research in urban sociology, can re-vitalise a critical gerontology, bringing new perspectives on ageing and the life course. The paper will explore how this approach can be used as a framework for understanding new forms of inequality affecting later life. It will conclude by arguing that different ideas are needed for ‘thinking about’ ageing within cities, highlighting how innovations produced by urban environments can serve as a catalyst for emancipation and liberation from oppression.
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Kabul, Lalu Muh. "PENGEMBANGAN RENCANA KERJA PEMERINTAH DESA BERBASIS BUKTI MELALUI PELATIHAN METODE PRA DI WILAYAH BINAAN LEMBAGA JALIN NUSA." Al-Amal: Jurnal Pengabdian Masyarakat 2, no. 1 (June 25, 2024): 6–11. http://dx.doi.org/10.59896/amal.v2i1.76.
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The aim of implementing services is to promote evidence based village government action plan through participatory rural appraisal (PRA) training at working area of Jalin Nusa Institute. The method used in implementing services consist of survey, promote training module, training implementation, monitoring and evaluation. The PRA training has been carried out for 3 days by using emancipatory adult education method and approach. According to the most of training participant (83.33 percent) training PRA has been well conducted. Before training, according to most of training participant (91.67 percent) that they have no knowledge and skill about PRA method. Meanwhile after training, according to most of training participant (93.33 percent) that they have gained a good knowledge and skill about PRA method
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Opazo, Camila. "Visual memory of subaltern artistic and heritage practices around colonial legacies. Transformation, countervisuality and decolonisation of museums in Chile." Revista de Antropologia Visual 4, no. 31 (August 25, 2023): 1–21. http://dx.doi.org/10.47725/rav.031.04.
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Museums are closely linked to colonialism and have therefore suffered a crisis of legitimacy, especially after the processes of decolonisation in the second half of the twentieth century. This paper defines the decolonisation of museums and then reviews how these emancipatory processes are reflected in the patrimonial and artistic practices that have been carried out in recent years in some of the museums of Santiago de Chile. The review of these exercises is presented with the aim of recognising their experiences, while at the same time making a visual memory of the political powers of subaltern and racialised groups in these institutions. The autonomous art of these collectives aims to overflow the museums in order to transform them into spaces of historical reparation and social healing.
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Kedraka, Katerina. "Student Run Biology Workshop: An Educational and Transformative Experience in Biosciences." International Journal of Learning and Development 8, no. 3 (September 24, 2018): 152. http://dx.doi.org/10.5296/ijld.v8i3.13544.
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Ιn this article we argue that integrating and self-directed knowledge across university learning can lead to critical reflections and potentially transformative learning, for both students and educators. Student Run Biology Workshop (SRBW) is an innovative, self-directed learning project, carried out by the students of the Department of Molecular Biology & Genetics, in the Democritus University of Thrace-Greece. Our aim was to find out whether this educational experience was a transformative experience, as well. Qualitative research method was used; data was collected in December 2017 at the end of three feedback discussions by personally-written opinion documents and proceeded through Content Analysis. Results showed that students’ participation and consequently their teamwork within the SRBW energized them to face assumptions, to engage in new concerns, to adopt alternative learning practices, to gain a critical and comprehensive understanding of Biosciences and their role within the field. The experience gained by the students has led them to a review of roles, to the building of a new perception of knowledge, to co-operation, to self-management of educational activities, and, eventually, to a more emancipatory learning. But what if this SRBW project is something much more? Which are the key dilemmas concerning this emancipatory learning strategy deriving from this experience for the participant students- future Bioscientists? Furthermore, what about the dilemmas that we, their professors, faced when we saw our students fly so high –without needing us? And, as Brookfield (1996) underlined, can we critically approach our assumptions and assertions without experiencing the consequences of our actions?
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Blaszk, Martin. "An infelicitous agreement – the writing of education in relation to its practice." Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching, no. 19/2 (June 15, 2022): 43–72. http://dx.doi.org/10.26881/bp.2022.2.02.
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In the article, the author aims to problematize the notion that education as a practice can be written a priori. In doing so, first of all, an outline of Habermas’ work in connection with the ideal speech situation is given, to show its importance in conceptualizing educational practice in democratic society. This is followed by a description of Austin’s concept of the infelicitous functioning of the performative as a way to critically view the activity of teaching in general and then, more specifically, to bring into question the writing of education in connection with the discourses and philosophizing which govern its practice – what is done in the classroom by teachers and learners. In developing this idea, a number of discourses that underpin the practice of teaching (among others, functionalist-behaviourist, developmental-constructivist, critical-emancipatory) are discussed to highlight their similarities but also their fundamental differences and how, when one of the discourses dominates educational practice, it can lead to the distortions in the understanding and implementation of that practice. Additionally, instrumental and post-critical relations of philosophizing to the practice of education are described with the aim of posing the question of whether educational practice can actually be written a priori. In conclusion, the author suggests the writing of education would appear to be a “tool” to be used in the further “colonization of the lifeworld” rather than a support for the emancipatory projects that Habermas and Dewey pursued in relation to society and society and education, and that this may have consequences for democracy itself.
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Do Carmo, Gisleine, José Roberto Pereira, and Vânia Aparecida Rezende. "Methods and Techniques for More Participatory and Emancipatory Management: A Systematic Review of Possibilities." Revista de Gestão Social e Ambiental 18, no. 3 (December 22, 2023): e04591. http://dx.doi.org/10.24857/rgsa.v18n3-039.
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Research objective: The objective of this article is to identify and describe methods and techniques that can contribute to more participatory and emancipatory management.
Theoretical framework: According to Fadul and Afonso (2018), participatory methodologies have an emancipatory potential, from the moment they strengthen the capacity of subjects to assist in decision-making that permeates their social spaces. They contribute to the process of listening to the needs of individuals, promoting actions to promote and defend rights.
Method: A literature search was carried out to map participatory methodologies, using a systematic review approach, to better outline the search and selection of studies. The systematic review uses explicit and rigorous methods for reviewing work and synthesizing knowledge, based on prior planning and protocols.
Results and discussion: The review employed identified several participatory methodologies, at an international level, which can be subdivided into methods and techniques. The method has a more comprehensive and complete character, and encompasses a set of specific operational procedures (techniques). They have greater flexibility and can compose and adapt to different methods. For example, the “photo-identification” and “enter and exit” techniques aim to understand how communities organize themselves and can form part of the Participatory Rapid Diagnosis (DRP) method.
Theoretical contributions: The repertoire of methodologies presented theoretically enriches the understanding of participatory management and offers a basis for the effective application of these options in practice, which highlights the growing relevance of a more collaborative and inclusive approach. Although aimed at different contexts, the methodologies express common characteristics, such as the formation of interdisciplinary teams to guide work, constant discussions, common objectives, sense of responsibility, promotion of autonomy. These are characteristics that come close to the core of social management.
Originality: Based on a systematic review, this article will address scientific production on participatory methodologies, at an international level, based on results found in various databases.
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Barella, Jennifer. "Ramener la justice sociale au centre de la carte : propositions pour un renouvellement critique de la cartographie participative axée sur l'<i>empowerment</i>." Geographica Helvetica 75, no. 3 (September 4, 2020): 271–84. http://dx.doi.org/10.5194/gh-75-271-2020.
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Abstract. This paper discusses the need for a deeper critical interrogation of participatory mapping (PM) method as a tool for social justice. This stance is informed by the author's involvement in a NGO and community-led PM project in an informal settlement in Khayelitsha (Cape Town, South Africa). The paper argues that academic PM literature is ill-equipped to truly examine its potential for social justice. Firstly, this is due to the PM empowerment framework having shifted from an emancipatory aim to a governing tool. Secondly, this shift does not allow for the consideration of the power relations inherent to PM to be engaged with. This paper concludes by engaging the three epistemological and postcolonial roots of PM in order to provide a starting point for (re)centering PM on social justice.
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Hurst, Andrea. "Humanising research: the cares that drive researchers." Acta Academica: Critical views on society, culture and politics 40, no. 3 (December 19, 2008): 1–34. https://doi.org/10.38140/aa.v40i3.1181.
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This article reflects on the provenance of “research” in Heideggerian “care,” and the nature of care as a complex of “cares” (interests/passions). We become researchers because care (concern for the future) fundamentally characterises our being. While care ensures that research becomes a never-ending “hermeneutic circle,” this only compromises research results if we remain unaware of its nature and uncritical of its effects. To specify its nature I identify particular cares (interests/passions) by means of Habermas’ account of the technical, practical/ethical, and emancipatory interests motivating research. Using Lacanian psychoanalytical theory I then map the multiple conflicting notions within each area of interest in terms of three future-orientated passions: “nihilism”, “narcissism” and “altruism”. The aim of this synthesis is an adequately complex framework for reflecting on our research passion.
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Bielskis, Andrius. "The Best Constitution for the Flourishing Lives: Aristotle’s Political Theory and Its Implications for Emancipatory Purposes." Problemos 104 (October 18, 2023): 86–103. http://dx.doi.org/10.15388/problemos.2023.104.7.
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The aim of this paper is to discuss the issue of the best constitution given Aristotle’s account of human flourishing articulated in the Nicomachean Ethics. There, Aristotle claims that monarchy is the supreme form of constitution. A similar claim is repeated in Politics. The paper argues that these claims sit uneasily with Aristotle’s teleological accounts of the polis, the citizen, and his discussion of the virtues of the citizen and the good man in Politics. Given Aristotle’s philosophical definition of the state as “an association of equals for the sake of the best possible life” and his notion that “the best is happiness, and that consists in excellence and its perfect actualization and its employment”, and Aristotle’s argument on the relationship between the good man and the good citizen, this paper concludes that the best constitution is politeia. Yet, simply to argue so is not enough if we are to rescue Aristotle from his inconsistencies and his claims on “natural inequalities”. Finally, a more radical interpretation of Aristotle is outlined, which rejects Aristotle’s separation between the oikos and the polis and argues that the verticality of the former is philosophically arbitrary and contradicts the revolutionary implications of Aristotle’s normative teleology.
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Tittel, Laura Soréna. "Contesting Stereotypes through Self-Representation? A Review of the Romani Exhibition Stands at the 2019 Frankfurt Book Fair." Critical Romani Studies 3, no. 2 (June 24, 2021): 96–103. http://dx.doi.org/10.29098/crs.v3i2.94.
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Romani literature was exhibited at the Frankfurt Book Fair at specific stands and events for the first time in 2019. This article reviews the presented literature and authors and discusses advantages and disadvantages of establishing the category “Romani literature” within the context of the Frankfurt Book Fair. It argues that the category provides a new platform for Romani authors as well as for Romani identity politics and was set up with the aim to fight existing racism against Roma. Making oneself visible as a diverse minority at such an event can help to break up stereotypes and constitutes a success after centuries of underrepresentation. At the same time, the article uncovers the danger of feeding into essentialism through the label “Romani literature” and reflects on the limitations of emancipatory politics when participating in a predominantly commercial event.
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Rutter, Nikki, Carlene Firmin, Donna Garvey, Kate O’Brien, and Rachael Owens. "The Impossibility of ‘Good Mothering’ in Child Welfare Systems When Referred for Non-Traditional Harms." Social Sciences 14, no. 2 (February 10, 2025): 97. https://doi.org/10.3390/socsci14020097.
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Due to harmful narratives within child welfare and child protection services and systems, mothers in contact with these services who aim to meet the symbolic representation of the ‘ideal mother’ frequently find themselves being portrayed as the ‘bad mother’, even when their referral is ‘non-traditional’ (i.e., not specifically due to their perceived harmful actions or inactions). Through ‘ideal mother’ symbolism and narratives, there is disenfranchisement of service-engaged mothers; they are mistreated by services, which is normalised by wider discourses around motherhood. Mothers within these child welfare systems consistently experience judgement, the problematising of their parenting practices, and disempowerment despite not being the direct cause of harm to their children. This creates a sense of shame and makes the injustice of mothers’ experiences within child welfare systems invisible. This is a conceptual paper combining data generated from previously published work and a lived experience example (work with young mothers; mothers in contact with the criminal justice system; mothers with children who cause harm; and those with children experiencing extra-familial harm) using qualitative, participatory, and action-based approaches, and through emancipatory interview processes, disenfranchised mothers described their contact with child welfare and child protection systems as a source of structural, political, and/or societal injustice. Thus, such qualitative emancipatory work provides ways to acknowledge mothers in contact with child welfare services due to non-traditional harms, as they are a disadvantaged group who are too often disempowered to action change. Thus, we argue that participatory and action-based research should be a preferred method of exploring mothers’ experiences of child welfare systems, opening routes for reforming, as well as understanding systematic potential of services as oppressive and problematising rather than supportive and empowering.
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Duć-Fajfer, Helena. "Historia i sytuacja języka łemkowskiego w ostatnim stuleciu." Poradnik Językowy, no. 7/2021/786 (September 1, 2021): 46–66. http://dx.doi.org/10.33896/porj.2021.7.3.
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The aim of this paper is to briefl y present the situation of the Lemko language from the historical perspective covering one hundred years of its development. The creation of Lemkos’ linguistic awareness and identity before their displacements (1945–1947) has been clearly refl ected in literature. It provides the foundation for reconstructing the main emancipatory identity line developed based on “our language”, equivalent to the local speech, followed by the Lemko intelligentsia, while confronting the social and political considerations of their native area. A drastic effect of the considerations was displacements, destruction of culture, and lack of conditions for fostering language. The recovery of language rights after 1989 has initiated a range of internal revitalisation processes and strategies supported also institutionally. They are, however, not able to stop the mass destructive processes resulting in the Lemko language being currently among the endangered ones
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Eklund Karlsson, Leena, Karin C. Ringsberg, and Kristine Crondahl. "Work-integrated learning and health literacy as catalysts for Roma empowerment and social inclusion: A participatory action research." Action Research 17, no. 4 (April 25, 2017): 549–72. http://dx.doi.org/10.1177/1476750317702951.
Full textAbstract:
Roma people all over the world have often been subject to prejudice, stigma, discrimination and oppression. Many Roma have little or no education, which in combination with other factors often leads to unemployment and marginalization. Based on a case study in Sweden, this paper proposes an approach that can be used in participatory projects aiming at improving the living situation of marginalized people. In such an approach, the Roma themselves would be the leaders in all activities concerning the group. The first aim of this paper is to describe how health literacy and work-integrated learning functioned as empowering tools for a Roma-led inclusion process within a participatory action research framework. The second aim is to discuss and reflect on the use of participatory action research in community work with Roma based on the experiences of the participatory action research participants. The findings indicate that work-integrated learning may be a worthwhile approach for increasing the individual empowerment and self-led social inclusion of vulnerable people. However, the obstacles of structural discriminatory nature hindered the project to reach its full potential in its intended emancipatory goals.