Relevant bibliographies by topics / Emancipatory paradigms

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Emancipatory paradigms'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Emancipatory paradigms"

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Held, Mirjam B. E. "Decolonizing Research Paradigms in the Context of Settler Colonialism: An Unsettling, Mutual, and Collaborative Effort." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691882157. http://dx.doi.org/10.1177/1609406918821574.

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All research is guided by a set of philosophical underpinnings. Indigenous methodologies are in line with an Indigenous paradigm, while critical and liberatory methodologies fit with the transformative paradigm. Yet Indigenous and transformative methodologies share an emancipatory and critical stance and thus are increasingly used in tandem by both Western and Indigenous scholars in an attempt to decolonize methodologies, research, and the academy as a whole. However, these multiparadigmatic spaces only superficially support decolonization which, in the Canadian context of settler colonialism, is a radical and unsettling prospect that is about land, resources, and sovereignty. Applying this definition of decolonization to the decolonization of research paradigms, this article suggests that such paradigms must be developed, from scratch, conjointly between Indigenous and Western researchers.
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Latief, Suryawahyuni, Wolter Parlindungan Silalahi, and Yeni Rachmawati. "From the Book ‘Becoming Critical’: A Short Dialogue for Educator." Studies in Philosophy of Science and Education 1, no. 2 (April 20, 2020): 59–73. http://dx.doi.org/10.46627/sipose.v1i2.10.

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This paper performs a narrative analysis of the basic philosophy of education book. The book, “becoming critical” was written by Carr and Kemmis (1986). Authors rise up again this old book due to the whole content is essential for educator, students from undergraduate to doctoral level. In simple, the book narrated three basic educational research methodologies among all chapters: technical-theoretical-positivism, practical-interpretative-hermeneutics, and critical-reflection-emancipatory paradigm. Narrative is the central mechanism for meaning making. It is the multiple representations used to reference and make sense of human experience. Dealing with the pros and cons of those paradigms, this paper gives a brief memory to educator in doing research in education. To sum up, this paper illustrated education, knowledge, and action research.
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Ocholla, Dennis. "Decolonizing higher education in Africa: Implications and possibilities for university libraries." College & Research Libraries News 81, no. 6 (June 11, 2020): 289. http://dx.doi.org/10.5860/crln.81.6.289.

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Decolonizing higher education in Africa, a process inclusive of indigenous literacy, is an emancipatory transformative concept that is largely grounded on critical theory, critical theory of education, dependency theory, and Afrikology epistemology. The four theoretical perspectives espouse emancipation, transformation, liberation, empowerment, inclusivity, equality, co-existence and social justice, and, to some degree, are rooted in neo-Marxist radical paradigms and can be used as the theoretical lens for analyzing decolonization and indigenization.
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Koenig, Oliver, Megan Seneque, Eva Pomeroy, and Otto Scharmer. "Journal of Awareness-Based Systems Change: The Birth of a Journal." Journal of Awareness-Based Systems Change 1, no. 1 (February 25, 2021): 1–8. http://dx.doi.org/10.47061/jabsc.v1i1.678.

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In this inaugural editorial, we tell the story of the emergence of the journal as a response to our current global context. We seek to exemplify the different ways of coming to know and different forms of knowledge that are required to bring about the deep systems change needed to address the divides of our time. We reveal the ways in which the very process of enacting different research paradigms is itself emancipatory and transformative: making these practices visible is the work of awareness-based systems change.
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Joyappa, Vinitha, and Donna J. Martin. "Exploring Alternative Research Epistemologies for Adult Education: Participatory Research, Feminist Research and Feminist Participatory Research." Adult Education Quarterly 47, no. 1 (November 1996): 1–14. http://dx.doi.org/10.1177/074171369604700101.

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Although there has been a growing interest in participatory research and feminist research as streams of social science inquiry, they remain largely peripheral to North American adult education research paradigms. This paper is based on the premise that alternative epistemologies can enhance research practices and further the democratizing aims of adult education. The authors review the emergence of participatory, feminist, and the developing feminist participatory approaches with emphasis on international dimensions of research interests. Possible ways in which these emancipatory approaches can reconceptualize and impact adult education discourse and research frameworks are suggested.
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Puymbroeck, Gerlinde Van. "Adrian Piper's aesthetic agency: Photography as catalysis for resisting neo-liberal competitive paradigms." Philosophy of Photography 10, no. 1 (April 1, 2019): 41–58. http://dx.doi.org/10.1386/pop_00005_1.

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Abstract Contemporary neo-liberal society is ruled by the market. Davies, Chen and Lentin and Titley show that its objectification and categorization founds a competitive notion of agency that disables subjective construction of self and intersubjective understanding of the world. As the market's rules and norms are set by white patriarchy, its competitive paradigm structurally disadvantages others. Art too is objectified and categorized by neo-liberal institutions, equally embedded in white patriarchal market structures and severely limiting democratic public access to a diverse artistic field, argue hooks, Mercer and Piper. Yet, Piper's artwork shows, art holds emancipatory potential. Defined as transforming experience, its ambiguity provides a structure for constituting agentic subjectivity and intersubjective signification processes, defying objective/objectifying market workings. Photography's specific qualities allow Piper to democratize access to the paradigm she proposes. Her artistic choices may thus found the potential to publicly construct a notion of aesthetic agency as resistance to the neo-liberal market.
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Sayers, Esther. "Investigating the Impact of Contrasting Paradigms of Knowledge on the Emancipatory Aims of Gallery Programmes for Young People." International Journal of Art & Design Education 30, no. 3 (October 2011): 409–22. http://dx.doi.org/10.1111/j.1476-8070.2011.01720.x.

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Fraser, Kathryn, Jennifer Brady, and Daphne Lordly. "Taking Social Justice to a Different Stage." Critical Dietetics 4, no. 2 (November 4, 2019): 18–27. http://dx.doi.org/10.32920/cd.v4i2.1108.

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Knowledge creation through art has the potential to serve as an emancipatory approach in health research, education, and practice by promoting connection and dialogue; challenging dominant paradigms of knowledge; and legitimizing, empowering, and promoting traditionally marginalized voices. Poetry, as one art form, may be an effective method for promoting reflexivity, critical thinking, empathy, and a heightened understanding of social justice issues among students and professionals. This research explored poetry as a means of advancing health equity and social justice through the feedback shared by a group of participants who attended a poetry workshop titled, “Taking Social Justice to a Different Stage: How Poetry Promotes Emancipatory Health Narratives”. The data consists of quantitative and qualitative responses from pre- and post- workshop surveys. The quantitative results indicate that after the workshop, participants were less likely to believe that poetry should only be used to entertain, and were more likely to believe that poetry is a powerful method for promoting health equity. The qualitative analysis reveals multiple themes in participant responses from the post-workshop survey: 1) empowerment; 2) connection and perspective sharing; and 3) social justice promotion through arts-based methods. These results indicate that poetry may promote different forms of knowing, foster emotional connection and perspective sharing, and create more awareness about health inequities and social justice issues. Hence, poetry may be a valuable addition to health care research and education, and the promotion of social justice.
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Warner, Michael J. "Ideology and affect in discourse in institutions." Journal of Language and Politics 4, no. 2 (October 5, 2005): 293–330. http://dx.doi.org/10.1075/jlp.4.2.07war.

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This paper explores the discursive relationships of power, ideology, and affect that are instituted — and reproduced, resisted, or modified — in the functional pragmatics of talkback radio. In particular, I develop a critical analysis of the psychodynamics of subjectivity based on a case study of talkback in Northern Ireland in which the main topic of discussion deals with community responses to the Drumcree Protestant church parade. The functional pragmatics approach builds on the contributions of critical discourse analysis and conversation analysis to the study of ideology and affect in discourse in institutions. I develop a wider context for the analysis of discourse in the talkback institution by addressing the meta-linguistic implications of talk about talk through cognitive-developmental paradigms and psychoanalytic social theory. It is anticipated that such a motivated analysis will reveal the emancipatory interests concealed within ideologically bound — while not necessarily moribund — institutional frameworks of communicative action.
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Bakhtiar, Siavash. "Black Skin, Red Masks: Racism, Communism and the Quest of Subjectivity in Ralph Ellison’ Invisible Man." European Journal of Social Science Education and Research 6, no. 1 (April 30, 2019): 6. http://dx.doi.org/10.26417/ejser.v6i1.p6-14.

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This essay aims at proposing a study of Ralph Ellison’s novel Invisible Man (1952), where the author focuses on the difficult journey of black intellectuals in quest for a strong black identity in post-war America. The theoretical reflection in this paper is based, in a first phase, on the philosophical and political perspectives of thinkers such as Jean-Paul Sartre, Maurice Merleau-Ponty and Frantz Fanon, whose works and debates have articulated an important source to understand the quest of subjectivity and intellectual consciousness in the 1950s, a period marked not only by the emergence of civil rights movement and the Universal Declaration of Human Rights, but also the progressive replacement of Communism by alternative emancipatory currents such as existentialism, postcolonialism and (post-) structuralism. From this discussion, the essay indicates, how (post-) Marxist thinkers, like Etienne Balibar, investigate the limits of the a priori paradigms promoted by the traditional humanistic (natural law-positive law) and communist narratives (alienation-emancipation), which lack conceptual and historical efficacy when it comes to understand and respond to new (bio-capitalist) forms of discrimination, which constantly evolve according to the epoch and the place.
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Dissertations / Theses on the topic "Emancipatory paradigms"

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Farruggia-Bochnak, Antonio Giuseppe. "Beyond four dyslexia paradigms : an alternative perspective on dyslexia and emancipatory intervention on self-concept." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7145/.

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This study postulates that there are currently four main dyslexia paradigms. These paradigms are: a) the Positivist-Intrinsic-Dyslexia-Paradigm, which reflects positivist studies on dyslexia that hold the etiological view that dyslexia exists intrinsically to the individual (of constitutional origin), b) the Interpretivist-Intrinsic-Dyslexia-Paradigm, which holds the etiological view that dyslexia exists intrinsically to the individual c) the Positivist-Extrinsic-Dyslexia-Paradigm, which reflects studies on dyslexia that hold the etiological view that dyslexia exists extrinsically to the individual (not of constitutional origin), and, d) the Interpretivist-Extrinsic-Dyslexia-Paradigm, which reflects studies on dyslexia that also hold the etiological view that dyslexia exists extrinsically to the individual. This study moves beyond the four main dyslexia paradigms by combining the I-E-D-Paradigm with elements of Burrell and Morgan's (1979) sociological Radical Humanist Paradigm, thus creating a Radical I-E-D-Paradigm from which to conduct the present study. From the position of a Radical I-E-D-Paradigm this study develops an alternative perspective on dyslexia, i.e., a non-constitutional perspective on dyslexia (N-C-PoD), and, emancipatory intervention aimed at assisting 'dyslexic' students to explore their perceptions of dyslexia. This study explores the influence that the N-C-PoD and emancipatory intervention has on the descriptions of dyslexia, in relation to self-concept, of two 'dyslexic' students studying in tertiary education.
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Mapotse, Tomé Awshar. "The teaching practice of senior phase technology education teachers in selected schools of Limpopo Province : an action research study." Thesis, 2012. http://hdl.handle.net/10500/7717.

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This is an Action Research (AR) study with the senior phase Technology teachers at selected schools of Limpopo Province. The study was motivated by the fact that Technology Education is a foreign concept to many teachers and a new learning area in school curriculum both nationally and internationally. This was exacerbated by the many educational changes that took place in South Africa in the last 18 years. These changes include the overhauling of curriculum, which was the strategic and symbolic change since the first democratic election of 1994, but followed by its review. Thus, a new curriculum known as Curriculum 2005 (reviewed twice already) was developed in which Technology was introduced as a new subject. These changes drastically affected Technology Education and teachers’ coping demands on both the subject content and pedagogy escalated. In this study, AR, a strategy for a systematic, objective investigation with Technology teachers’ who are un- and under- qualified to teach Technology was considered. The study aimed at establishing intervention strategies to empower and emancipate senior phase Technology teachers in Mankweng Circuit from the said challenges above. Thus, the study sought to address the question: How could action research intervention be used to improve the teaching of senior phase Technology teachers who are un- and/or under-qualified? The intervention strategies were implemented through the AR cycles in spiral activities of planning, implementation and observation, action and reflection, whose principles were operationalized to develop participants from the situations that they face in their Technology teaching contexts. The study was designed from both critical theory perspective and participatory paradigm. The following instruments were used as a means to gather data: observations, interviews, questionnaires, field notes, video recording of lesson plans and logs of meetings. The study managed to come up with guidelines to develop and kick start AR with teachers. From the ii findings an AR model was developed to emancipate the un- and under-qualified Technology teachers. Themes from the challenges and AR were used to draft a six weeks plan to empower incapacitated Technology teachers. This investigation was shaped by the initial reflection or preliminary study conducted with the participants called reconnaissance study which revealed specific challenges that Technology teachers encountered daily in their classes. These challenges were turned into the themes, which together with the findings from the preliminary study and interview reflection per cycle were used to design the intervention strategies for the next main cycle. The findings of the study from both the preliminary investigation (presented in Chapter Two) and main AR (presented in Chapter Five) reveal an improvement in the teachers’ understanding and implementation of Technology – they were emancipated to a greater extent from the challenges prior to the AR intervention and post the AR intervention. It is true that coming together as AR co-researchers was the beginning of Technology teaching practice problem identification; keeping together was progressive in Technology teaching; but working together remains our success in Technology teaching then, now and in the future – post doctoral studies.
Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
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Jokonya, Osden. "Framework to assist organisations with information technology adoption governance." Thesis, 2014. http://hdl.handle.net/10500/18668.

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The evidence from the literature suggests that Information Technology adoption (IT) governance in organisations is still a challenge. The diversity of application and the ever-increasing use of IT results in making decisions on IT adoption a major challenge for organisations. The decision about using a particular technology from an organisational perspective is problematic since individual users have different worldviews. The implicit assumption in IT adoption literature is that stakeholders always reach consensus during IT adoption decision making in organisations. This study explored the existing models and frameworks in order to develop a preliminary improved IT adoption governance framework. This study used a case study sequential explanatory mixed methods research approach to validate the preliminary IT adoption governance framework. The first validation phase of the framework was done using a quantitative approach followed by the second validation phase based on qualitative interviews. The last validation was done after integrating the quantitative and qualitative results to produce the refined framework. The results suggest that the developed framework may improve IT adoption governance in organisations. The results showed that the framework components facilitate IT adoption governance in organisations. The results also suggest that the components have an association with each other except for the Technology Acceptance Model component. The results indicate that stakeholder participation and hard systems thinking components have a strong predictive impact on IT governance framework component perception in organisations. The study results suggest that IT adoption decision makers need to balance different stakeholders’ demands during IT adoption decision making in organisations. The framework helps in that regard by reconciling different stakeholders’ demands through collective IT adoption decision making. The strength of the framework is its integration of theories from various disciplines in understanding stakeholder expectations. On that basis the framework is in a better position to offer more insight into understanding challenges of IT adoption decision making than existing frameworks and models. The framework offers a potentially valuable basis for future research in IT adoption decision making in organisations. The results suggest that the framework may facilitate IT adoption in organisations using different components.
Information Science
D. Litt. et Phil. (Information systems)
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Van, Aswegen Elsie Johanna. "Critical reflective practice : conceptual exploration and model construction." Thesis, 1998. http://hdl.handle.net/10500/16243.

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Although it is relatively easy to study and learn about a practice discipline in the safe environment of an academic institution, it is far more complex to make sense of what has been learned when faced with the real world of practice. Practitioners need to think on their feet and have to find new ways of managing complex problems which do not fit directly into the theoretical frameworks learned in a more formal setting. Knowledge of what the various disciplines say is not in itself sufficient, experiential knowledge is necessary. The key to learning in the experiential domain is critical reflective practice and emancipatory learning, which empower practitioners to explicate their implicit theories. If autonomy is the goal of professional education, the key is to help adult learners to distance themselves from their own values and beliefs in order to entertain more abstract modes of perception. The purpose of this inquiry was therefore, to construct a model for facilitation of critical reflective practice, based on thorough analysis of the main concepts (critical thinking and reflection), related viewpoints, models and theories; and the data gathered and analyzed during, the naturalistic inquiry. The inquirer sought to. develop each participant through Socratic & Learning Through Discussion (Dialogical) Technique, Critical Incident Reporting and participation in Critical Reflective Exercises. The constructed model for facilitation of critical reflective practice evolved from empirical observations, intuitive insights of the inquirer and from deductions combining ideas from several fields of inquiry. The model for facilitation of critical reflective practice postulates that practitioners have the inherent potential to change from auto-pilot practice to critical reflective practice. The purpose of the model is the facilitation of heightened awareness of the self, to enable health care professionals to consciously meet community needs and expectations. The desired outcome is transformative intellectuals who will strive to empower others to become critical reflective learners and practitioners.
Health Studies
D.Litt. et Phil. (Nursing Science)
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Books on the topic "Emancipatory paradigms"

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Gutiérrez, Gilberto Valdés. El paradigma emancipatorio en América Latina: Opciones en controversia. Puebla, Pue., México: Benemérita Universidad Autónoma de Puebla, 1999.

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Pimblott, Kerry. Black Theologies. Edited by Paul Harvey and Kathryn Gin Lum. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190221171.013.9.

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Black theology burst onto the scene in the late 1960s as a new cohort of progressive African American clergy and seminarians responded to the imperative of a burgeoning black freedom movement and global anticolonial struggles. Taken collectively, their work championed a distinctive black theological tradition, birthed in the context of enslavement and transmitted through independent black churches, which placed primacy on God’s preferential and emancipatory activity on behalf of the poor and oppressed. This chapter traces the origins, development, and legacy of black theology over three consecutive generations, identifying important debates related to the discipline’s defining motifs, methods, and approaches as well as the emergence of alternative paradigms, including womanist theology and African American humanism.
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Powell, Stephanie Day, Amy Beth Jones, and Dong Sung Kim. Reading Ruth, Reading Desire. Edited by Danna Nolan Fewell. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199967728.013.20.

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This chapter offers a critical paradigm for reading Ruth through the lens of “narrative desire.” An interdisciplinary method bringing together insights from narratology, psychoanalytic theory, philosophical studies, and queer theory, narrative desire provides a versatile approach to indeterminate texts, highlighting the erotic interplay between a narrative’s form and content and the reader’s response. By playing on readers’ desires for a fulfilling and resolute climax, Ruth often seduces readers into what Peter Brooks terms “the male plot of ambition.” From this perspective, women and other minority characters are rendered utilitarian disruptions in an otherwise male, Israelite story. An alternative strategy of “reading for the middle” encourages readers to reconsider the temporal and spatial dynamics of the narrative in order to resist restrictive forms of emplotment. As one lingers in the “dilatory” spaces of the middle, hidden desires are exposed and emancipatory possibilities are revealed.
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Dallmayr, Fred. Gandhi for Today. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190670979.003.0007.

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The chapter shifts the focus from East Asia to India’s struggle for independence and democracy, under the leadership of Mahatma Gandhi. In many ways, Gandhi’s example provided inspiration for later emancipatory movements in the non-Western world. Seen from this angle, Gandhi’s political agenda can be described as a “philosophy of liberation” that (as in Dussel’s case) seeks to transcend the “center-periphery” paradigm in the direction of a “transmodern” democratic equality. The latter idea was captured in Gandhi’s notion of “self-rule” (swaraj), a notion that—far removed from autocracy—implies the ability to rule over oneself, thus making room for the practice of relational care and respect. This practice was also the cornerstone of two other key notions of Gandhi’s work: nonviolence (ahimsa) and striving for justice (satyagraha). These features lift Gandhian democracy far above the procedural minimalism of liberal self-interest, bringing into view the potentiality of a democracy “to come.”
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Book chapters on the topic "Emancipatory paradigms"

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Hedrick, Todd. "Reification and Reconciliation in Habermas’ Theory of Law and Democracy." In Reconciliation and Reification, 191–239. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190634025.003.0006.

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Habermas’ theory represents the most coherent combination of reconciliation and reification considered herein. Habermas remains attuned to the concerns raised by Adorno that the functional differentiation of society may undermine the autonomy of the individual (through “the colonization of the lifeworld”), but resists the inexorability of Adorno’s conclusions by conceiving of a democratic society’s legal system as the medium through which discourse could consensually shape the “interchanges” between system and lifeworld. However, Habermas effects this synthesis by abstracting away from the psychoanalytic issues that concerned Adorno and Honneth, and by thinking of his proceduralist paradigm of law as ungrounded in the type of substantive legal paradigms that normally allow persons to identify with the system’s underlying values. The chapter concludes that Habermas is left with a too-attenuated relationship between the rationality of socialization and democratic governance, and persons’ usual first-order notions of meaning and value, to be genuinely emancipatory.
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Nikolić, Jelena, and Dejana Zlatanović. "Critical Systems Perspective of Strategic Decision Making." In Recent Advances in the Roles of Cultural and Personal Values in Organizational Behavior, 55–80. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1013-1.ch004.

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Growing complexity and diversity of strategic decisions indicate the need for applying the appropriate holistic tools in strategic decision making. Thus, the chapter deals with the process of strategic decision making from the viewpoint of critical systems thinking, with emphasis on the role of values and context in strategic decision making. The main purpose is to show how systems thinking generally and critical systems thinking particularly can help decision makers involve different perceptions and values in the process of strategic decision making, as well as take into account context in which the strategic decisions are made. Considering the key internal and external factors affecting strategic decision making, the authors have selected three systems methodologies stemming from different paradigms: soft systems methodology as interpretive, team syntegrity as emancipatory, and organizational cybernetics as functionalist systems methodology. The way in which they can be combined, aimed at improving effectiveness of strategic decision making, has been presented.
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Hedrick, Todd. "Concluding Remarks." In Reconciliation and Reification, 240–54. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190634025.003.0007.

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These concluding reflections consider whether the paradigm of freedom through reconciliation articulated in the previous chapters is either too abstract or too accommodating to existing society to be considered genuinely emancipatory. It defends the book’s focus on law as a key site of reconciliation by highlighting the law’s role in identifying and transforming role-based social expectations. It also offers that while the type of object-relations psychoanalysis Honneth appeals to is not, by itself, sufficient to dismiss the concerns raised by “the culture industry,” it does suggest a mode of ego formation connected to a certain kind of ironical attitude toward the social world, through which inclusion in social systems structured by something like Habermas’ proceduralist paradigm of law could be experienced as emancipatory, despite that paradigm’s unfinished character.
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Humphries, Beth, Donna M. Mertens, and Carole Truman. "Arguments for an ‘emancipatory’ research paradigm." In Research and Inequality, 3–23. Routledge, 2020. http://dx.doi.org/10.1201/9781003071679-2.

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Humphries, Beth, Donna M. Mertens, and Carole Truman. "Arguments for an ‘emancipatory’ research paradigm." In Research and Inequality, 3–23. Routledge, 2020. http://dx.doi.org/10.4324/9781003071679-2.

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Coffey, Shannon Marie. "Unveilings Through Transformative Pedagogy." In Advocacy in Academia and the Role of Teacher Preparation Programs, 206–24. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2906-4.ch012.

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The following theoretical, reflexive investigation traces founding American sociologist, Civil Rights activist, and educator Dr. W. E. B. Du Bois' intellectual evolution from his initial propositions provided within “The Talented Tenth” into what Du Boisian intellectual Reiland Rabaka terms the “Guiding Hundredth.” Whereas Du Bois is typically seen as only advocating for a liberal arts education, his revised paradigm really sought access to both liberal arts and vocational training curricula. He especially wanted youth to have viable options for pursing either. The primary author provides reflexive insights into how the course of this investigation shaped her own understanding of her relationship to academia, her advocacy for underrepresented students, and her commitment to pursue secondary licensure and a Master's degree in education within a formal teacher preparation program. The investigation furthered her social justice-oriented commitment to strive for equity working toward the realization of Du Bois' emancipatory, transformative educational paradigm.
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Phillips, Ruth. "‘Empowerment’ as women’s emancipation? A global analysis of the empowerment paradigm and the influence of feminism in women’s NGOs1." In Women's Emancipation and Civil Society Organisations. Policy Press, 2016. http://dx.doi.org/10.1332/policypress/9781447324775.003.0002.

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This chapter analyses the ‘empowerment paradigm’ that informs many gender equality policies and programmes. The discussion draws on the findings of a global study inquiring into women’s NGOs; their understanding of empowerment and gender equality and how these inform their work. The chapter explores how concepts of gender equality and empowerment can be seen as emancipatory and how they are understood and applied at a global social policy level. Furthermore, given the intrinsic relationship between women’s emancipation and feminism, the chapter also explores the contemporary role of feminism within women’s NGOs. The data supports a critical analysis of the way that the concept of empowerment has become simultaneously subverted and yet highly influential within gender equality policy and practice.
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Holbo, Christine. "The Novel in the Era of Plessy." In Legal Realisms, 15–86. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190604547.003.0002.

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The transformation of literary realism in the late nineteenth century took place within the context of a categorical shift in American social epistemologies. The first chapter presents an interdisciplinary, generational portrait of this shift by examining a set of key texts from the years 1896–98 as summaries of the reconstruction of law, literature, and philosophy since the Civil War. Two important works by the James brothers, philosopher William James’s “The Sentiment of Rationality” and Henry James’s What Maisie Knew, demonstrate how the relationship between “sentiment” and “rationality” had been transformed. By attacking the nineteenth century’s trust in the emotions alongside its belief in a transcendent concept of reason, William and Henry James made a case for a new kind of moral imagination grounded in the uncertainty of the emotions and the unknowability of other selves. While the James brothers greeted the collapse of the sentimental paradigm as an emancipatory moment for individuals and for the novel itself, the lawyer and novelist Albion Tourgée saw it as imperiling the ability of Americans to speak, write, or think about freedom. Best known as Homer Plessy’s lawyer in Plessy v. Ferguson, Tourgée was also the most passionate defender of the emancipatory role of the sentimental novel. Exploring Tourgée’s opposition to pluralistic relativism in his brief on behalf of Homer Plessy and his literary analysis of Harriet Beecher Stowe’s Uncle Tom’s Cabin, this chapter explores the opposition between the Jameses’ celebratory vision of epistemological perspectivalism and Tourgée’s defense of sentimental reason.
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Kersten, Carool. "Bourgeois Islam and Muslims Without Mosques." In Islam after Liberalism, 167–88. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190851279.003.0009.

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Within the context of Indonesia’s encounters with liberalism in late colonial and postcolonial times, this chapter examines Muslim discourses that are critical of both Western liberal ideology and its Islamist detractors. After problematizing the existing categories of Islamic neo-modernism, Liberal Islam, and Islamic liberalism, the chapter focuses on alternative discourses formulated by Muslim intellectuals from both traditionalist and modernist-reformist Islamic backgrounds during the Reformasi era when Indonesia transitioned from a military autocracy to a democratic system of governance. Islamic Post-Traditionalists draws on poststructuralism and postcolonial theory to offer an emancipatory trajectory for Indonesian Muslims in the twenty-first century, while modernist-reformist intellectuals have drawn on the social sciences to develop a new paradigm referred to as Transformative Islam. Instead of presenting sweeping ideas, this younger generation is more concerned with translating new regimes of knowledge into applied thinking about concrete issues, such as democratization, development, justice and battling corruption.
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"Dissent in the academy According to Karl Marx, the purpose of intellectual inquiry was not simply to understand the world, but more importantly, to change it. Whilst Marxism is no longer influential within universities, the last forty years has seen a dramatic rise in the number of new social movements seeking to change the way our societies are organised. Hence, 'New developments in social theory, in the form of postmodern and post structuralist theory, have replaced Marxism as a way of thinking critically about the world.. . ' . Thus, whilst Althusser viewed Marxism as a science, the critical theorists see it as an emancipatory movement akin to psychoanalysis. Postmodern and poststructuralist thought poses serious challenges to the epistemological foundations of both Marxism and critical theory, proposing a further way of being critical in the academy. This paradigm­ atic shift, away from assumptions that the external world can be appre­ hended accurately through the senses and via information processing systems, leads to the belief that it is impossible to view the world directly. This shift is often referred to as the shift from 'world to word' . 'Know­." In Deconstructing Evidence-Based Practice, 152. Routledge, 2004. http://dx.doi.org/10.4324/9780203422311-23.

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Conference papers on the topic "Emancipatory paradigms"

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Noel, Lesley-Ann. "Promoting an emancipatory research paradigm in Design Education and Practice." In Design Research Society Conference 2016. Design Research Society, 2016. http://dx.doi.org/10.21606/drs.2016.355.

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