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Keating, James F. "Aquinas and Radical Orthodoxy: A Critical Inquiry by Paul DeHart." Thomist: A Speculative Quarterly Review 79, no. 1 (2015): 155–60. http://dx.doi.org/10.1353/tho.2015.0024.
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Hiles, David. "Qualitative inquiry, mixed methods and the logic of scientific inquiry." QMiP Bulletin 1, no. 17 (2014): 49–62. http://dx.doi.org/10.53841/bpsqmip.2014.1.17.49.
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This paper is concerned with exploring what is needed in making progress towards establishing a mature methodology for human and social inquiry. The approach that is proposed takes the somewhat radical position which sees the distinction between qualitative and quantitative methodologies as little more than a red herring. When focus is placed upon the type of data being collected, rather than on the research design, the result is merely a polarization of the different methodological approaches, deflecting away from what is the underlying critical issue – the logic of inquiry. The crucial insight here is that at least three fundamentally different logics of inquiry can be distinguished: (i) theory–driven; (ii) data–driven; and (iii) explanation–driven, each with its own inherent patterns of logical reasoning. These different logics of inquiry have radical implications for research design, and in particular, the phrasing of the research question(s). This in turn has major implications for the clarification of what is really at stake in the confrontation between qualitative and quantitative, with respect to paradigm assumptions, formulating the research question, sampling, data collection, analysis, and critical evaluation, etc. Moreover, the ongoing debate surrounding the issue of mixed method design can be rey–focussed on how contrasting logics of inquiry can come to be combined into one research programme. It needs to be acknowledged that mixed methods probably has a surprisingly long history, and is more inherent to the scientific method than is commonly acknowledged. By facing these issues, the pay–off is a more authentic picture of what ‘the scientific method’ might actually entail for psychology.
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Mackenzie, Jon. "Aquinas and Radical Orthodoxy: A Critical Inquiry - By Paul J. DeHart." International Journal of Systematic Theology 16, no. 4 (September 25, 2014): 483–86. http://dx.doi.org/10.1111/j.1468-2400.2014.00665.x.
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Cohen, Elliot. "Transpersonal psychology as critical/radical psychology." Transpersonal Psychology Review 24, no. 1 (2022): 24–26. http://dx.doi.org/10.53841/bpstran.2022.24.1.24.
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Editor’s note: this article is a summary of the Keynote at the Section Annual Conference Transpersonal Activism on 12 September 2021.Despite its designation as the ‘Fourth Force,’ Transpersonal Psychology often occupies a peripheral and precarious place within mainstream Psychological approaches. Its historic focus on mystical/spiritual and non-ordinary states of consciousness, coupled with its continued emphasis on subjective and experiential inquiry, have often led to it being excluded in favour of more materialist, positivistic paradigms that currently dominate the discipline. Rather than attempt to simply adapt and assimilate into more mainstream, conventional forms of Psychology, Transpersonal Psychology has a unique opportunity to actively embrace its otherness and outsider status; to pursue authentic interdisciplinary encounters and pioneer more inclusive and radical approaches to research methods. In contemporary Humanistic and Engaged expressions of Eastern Wisdom Traditions (specifically Hinduism, Buddhism and Daoism) one may observe the increasing emphasis on ecological awareness, recovery of the Divine Feminine and more spiritually informed approaches to social justice. To avoid accusations of remoteness, solipsism and spiritual bypassing, Transpersonal Psychologists also need to better attend and creatively respond to prevailing political and socioeconomic conditions. In this keynote I will demonstrate how Transpersonal Psychology has at its heart, always constituted a critical/radical approach to Psychology and still retains the capacity to reinvigorate, re-enchant, transform and transcend.
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Hoffman, Julie Wasmund, and Jennifer L. Martin. "Critical Social Justice Inquiry Circles: Using Counter-Story as a Counter-Hegemonic Project." Qualitative Inquiry 26, no. 6 (July 7, 2019): 687–94. http://dx.doi.org/10.1177/1077800419859028.
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This article presents a qualitative dialogic poetic response in the form of a critical social justice inquiry circle and a critical reading of Long Way Down by Jason Reynolds as poetry and as an intentional gesture of listening as activism. This discourse is one of resistance to the acritical/apolitical nature of schooling and to prepare hegemonic/White educators to become culturally responsive (ala Milner) and to devise a new critical methodology, we embark on this radical proposition. Our use of critical social justice inquiry circles using poetic dialogue is inspired by Denzin’s conception of Critical Performance Pedagogy.
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White, Carolyne J., Fausta Schiavone, Naomi Campbell, and Daisha Carson. "Bearing Witness to Ontological Inquiry: Being Activists for Radical Democracy." Cultural Studies ↔ Critical Methodologies 20, no. 6 (March 22, 2020): 565–74. http://dx.doi.org/10.1177/1532708620912804.
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The authors write a queered autoethnographic text that illuminates a course encounter with ontological inquiry to prepare radically democratic citizen-leaders and activist educators within the constraints of the corporatized neoliberal university. They seek to touch, move, and inspire readers to experiment with this counterintuitive form of learning as a critical pathway toward the realization of John Dewey’s moral meaning of democracy and the institutions of the society foster the all-around growth of all participants.
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Lasczik, Alexandra, David Rousell, and Amy Cutter-Mackenzie-Knowles. "Walking as a radical and critical art of inquiry: Embodiment, place and entanglement." International Journal of Education Through Art 17, no. 1 (March 1, 2021): 3–11. http://dx.doi.org/10.1386/eta_00047_2.
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Farkas, Johan, Jannick Schou, and Christina Neumayer. "Cloaked Facebook pages: Exploring fake Islamist propaganda in social media." New Media & Society 20, no. 5 (May 19, 2017): 1850–67. http://dx.doi.org/10.1177/1461444817707759.
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This research analyses cloaked Facebook pages that are created to spread political propaganda by cloaking a user profile and imitating the identity of a political opponent in order to spark hateful and aggressive reactions. This inquiry is pursued through a multi-sited online ethnographic case study of Danish Facebook pages disguised as radical Islamist pages, which provoked racist and anti-Muslim reactions as well as negative sentiments towards refugees and immigrants in Denmark in general. Drawing on Jessie Daniels’ critical insights into cloaked websites, this research furthermore analyses the epistemological, methodological and conceptual challenges of online propaganda. It enhances our understanding of disinformation and propaganda in an increasingly interactive social media environment and contributes to a critical inquiry into social media and subversive politics.
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Winter, Rainer. "The Idea of Equality and Qualitative Inquiry." Qualitative Inquiry 23, no. 1 (July 9, 2016): 27–33. http://dx.doi.org/10.1177/1077800416657102.
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With his path-breaking The Qualitative Manifesto. A Call to Arms (2010), Norman Denzin calls for qualitative inquiry to be carried out with the aim of contributing to the empowerment of subjects involved in the research. He pleads passionately and vehemently in favor of a research process that is led by the ideal of social justice. My contribution wants to plead for making radical equality between researchers and research subjects a core element of qualitative inquiries as well. For this purpose, I will turn to the work of the French philosopher Jacques Rancière, who has been largely ignored in qualitative inquiry. His work, though, is of central importance for critical qualitative research. The idea of equality opens up a new and more profound understanding of politics that would allow us to specify the political meaning of qualitative studies in late capitalism more accurately.
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Drew, Valerie, Mark Priestley, and Maureen K. Michael. "Curriculum development through critical collaborative professional enquiry." Journal of Professional Capital and Community 1, no. 1 (January 11, 2016): 92–106. http://dx.doi.org/10.1108/jpcc-09-2015-0006.
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Purpose – In recent years, there has been considerable interest within education policy in collaborative professional enquiry/inquiry methodologies, both as an alternative to top-down implementation of change and for the purpose of fostering educational improvement. However, researchers have been critical of this approach, pointing to various concerns: these include the risk of reducing a developmental methodology to an instrumental means for delivering policy, as well as issues around sustainability of practices. The purpose of this paper is to describe a Scottish university/local authority partnership, which developed an approach entitled Critical Collaborative Professional Enquiry, designed to address some of these concerns. The paper also reports on empirical outcomes related to the partnership project. Design/methodology/approach – This interpretivist study generated qualitative data from multiple sources, utilising a range of methods including semi-structured interviews with teachers and school leaders, evaluation surveys and analysis of artefacts developed during the inquiry phases of the project. Findings – This programme exerted a powerful effect on the teachers who participated. The research suggests that teachers developed better understandings of the curriculum, and of curriculum development processes. There is evidence of innovation in pedagogy, some sustained and radical in nature, and further evidence of changes to the cultures of the participating schools, for example, a shift towards more democratic ways of working. Originality/value – This paper reports upon an original approach to curriculum development, with considerable potential to transform the ways in which schools approach innovation.
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Postiglione, Enrico. "QUESTIONS AND PERFORMATIVE ACTS OF LANGUAGE - COMMUNITIES OF INQUIRY AS CONVENTIONAL CONTEXTS." childhood & philosophy 14, no. 31 (September 12, 2018): 685–702. http://dx.doi.org/10.12957/childphilo.2018.30843.
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‘Philosophy for Children’, firstly proposed by Matthew Lipman, aims to nourish both critical thinking and argumentative ability of participants. This model conceives of children as a crucial resource for social development: their thought is supposed to be free from undisputable dogmas and theories. Therefore, their questions about philosophical issues can shed new light on them, or even underline some contradictions of the adult-like society, that we unconsciously tend to disregard. The philosophical background of P4C pushes for an in-practice philosophy, highlighting the value of critical thinking and ambitious questioning against a docile acceptance of well-established theories (and social practices). Yet, a radical interpretation of this claim results in a widespread relativism that would mislead models such as P4C from their own goals. In this paper, resulting from the observation of several P4C sessions, I argue that, although they are supposed to be cross-sections of social environments, communities of inquiry as defined by Lipman are conventional (ceremonial) contexts: the sentences pronounced within the community, are highly performative. Moreover, the quality of research crucially rests on the epistemic openness of a jointly-chosen question, that influences the following discussion. However, sometimes social and cultural differences among participants are not completely erased within heterogeneous communities of inquiry. Hence, by rejecting the radical interpretation, I propose a methodological integration to the standard P4C model, that could assure both participation and epistemic openness even in heterogeneous communities.
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King-White, Ryan. "Oh Henry!: Physical Cultural Studies’ Critical Pedagogical Imperative." Sociology of Sport Journal 29, no. 3 (September 2012): 385–408. http://dx.doi.org/10.1123/ssj.29.3.385.
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Over the past 30 years Physical Cultural Studies (PCS) (Andrews, 2008) has grown in the United States. This form of radical inquiry has been heavily influenced by the British Center for Contemporary Cultural Studies. PCS research has focused on the various ways the corporeal has been a/effected by, and, indeed, (re)informs the contemporary socioeconomic context. However, while theoretical rigor has long been the norm in American PCS, I argue that the critical (public) pedagogy that radically contextual Cultural Studies has always called for has been a little slower in developing. As such, I will demonstrate how Henry Giroux’s influence in, on, and for critical pedagogy has more recently become and should be an essential component of PCS—particularly in our classrooms. As such, I will provide examples outlining how critical pedagogy informs my classroom practices to begin the dialogue about what constitutes good pedagogical work.
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Moss, Pamela, and Isabel Dyck. "Inquiry into Environment and Body: Women, Work, and Chronic Illness." Environment and Planning D: Society and Space 14, no. 6 (December 1996): 737–53. http://dx.doi.org/10.1068/d140737.
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The recent call for the reorientation of analysis in medical geography to more critical approaches has been met with both enthusiasm and caution. Critical theories of health and health care services are emerging, which complement the well-developed focus on the spatial aspects of disease and service delivery. Yet in reconceptualising the links between place, space, and health, care must be taken in theorising in context experiences of health and illness. By context we mean the richly textured social formation wherein social relations are threads of a tapestry woven together. One topic which lends itself to such an inquiry is how material and discursive bodies combine to create identities for women with chronic illness around issues of gender and (dis)ability within the context of the wider social political economy. In this paper, we propose a feminist political economic analysis of environment and body as an addition to the critical frameworks emerging in medical geography. We first discuss what a radical body politics entails conceptually. Then we make suggestions with regard to undertaking such inquiry, using in illustration empirical work on women's reshaping of their environment in response to chronic illness. This type of investigation extends previous work on the formation of women's identities, experiences of chronic illness, and the materiality of everyday life. Last, we recast the concepts of environment, body, and identity formation while maintaining a commitment to the fluidity of conceptual and material boundaries.
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Caraballo, Limarys, Brian D. Lozenski, Jamila J. Lyiscott, and Ernest Morrell. "YPAR and Critical Epistemologies: Rethinking Education Research." Review of Research in Education 41, no. 1 (March 2017): 311–36. http://dx.doi.org/10.3102/0091732x16686948.
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Knowledges from academic and professional research-based institutions have long been valued over the organic intellectualism of those who are most affected by educational and social inequities. In contrast, participatory action research (PAR) projects are collective investigations that rely on indigenous knowledge, combined with the desire to take individual and/or collective action. PAR with youth (YPAR) engages in rigorous research inquiries and represents a radical effort in education research to value the inquiry-based knowledge production of the youth who directly experience the educational contexts that scholars endeavor to understand. In this chapter, we outline the foundations of YPAR and examine the distinct epistemological, methodological, and pedagogical contributions of an interdisciplinary corpus of YPAR studies and scholarship. We outline the origins and disciplines of YPAR and make a case for its role in education research, discuss its contributions to the field and the tensions and possibilities of YPAR across disciplines, and close by proposing a YPAR critical-epistemological framework that centers youth and their communities, alongside practitioners, scholars, and researchers, as knowledge producers and change agents for social justice.
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Dorstewitz, Philipp. "Imagining Social Transformations: Territory Making and the Project of Radical Pragmatism." Contemporary Pragmatism 13, no. 4 (December 1, 2016): 361–81. http://dx.doi.org/10.1163/18758185-01304002.
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Saskia Sassen today and Jane Adams more than 100 years ago are both social scientists and public philosophers of reconstruction. Both offer defining contributions to a philosophical tradition that will be identified here as “radical pragmatism”. Sassen’s theoretical stance “before method” serves as a key to understand Addams’s locally embedded urban activist projects as a form of social scientific inquiry. Sassen introduces the concept of “territory making” as a spark of hope against rampant and destructive global trends of “expulsions”, which her approach reveals. In this article this concept of “territory making” will be explored in various contexts and with particular attention to Addams’s Hull house project. It will be shown how a pragmatist brand of human imagination is critical in “territory making”. This leads to reconsidering the role of art in social transformation projects.
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Tiercelin, Claudine. "In Defense of a Critical Commonsensist Conception of Knowledge." International Journal for the Study of Skepticism 6, no. 2-3 (May 23, 2016): 182–202. http://dx.doi.org/10.1163/22105700-00603007.
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Questioning doubt is much more recent than questioning knowledge, and may be traced back to Charles Sanders Peirce and Ludwig Wittgenstein. Both have a close pragmatist strategy and reject the relevance of the radical Cartesian scenario. However, despite a common diagnosis of what goes wrong with the sceptic and of some illusions he entertains about thinking, knowledge, and the way they are related to practice and action, the replies are not the same. Whereas Wittgenstein wavers between a realistic reaction and a neo-Pyrrhonian attitude, Peirce’s offensive attack strongly relies on a metaphysical and scientific version of realism and on a critical Common Sensist method of inquiry. Both philosophers insist on relying on first principles or hinge propositions, but also illustrate rather different views about these. The aim of this paper is to try and show how and why, in the end, Peirce’s Critical Commonsensist and fallibilistic attitude seems a better strategy, both as an account of the logic of our epistemic practices and as a convincing parry to scepticism.
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Huang, Carolin. "On the Importance of Theory in LIAS: A Review of Literature on Radical Librarianship in Canada." Journal of Contemporary Issues in Education 15, no. 1 (June 28, 2020): 4–21. http://dx.doi.org/10.20355/jcie29388.
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With the decline of social services in welfare states, libraries have come to represent the final frontier of democracy amongst privatizing public institutions. This view of libraries is especially prevalent in the media but is more carefully analyzed in critical LIAS (library, information, and archival studies). Because of the urgency of the position that librarianship holds in our society, social-justice-oriented perspectives have flourished in the library setting. This paper overviews the state of radical librarianship in Canada through a collection and analysis of resources on said subject. It argues for the importance of theoretical thinking in radical librarianship, that challenges the epistemological paradigms that dominate LIAS and acknowledges the ongoing institutional violence perpetuated by the library and information sector. With respect to the value of intellectual labour, the intention of this paper is to encourage further inquiry into the subject of radical librarianship so as to continue nurturing these pockets of dissent.
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Kyrillidou, Martha, Colleen Cook, and Sarah Lippincott. "Capturing digital developments through qualitative inquiry." Performance Measurement and Metrics 17, no. 1 (April 11, 2016): 45–54. http://dx.doi.org/10.1108/pmm-03-2016-0007.
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Purpose – The purpose of this paper is to describe a model of digital library (DL) work that surfaced through the ARL Profiles 2010 and resonates current work underway by the large-scale DL projects like DPLA, SHARE, Hathitrust, Academic Preservation Trust, and Digital Preservation Network. Design/methodology/approach – In total, 86 ARL members submitted institutional profiles that were analyzed using Atlas.ti and surfaced major themes that comprise the mission of research libraries including serving the public good, expanding their presence globally, setting standards for access and quality, needing to explore best practices, and being visible at the national and international levels. Findings – The analysis of the narratives identified three key areas for DL developments: first, digitized special collections, second, acquiring digital content, and third, developing digital services (Figure 1). Specific examples and context are provided in the paper. Research limitations/implications – The qualitative data collected from these profiles demonstrate that libraries are transforming their services to leverage digital technologies and meet the changing needs of their users. The approach was open ended and allowed libraries to celebrate their strengths and unique context. Some of the disadvantages of this approach include the amount of work both on behalf of the participating libraries as well as on behalf of the analysts and the difficulty of comparing libraries with one another. Originality/value – This was the first time ARL attempted to describe research libraries using narrative descriptions. The approach complements the traditional ARL Statistics and offers a viable alternative in a future environment that is dominated by radical change. This qualitative approach deployed here is critical for describing DL developments as current large-scale digitization projects have extended the directions that were surfacing in these profiles and have major implications for the future of digital content and research. Future research in this area is strongly encouraged.
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Spencer, Mark K. "Aquinas and Radical Orthodoxy: A Critical Inquiry, by Paul J. DeHart. Pp. xvi, 237, London/NY, Routledge, 2012, $125.00." Heythrop Journal 59, no. 3 (April 16, 2018): 615–16. http://dx.doi.org/10.1111/heyj.12964.
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Pręgowski, Michał Piotr. "Your Dog is Your Teacher: Contemporary Dog Training Beyond Radical Behaviorism." Society & Animals 23, no. 6 (November 16, 2015): 525–43. http://dx.doi.org/10.1163/15685306-12341383.
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Contemporary dog training and the ongoing changes within this field, particularly ones related to perceptions of dogs and their roles, are interesting topics for academic inquiry. Present practices generally rely upon either the pack-and-dominance concept—leading to top-down, discipline-heavy treatment—or behaviorism and operant conditioning, where great emphasis is placed on positive reinforcement. The “positive” approach underlies state-of-the-art training programs of the second decade of the 21st century. Authors of such programs go beyond the limitations of behaviorism, embracing up-to-date information about the emotional and cognitive abilities of dogs—something that trainers strongly attached to behaviorism are prone to overlook. Such a new approach to dog training does not oppose critical anthropomorphism, and it challenges prior understanding of the dog-human relationship. The relationship in question ceases to be unilateral and becomes a bond of mutual benefit, where a force-free, reward-based method of training is in unison with advertising the self-development potential for humans.
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Kopnina, Helen, and Maria Helena Saari. "If a Tree Falls: Business Students Learning Active Citizenship from Environmentalists." Education Sciences 9, no. 4 (November 30, 2019): 284. http://dx.doi.org/10.3390/educsci9040284.
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This article presents and discusses student assignments reflecting on the documentary film If a Tree Falls, written as part of the Business Ethics and Sustainability course at The Hague University of Applied Sciences. This article follows two lines of inquiry. First, it challenges mainstream environmental education, supporting critical pedagogy and ecopedagogy. These pedagogies, which advocate pedagogy for radical change, offer a distinct and valuable contribution to sustainability education, enabling students to critically examine normative assumptions, and learn about ethical relativity, and citizenship engagement from environmentalists. The discussion of “lessons of radical environmentalism” is pertinent to the question of what types of actions are likely to achieve the widely acceptable long-term societal change. While this article focuses on student reflection on a film about radical environmentalism, this article also discusses many forms of activism and raises the question of what can be considered effective activism and active citizenship in the context of the philosophy of (environmental or sustainability) education in connection didactics and curriculum studies. Second, this article argues for the need for reformed democracy and inclusive pluralism that recognizes the needs of nonhuman species, ecocentrism, and deep ecology. The connection between these two purposes is expressed in the design of the student assignment: It is described as a case study, which employs critical pedagogy and ecopedagogy.
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Brekoulakis, Stavros. "The Evolution of Public Policy and Judicial Function in English Law." Journal of International Dispute Settlement 10, no. 3 (July 6, 2019): 472–95. http://dx.doi.org/10.1093/jnlids/idz012.
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Abstract This article is concerned with the function of English judges in employing the doctrine of public policy to decide cases under common law. For the first time, the article offers a critical appraisal of the recent evolution of public policy and decision making under English law from a structured doctrine of legal rules and limited judicial discretion to an open-ended principle of subjective evaluations. The main thesis of the article is that the latest judicial amendment of the nature of the public policy inquiry constitutes a radical and unnecessary departure from generally accepted propositions on the appropriate function of English judges in addressing issues of public policy.
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Wilson, Matthew W. "On being technopositional in digital geographies." cultural geographies 25, no. 1 (November 23, 2017): 7–21. http://dx.doi.org/10.1177/1474474017743030.
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The rising interest in the digital within geography has created an opportunity to reassert the role and responsibility of academic inquiry – to study and to do, to understand and to intervene, to put thought into action, to be technopositional. Indeed, a groundswell of interest in what is termed ‘digital geographies’ across Anglophone human geography has been marked by the recent organization of working and specialty groups of the Royal Geographical Society and the American Association of Geographers. Whether political ecologies, economic and urban geographies, critical mapping, or cultural geographies, the subfields of our discipline are increasingly digital – both in how inquiry proceeds and in the object of inquiry itself. Therefore, it is timely to take stock of the role of the digital in the wider discipline, to better articulate a distinctly technopositional stance. In this cultural geographies Annual Lecture, I reflect on the launch of the journal in 1994 (under the name Ecumene) and its relaunch in 2002. I contemplate the simultaneous technophilic currents within the discipline and the ‘GIS wars’ which were being waged at that time. In doing so, I outline current opportunities (and urgencies) for technocultural geographies which are responsible and responsive, situated by the shifting registers of the digital in geographical scholarship, public imaginaries and attention economies, and radical engagements.
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Dixon, Bill. "Who Needs Critical Friends? Independent Advisory Groups in the Age of the Police and Crime Commissioner." Policing: A Journal of Policy and Practice 14, no. 3 (September 7, 2018): 686–97. http://dx.doi.org/10.1093/police/pay068.
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Abstract In the early 2000s, many police forces in England and Wales set up independent advisory groups (IAGs) following an inquiry into the flawed investigation of the murder of a black teenager, Stephen Lawrence, by London's Metropolitan Police. Members of IAGs were to act as critical friends of the police providing independent advice on policies, procedures and practices, thus ensuring that no section of their local community was disadvantaged through a lack of understanding, ignorance or mistaken beliefs. Based on a case study of an IAG in an English police force, this article reviews the operation of IAGs following the radical changes made to police governance by the introduction of directly elected police and crime commissioners (PCCs). Its main argument is that more thought needs to be given to the role of IAGs in this new landscape and urgent steps taken to clarify their relationships with police forces and PCCs.
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Foster, J. Ashley, Sarah M. Horowitz, and Laurie Allen. "Changing the Subject: Archives, Technology, and Radical Counter-Narratives of Peace." Radical Teacher 105 (July 7, 2016): 11–22. http://dx.doi.org/10.5195/rt.2016.280.
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This article argues that performing the recovery of pacifist art and actions through archival research of the modernist era encourages students to engage in radical ethical inquiry. Based on four sections of a writing class at Haverford College, this article walks the reader through the construction of a student digital humanities and special collections exhibition, Testimonies in Art & Action: Igniting Pacifism in the Face of Total War, which ran from October 6 to December 11, 2015 in Haverford College’s Magill Library. The exhibition placed archival materials in conversation with the major modernist pacifist documentary projects of Langston Hughes’s Spanish Civil War poetry and dispatches, Muriel Rukeyser’s “Mediterranean,” Pablo Picasso’s Guernica, and Virginia Woolf’s Three Guineas. This undertaking was driven by the questions, “How does one respond ethically to total war?” and “How can archival and special collections research do the works of peace?” Built around the work of these classes and materials from Haverford’s Quaker & Special Collections, Testimonies in Art & Action allowed students to deeply interrogate a variety of pacifisms and become producers of a critical discourse that challenges the status quo position that violence is perpetually necessary and the most important aspect of world history.
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Carignan, Nicole, Michael Sanders, and Roland G. Pourdavood. "Racism and Ethnocentrism: Social Representations of Preservice Teachers in the Context of Multi- and Intercultural Education." International Journal of Qualitative Methods 4, no. 3 (September 2005): 1–19. http://dx.doi.org/10.1177/160940690500400301.
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Using a constructivist inquiry paradigm, the authors attempted in their content analysis to understand the social representations on race and ethnocentrism of preservice secondary teachers studying in an urban university in a Midwest city in the United States. Although social representations can be understood as something in which our participants deeply believe, this study suggests that racial and ethnocentric biases should be examined in the context of multi- and intercultural education. The authors favor a way of revisiting taken-for-granted ideas toward traditional, liberal, and critical or radical multiculturalism. They argue for the recognition not only of the differences and diversity of students (multicultural perspective) but also of the way in which teachers understand, communicate, and interact with them (intercultural perspective).
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Whipps, Judy D. "Ethical Obligations of Thinking in Dark Times: A Deweyan Reading of Hannah Arendt." Contemporary Pragmatism 16, no. 2-3 (May 17, 2019): 201–16. http://dx.doi.org/10.1163/18758185-01602004.
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The current global wave of nationalism threatens the process of shared critical reflection, driving many of us back to reading Hannah Arendt. These “dark times” are especially challenging from a Deweyan pragmatist perspective because critical and cooperative inquiry requires a free community of thinkers. Having lived in a near-fascist religious group for fifteen years, this essay brings personal experiences to the questions of how we think as well as create spaces for diverse yet shared realities to think and act in freedom. Drawing on Arendt as well as Dewey, Addams, and Minnich, this essay explores three necessities for integrity in dark times: (a) Radical honesty and reflection which requires facing up to reality and being mindful about events in our world; (b) Building communities: creating shared reality and public spaces to appear, (c) Developing the skills of engaged thinking and the capacity for deep reflection as a foundation for action together.
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Brooks, John. "Antiessentialist Form: The Bebop Effect of Percival Everett's Erasure." PMLA/Publications of the Modern Language Association of America 134, no. 5 (October 2019): 1042–55. http://dx.doi.org/10.1632/pmla.2019.134.5.1042.
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Reading Percival Everett's novel Erasure through the musical techniques of 1940s bebop jazz shows how experimental and improvisational musical performances structure and animate this literary work. By mixing genres, and by creating a sensibility of what I call disharmonious harmony—a dissonance that deconstructs notions of paradigmatic identities—Erasure destabilizes the idea of literary category and prompts critical inquiry into the legitimacy of racial representation, provoking the reader to confront the racial discourse that supplements processes of reading and interpretation. Everett's bebop sensibility is a device of radical blackness because it incites the reader to question the viability of categorization in all its forms, but particularly in the groupings through which the racial episteme of the modern period makes legible the idea of African American identity and experience.
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Cantillo Lucuara, Mayron Estefan. "“Come, Dark-eyed Sleep”: Michael Field and the Performance of the Lyric as a Radical Fantasy." Revista Alicantina de Estudios Ingleses, no. 35 (July 28, 2021): 43. http://dx.doi.org/10.14198/raei.2021.35.02.
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This article seeks to illustrate how the Michael Fields articulate their Sapphic poetry in Long Ago (1889) not only in keeping with their own Shakespearean aspirations and with Robert Browning’s hybrid formula of dramatic lyrics, but also in connection with Jonathan Culler’s theory of the lyric as a performative genre. Much recent scholarship has broken ground in the rediscovery and reappraisal of the Fields’ literary stature, yet the general critical approach has been divisive in addressing their poetry and their verse dramas separately. Some critics have taken heed of how their lyrics in general exhibit an intrinsic dramatic temper, yet no systematic inquiry has discussed how this lyrical dramaticity is manifest in any particular instance. Thus, this article singles out Long Ago’s second poem for its powerful performative energy, offering a close reading of each line, and demonstrating that it amounts to a hybrid dramatic lyric, as well as a tragic and transgressive performance in which a new Sappho takes centre stage as a Dionysian apologist of radical erotic fantasies.
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Eckersley, Robyn. "Geopolitan Democracy in the Anthropocene." Political Studies 65, no. 4 (April 17, 2017): 983–99. http://dx.doi.org/10.1177/0032321717695293.
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The proposed new epoch of the Anthropocene, whereby humans have become the dominant geological force shaping Earth systems, has attracted considerable interest in the social sciences and humanities but only scant attention from democratic theorists. This inquiry draws out the democratic problems associated with the two opposing narratives on governing the Anthropocene – Earth systems governance and ecomodernism – and juxtaposes them with a more critical narrative that draws out the democratic potential of the Anthropocene as a new source of critique of liberal democracy and a new resource for democratic renewal. While Ulrich Beck welcomed reflexive cosmopolitan democracy (understood as a civil culture of responsibility across borders) as the appropriate response to the world risk society, this narrative develops an account of hyper-reflexive ‘geopolitan democracy’ based on a more radical extension of democratic horizons of space, time, community and agency as the appropriate response to navigating the Anthropocene.
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Griffiths, Paul J. "Aquinas and Radical Orthodoxy: A Critical Inquiry by Paul J. DeHart, Routledge, 2012 (ISBN 978-0-4158-9241-4), xvi + 237 pp., hb $125." Reviews in Religion & Theology 20, no. 4 (September 2013): 563–66. http://dx.doi.org/10.1111/rirt.12214.
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Baumgartner, Brad D. "Potentiality of the Present: Exploring Speculative Realism VIA Spatial Theory." Human Geography 5, no. 1 (March 2012): 36–41. http://dx.doi.org/10.1177/194277861200500104.
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In this essay, I propose a new alliance between speculative realism and spatial theory. Whether interpreted as an avant-garde movement or simply as part of an evolution in human thought, the Speculative Turn in continental philosophy has an important link to spatial studies, a field replete with the study of imaginative and speculative texts. By applying various spatial theories to this unique philosophical movement, and thereby implicating ourselves within a space where we become linked in spatial being, we can endeavor to think the absolute from a place of ‘radical contingency’ and spatiality. This analysis, then, historicizes the movement via its academic and para-academic manifestations, as it asserts a mode of remembering that invokes the loss of cultural amnesia. Thus, it demonstrates that speculative realism is a good candidate for further critical inquiry, but also that spatial studies, with its interdisciplinary lens often informing and creating the cultural worlds we inhabit, is a good candidate for speculative realism to cast its exploratory vision.
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Payne, Phillip G. "Critical Curriculum Theory and Slow Ecopedagogical Activism." Australian Journal of Environmental Education 31, no. 2 (October 15, 2015): 165–93. http://dx.doi.org/10.1017/aee.2015.32.
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AbstractEnacting a critical environmental education curriculum theory with 8- to 9-year-old children in 1978 is now ‘restoried’ in a ‘history of the present/future’ like ‘case study’ for prosecuting five interrelated problems confronting progress in environmental education and its research. They are: the intense heat of the Anthropocene; the accelerating speed of the Dromosphere; the deep cuts of neoliberalism's policing of the cognitive capitalism of the corporate university and public education; the entrepreneurial entry of sustainababble into the discourse of education; and the digital colonisation of its pedagogical practices. The once radical promise of environmental education to serve as a critique of education partially through its ‘language’ (Le Grange, 2013) of empowerment, agency, transformation, contestation, ideology, ethics, action, praxis and change demands revitalisation; hence, this belated restorying of the 1978 case. The time is right; at least in some academic/educational settings where the ‘new materialism’ notions of critical, agency and action remain much more than a fading memory or convenient text. New theory helps restory this old curriculum theory and its slow ecopedagogical activism. In this ‘old’, the critical curriculum theory (re)positioned young children and their teacher as action researchers of their own embodied socio-environmental relations. Through highly inclusive and participatory practices of outdoor and indoor ecopedagogy, children became ethically active ‘citizens’, capable of democratically enacting political and Political change. This ‘active responsibility for the environment’ was, indeed, a key purpose, or promise, of environmental education when the field was formalised in the 1970s. Elements of children's (eco)aesthetics-environmental ethics and ecopolitics are described in this case account of the ‘environmental design’ of a radical curriculum innovation that critically emphasised the ‘humanly-constructive’ educational conditions that enable agency (Payne, 1995, 1999a). Such enablements were only ever assumed in the ‘socially critical’ theorisations of curriculum and pedagogy developed in Australia in the early 1980s. For researchers, this partially autoethnographic narrating of the old case describes the children's (embodied) experiences and locally emplaced agencies in newer theoretical ‘figurations’ of their ‘body~time~space’ relationalities. Children's outdoor ‘expeditions’, interdisciplinary inquiries, literacy development, scientific investigations, and personal and public activisms are described. Revealing these micro figurational relationalities in slow ecopedagogical contexts of the environmental design of education (Payne, 2014) is consistent with Robottom and Hart's (1993) too often forgotten ‘old’ call for researchers and practitioners to clarify the presuppositions they make about the trilogy of ontology-epistemology and methodology in framing, conceptualising, contextualising, representing, and legitimating the research problem and its questions. This restorying and history of the present/future is alert to (but cannot develop) aspects of contemporary ‘high’ theory drawn from the humanities, social sciences and arts that prioritises the politics of ontological deliberation and the ecologies of things, (re)claims a material disposition in empirical inquiry and critique while speculating about non-anthropocentric ‘thought’ responsive to the ‘new’ rallying point of, for example, the Anthropocene. In sum, new theory helps restory the critical, creative, expressive and experimental forms of re-theorising the persistent problematic of human and non-human nature relations and the role of education — well on display in this ‘old.’ This revitalised history of the present/future aims to revive critical optimism and imagination about how agencies of socio-environmental change once promised by critical environmental education and its research can be re‘turned’. The article concludes with some post-critical retheorising of key critical components of the 1978 curriculum theory.
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Belanger, Jean-Pierre. "Du Rapport Castonguay Au Rapport Rochon: Le Developpement Du Systeme De Sante Au Quebec." Canadian Journal of Community Mental Health 9, no. 1 (April 1, 1990): 143–54. http://dx.doi.org/10.7870/cjcmh-1990-0010.
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The present article is a critical account of the official report from the Commission of Inquiry on Health and Social Services in Quebec (la Commission Rochon). This report is first examined in light of the socio-political context of Quebec society in the '80s with a particular emphasis on factors which directly influenced the development of the Commission's work. The author then presents the main elements of the report. He stresses the quality and appropriateness of studies bearing on Quebec social evolution during the last 20 years and on the identification of health and social problems in the present time. He reminds us of the radical diagnosis made on the organization of health services. The principal options for more adequate health system orientations are then studied in the context of debates following the report publication, two years ago, particularly concerning issues of regional decentralization and financing. The author finally stresses the new challenges of today in social health management, while showing the profound continuity existing between the Commission's works and those of the Castonguay Commission, at the beginning of the '70s.
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Fuchs, Esther. "Biblical Feminisms: Knowledge, Theory and Politics in the Study of Women in the Hebrew Bible." Biblical Interpretation 16, no. 3 (2008): 205–26. http://dx.doi.org/10.1163/156851508x262957.
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AbstractThe proliferation of biblical feminist interpretations and readings in the last two decades suggests that we may witness the emergence of an autonomous field of studies. In this essay I suggest that in order for such a field to emerge as an autonomous and thriving area of academic inquiry we must begin to think theoretically and critically about the work that has been done, the objectives of this work and the relationships between and among various approaches to the field. In this essay I call for a rigorous and critical biblical feminist epistemology that seeks to address on every turn the question of knowledge production as power; on the other hand I call for a radical democratization of the field and the questioning of any and all orthodoxies and hierarchies that may have already emerged in the field. The first "centripetal" approach insists on clarifying the foundations of the field, establishing genealogies of knowledge and an evolutionary trajectory, crediting and acknowledging theoretical points of origination. Respect for precedence and antecedence is required so as to avoid repetition, imitation and dilution. The second "centrifugal" approach emphasizes the need for interrogating, displacing and destabilizing foundational paradigms in Biblical Studies at large and for the continued questioning of stable identities of "women" as subjects and objects of inquiry. A vigorous field of Feminist Biblical Studies ought to deploy both approaches opening the way to both debate and contestation between various feminist approaches to the Bible on the one hand and to dialogue and alliance between methodologically, theoretically, politically and culturally different approaches on the other.
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Ferrari, Martina. "Bearing witness beyond colonial epistemologies: Silvia Rivera Cusicanqui’s critical phenomenology of deep silence." Chiasmi International 23 (2021): 239–60. http://dx.doi.org/10.5840/chiasmi20212329.
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This paper is one in a series of attempts on my part to think through one of the central challenges left to us by Merleau-Ponty’s sudden death in 1961: if we understand the turn, in his later writings, toward an ontology of the flesh as “a radical rethinking of the experience of belonging from within, [as] a phenomenology of being-of-the-world” (Landes 2020, 141), how are we to bear witness to such an experience? What modalities are called forth to do justice to this belonging? The task accrues existential and ethical weight when, at stake in our analyses, are historical and social structures like coloniality that normalize experience, perception, and sense-making while marginalizing others. It is my contention, in this article, that when the phenomenological inquiry becomes critical the question of modality becomes ethically central; how we bear witness to experiences of marginalization and the operations of power that produce them matters in that it risks reifying the same normative structures that predicate the oppression of many. With these questions and considerations in mind, in this article, I return to silence and propose that the mobilization of what I call “deep silences” can be a powerful tool for a critical phenomenology that bears witness without capitulating to the imperative of transparency norming the modern/colonial world system. Deep silence, in fact, designates signifying practices that do not primarily operate within the bounds of logocentrism and speech as the foundational principles of meaning, or that rely upon conceptual, analytical, and instrumental thinking, mobilizing instead the somatic, affective, and sensual dimensions of existence. In this article, I am primary concerned with the sense-making effected by the aesthetic as an instance of deep silence. Specifically, I focus on the image- and ritual-centered photographic documentaries of Silvia Rivera Cusicanqui, which, I suggest, challenge the hegemonic normativity of modern/colonial aesthetics, introducing the reader to other sensibilities wherein the distinction between theory and practice has no purchase and the multiplicity of creative expressions is recognized.
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Burgh, Gilbert, and Simone Thornton. "ecosocial citizenship education: facilitating interconnective, deliberative practice and corrective methodology for epistemic accountability." childhood & philosophy 15 (June 11, 2019): 1–20. http://dx.doi.org/10.12957/childphilo.2019.42794.
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According to Val Plumwood (1995), liberal-democracy is an authoritarian political system that protects privilege but fails to protect nature. A major obstacle, she says, is radical inequality, which has become increasingly far-reaching under liberal-democracy; an indicator of ‘the capacity of its privileged groups to distribute social goods upwards and to create rigidities which hinder the democratic correctiveness of social institutions’ (p. 134). This cautionary tale has repercussions for education, especially civics and citizenship education. To address this, we explore the potential of what Gerard Delanty calls ‘cultural citizenship’ as an alternative to the disciplinary citizenship that permeates Western liberal discourse. Cultural citizenship emphasises citizenship as communication and continual learning processes, rejecting the idea of citizenship as a fixed set of cultural ideals, norms or values defined and enforced by liberal society’s legal, political and cultural institutions, including education and ‘citizenship training’. However, we contend that a critical first step, essential to democratic correctiveness, is to clear away obstacles created by the privileging of a dominant epistemic position. We conclude that Plumwood’s philosophy alongside John Dewey’s work on democracy and education provide a theoretical framework for effective democratic inquiry aimed towards interconnective, deliberative practice and corrective methodology for epistemic accountability.
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Anderson, James K., and Noah J. Springer. "Zapatismo as a Resonant Public Pedagogy." Latin American Perspectives 45, no. 3 (March 21, 2018): 151–70. http://dx.doi.org/10.1177/0094582x18766903.
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As a critical pedagogy similar to the type described by the philosopher-educator Paulo Freire, Zapatismo expresses resistance to the power-over relationships institutionalized in capitalism and the state through open-ended questioning. Previous analyses have argued that the Zapatista struggle has been incommunicable, that it can be defined in terms of new media, that Zapatismo advances a Leninist ideology, and that its resonance is rhizo-matic. A challenge to these assumptions drawing on negative dialectics suggests that, as prefiguration of other worlds beyond the neoliberal reality, Zapatismo resonates because it teaches the recovery of democracy by direct collective decision making and horizontal organization and communication. Philosophical inquiry shows that Zapatismo has recollected the radical imaginary and resonated through the Independent Media Center network and Occupy Wall Street and continues to be borrowed and adapted by Occupy offshoots, anticapitalist collectives, and ongoing initiatives. Como una pedagogía crítica similar a aquella descrita por el filósofo y educador Paulo Freire, el Zapatismo expresa resistencia a las relaciones de poder institucionalizadas en el capitalismo y el Estado a través de preguntas abiertas. Análisis previos argumentan que la lucha zapatista no ha sido comunicable, que puede definirse en términos de nuevos medios, que promueve una ideología leninista, y que cuenta con resonancia rizomática. Un desafío a todas estas suposiciones basadas en una dialéctica negativa sugiere que, como prefiguración de otros mundos más allá de la realidad neoliberal, el Zapatismo resuena porque enseña cómo recuperar la democracia mediante la toma de decisiones colectivas directas y la organización y comunicación horizontal. Una investigación filosófica da muestra de que el Zapatismo ha recobrado el imaginario radical y resonado a través de la red del Centro de Medios Independientes y Occupy Wall Street. También, que aún es tomado en préstamo y adaptado por Occupy, grupos anticapitalistas, y otras iniciativas en curso.
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Golubovic, Zagorka. "Results of democratic transition through the eyes of citizens of Serbia in 2005." Filozofija i drustvo, no. 27 (2005): 13–44. http://dx.doi.org/10.2298/fid0527013g.
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In 2005 The Institute for Philosophy and Social Theory has undertaken a reputed interview (after the one done in 2001/2002, whose results have been published in Politika i svakodnevni zivot, 2003), based on identical methodology (in-depth interview and qualitative analysis) but on a reduced sample (30 interviewees) in six towns in Serbia. The objective was to examine how citizens see the circumstances in society today, five years after the October turn, and what conditions their attitudes towards: the policy of new democratic powers, of democratic parties and those of the ex-regime, as well as towards the problems they are confronted with, and whether the initial optimism has gone and why. The results obtained by this interview show that after five years of experience with democratic transition the interviewees are more critical regarding the actual democratic policy (especially of the second democratic Government), and more likely to forget the reasons created by the former regime as obstacles to a successful democratic transition. For this reason, disappointment has grown, and an initial optimism gives its place to pessimism, with vanishing of the hope in the possibility of radical democratic change. This makes it possible to give a chance to the Radical Party in a future election. But, in spite of current confusion among citizens produced by the examined state of affairs, as well as the ambiguities in certain attitudes, this inquiry suggests that the interviewees have provided a quite realistic evaluation of the actual conditions in Serbian society today, and that their criticism, which arises from disappointment, does not completely cancel a positive attitude towards democratic transition, since their criticism results from dissatisfaction with the unrealized democratic principles and values after October 5th.
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Jones, Adam. "Chomsky and Genocide." Genocide Studies and Prevention 14, no. 1 (May 2020): 76–104. http://dx.doi.org/10.5038/1911-9933.14.1.1738.
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Noam Chomsky may justly be considered the most important public intellectual alive, and the most significant of the post-World War Two era. Despite his scholarly contributions to linguistics, at least three generations know him primarily for his political writings and activism, voicing a left-radical, humanist critique of US foreign policy and other subjects. Given that a human-rights discourse is prominent in Chomsky’s political writing, and given that genocide-related controversies have sometimes swirled around him, it is worthwhile to consider the overall place and framing of genocide in his published output. The present paper undertakes such an inquiry. It employs a broad and systematic sampling of Chomsky's published work (including online sources and interviews) to explore: - How Chomsky understands the concept "genocide," and how this has evolved over the years; - His skepticism towards the term and and criticisms of its political manipulation; - Past genocide-related controversies involving Chomsky (the Holocaust, Cambodia, Bosnia/Kosovo, Rwanda); - Cases of mass violence that Chomsky considers genocides, "near" or "virtual" genocides, and propagandistic non-genocides; - The place of the Holocaust and Israel in Chomsky's analysis; and - Structural forms of genocide, especially those linked to contemporary capitalism and neoliberalism. The attempt is to provide a critical and wide-ranging evaluation of a leading public intellectual's writing and commentary on genocide over the past half-century.
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Artemenko, Natalia. "Heidegger’s Critique of Causal Explanation in Relation to Psychotherapy. Critical Sketches on Heidegger’s “Zollikon Seminars”." Miscellanea Anthropologica et Sociologica 20, no. 1 (May 25, 2019): 133–50. http://dx.doi.org/10.26881/maes.2019.1.07.
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The article represents a critical re-evaluation of the contribution to psychiatry and psychotherapy made by Heidegger. The author gives a detailed analysis of “Zollikon Seminars”, placing emphasis on Heideggerian concept of the human being in the first part of the article. According to Heidegger, the human being is not just present in the world, but he is present in the world along with other beings, he exists in indissociability with things, with the world. The existence of the human being, but not its interpretation, which reduces the concept of the human being to thinking, consciousness or instinct, represents the starting point of his philosophical inquiry. But that, which ever-already is, needs to be given an opportunity to show itself. Therefore, the matter of the causal explanation, given with a view to psychotherapy became one of the focal points for “Zollikon Seminars”. The second part of the article is devoted to critique of Freud, delivered by Heidegger, which clarified Heidegger’s approach to the existence of the human being through the striking antithesis of causality and motivation and critique of the causal explanation. The third part of the article comprises a reference to psychopathology and the practice of psychiatry, which, according to our reckoning, Heidegger has elided in his reflections. It is fair to assume that, if Heidegger gave consideration to the uniqueness of the psychopathology practice, which its phenomena appear in, with regard to the causal explanation, his intuition on this subject, concerning a radical distinction between the realm of freedom and the realm of causality, could take a different direction. Having examined the critique, delivered by him, more intently, we are able to say that Heidegger, despite his innovative approach, still, did not take into consideration a number of problems, being present in the practice of psychotherapy and psychiatry. Nevertheless, the importance of Heideggerian approach resides primarily in a fact that Heidegger, for his part, insisted on the “productive meeting” of philosophers and psychiatrists, meant to amend understanding of the practice of psychiatry. An opportunity to combine the causal and the hermeneutic approaches in psychiatry was not considered by Heidegger, although, it seems to us, it is exactly the practice of psychiatry, which the “meeting” of the causal theory and philosophy can become really potentially productive and “stimulating” in.
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Chatterjee, Pratichi, Jenna Condie, Alistair Sisson, and Laura Wynne. "Imploding Activism: Challenges and possibilities of housing scholar-activism." Radical Housing Journal 1, no. 1 (April 4, 2019): 189–204. http://dx.doi.org/10.54825/swae1331.
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This paper traces our scholar-activist work with resident groups that arose in response to the redevelopment of a public housing estate in Sydney, Australia. Over the two-year period of our involvement, the groups’ capacities to contest the redevelopment were gradually destabilised and neutralised by pressure from state actors and through intra-group tensions. In other words, the activism imploded and we were imbricated in that process. In this paper, we apply an autoethnographic method of ‘writing-as-inquiry’, which draws upon our correspondence with one another as data, to chart the challenges and possibilities for academics working within urban activism. Firstly, we are critical of ourselves for treading (too) carefully, which meant that we failed to challenge gendered, racialized and classed group hierarchies, and failed to support more radical and resistant positions to state authorities. Secondly, we highlight the power that individual actors can have to derail an activist group. Place-based activism necessarily means that people of varied political leanings and ideological dispositions will come together. It also means that people of diverse, and sometimes antagonistic personalities, will encounter one another. Thirdly, we point to the hostile and destructive context provided by the neoliberal city and, increasingly, the neoliberal university. We propose that when engaging in activism, academics should determinedly de-centre the self and centralise activist aims as they work to balance the objectives on both sides of the scholar-activist hyphen. We deliberate the role academics can play in mediating the conflicts that arise in activism, and the repercussions of such a direction, which inevitably means accepting the messiness of activism, and as Haraway has put it, ‘staying with the trouble’.
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Brooks, Melanie C., and Miriam D. Ezzani. "“Being Wholly Muslim and Wholly American”: Exploring One Islamic School's Efforts to Educate against Extremism." Teachers College Record: The Voice of Scholarship in Education 119, no. 6 (June 2017): 1–32. http://dx.doi.org/10.1177/016146811711900601.
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Background/Context Current estimates show 2,500 Islamic State (IS) jihadists are from the United States, Australia, and Western Europe. How and in what ways formal schooling influences the radicalization process and the development of extremist worldviews is yet to be fully understood. There is little research that explores how religious schooling educates against radical thought and behavior and this article reports findings from a qualitative case study of an Islamic school in the United States that counters religious extremism through the promotion and development of an American Muslim identity in its students, an ideology that advances the idea that an individual can be wholly American and wholly Muslim without any incongruity. Purpose/Objective/Research Question/Focus of the Study The purpose of this research was to explore one American Islamic school's efforts to counter religious extremism through the promotion and development of an American Muslim identity in its students. Two research questions guided this inquiry: (a) How does one American Islamic school attempt to develop and promote anti-extremist beliefs and behaviors through their development of an American Muslim identity in its students? (b) How is this reflective of Davies’ Critical Idealism XvX Model? Research Design For this qualitative case study, data were gathered and analyzed using Lynn Davies’ Critical Idealism XvX Model, which contrasts formal education that teaches anti-extremism to education that may teach extremist worldviews. Findings/Results The findings suggested that this Islamic school's focus on American Muslim identity reflected the components and values put forth in Davies’ framework that supported anti-extremist education and thereby thwarted extremist ideologies of single-truths, silencing, obedience, utopian excellence, political ignorance, and pure identities. Establishing a “good fit” for teachers, parents, and students were essential and parents with extremist or fundamentalist ideologies tended to disenroll their children. This study also suggested that Davies’ Critical Idealism XvX Model may be a useful framework for exploring religious education. Conclusions/Recommendations The school's administrators believed in the need to re-envision the American Muslim community—moderate in outlook, resonant with American values, participative with community, and supportive and welcoming of diversity. In doing so, the school delivered an anti-extremist education that promoted social integration, democratic values, and acceptance of diversity. This moderate outlook is counter to prevailing stereotypes and thus it is imperative that research continues to explore the role formal schooling plays in educating for or against extremism.
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McClosky, Herbert, and Dennis Chong. "Similarities and Differences Between Left-Wing and Right-Wing Radicals." British Journal of Political Science 15, no. 3 (July 1985): 329–63. http://dx.doi.org/10.1017/s0007123400004221.
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Although some scholars have argued that authoritarianism is characteristic only of the right and not of the left, persuasive reasons exist for doubting this claim. Intuitive observation of left-wing and right-wing regimes as well as radical political movements of the left and right reveals striking parallels in their styles of political engagement, their reliance upon force, their disdain for democratic ideals and practices and their violations of civil liberties. In addition, systematic inquiry into the similarities and differences between far-left and far-right radicals in the United States has been hampered by various methodological difficulties. One can list, among these, such problems as the obvious inappropriateness of the F scale (owing to its strong right-wing content) as a measure for identifying left-wing authoritarians; the difficulty of obtaining adequate samples of true believers of the extreme left and right; the self-image of the American left as a persecuted minority which, for reasons of self-interest, spuriously inflates the degree of support expressed by its members for individual rights and liberties; and the exposure of both extreme camps to the liberal democratic values dominating American political culture, which unmistakably colours their political rhetoric.We have reason to think that a similar study conducted in some – perhaps many – European countries would reveal even greater similarities between the far left and far right than we have turned up in the United States. Unlike the United States, which has enjoyed a strong liberal democratic tradition that has served to weaken and soften the intensity of its radical movements, a number of European countries, less wedded to liberal democratic principles, have developed a more vigorous, less diluted tradition of radical politics. These nations have long had to contend with powerful extremist movements actively and significantly engaged in the political struggles of their respective nations. The radical movements of Europe have been more extreme and zealous – more unequivocally revolutionary and reactionary – than the radical movements of the United States. The sustained confrontation of these extremist movements, in our view, is likely to have intensified the authoritarian propensities of each.In the present article, through a series of surveys in which we have tried to idenify, as best we can, supporters of the far left and far right, we have systematically compared the two camps on a variety of political and psychological characteristics. We find, in keeping with the conventional view, that the far left and the far right stand at opposite end of the familiar left–right continuum on many issues of public policy, political philosophy and personal belief. They hold sharply contrasting views on questions of law and order, foreign policy, social welfare, economic equality, racial equality, women's rights, sexual freedom, patriotism, social conventions, religion, family values and orientations towards business, labour and private enterprise.Nevertheless, while the two camps embrace different programmatic beliefs, both are deeply estranged from certain features of American society and highly critical of what they perceive as the spiritual and moral degeneration of American institutions. Both view American society as dominated by conspiratorial forces that are working to defeat their respective ideological aims.The degree of their alienation is intensified by the zealous and unyielding manner in which they hold their beliefs. Both camps possess an inflexible psychological and political style characterized by the tendency to view social and political affairs in crude, unambiguous and stereotypical terms. They see political life as a conflict between ‘us’ and ‘them’, a struggle between good and evil played out on a battleground where compromise amounts to capitulation and the goal is total victory.The far left and the far right also resemble each other in the way they pursue their political goals. Both are disposed to censor their opponents, to deal harshly with enemies, to sacrifice the well-being even of the innocent in order to serve a ‘higher purpose’, and to use cruel tactics if necessary to ‘persuade’ society of the wisdom of their objectives. Both tend to support (or oppose) civil liberties in a highly partisan and self-serving fashion, supporting freedom for themselves and for the groups and causes they favour while seeking to withhold it from enemies and advocates of causes they dislike.In sum, when the views of the far left and far right are evaluated against the standard left–right ideological dimension, they can appropriately be classifled at opposite ends of the political spectrum. But when the two camps are evaluated on questions of political and psychological style, the treatment of political opponents, and the tactics that they are willing to employ to achieve their ends, the display many parallels that can rightly be labelled authoritarian.
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Farrugia, C. J., V. A. Osherovich, and L. F. Burlaga. "The self-similar, non-linear evolution of rotating magnetic flux ropes." Annales Geophysicae 13, no. 8 (August 31, 1995): 815–27. http://dx.doi.org/10.1007/s00585-995-0815-3.
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Abstract. We study, in the ideal MHD approximation, the non-linear evolution of cylindrical magnetic flux tubes differentially rotating about their symmetry axis. Our force balance consists of inertial terms, which include the centrifugal force, the gradient of the axial magnetic pressure, the magnetic pinch force and the gradient of the gas pressure. We employ the "separable" class of self-similar magnetic fields, defined recently. Taking the gas to be a polytrope, we reduce the problem to a single, ordinary differential equation for the evolution function. In general, two regimes of evolution are possible; expansion and oscillation. We investigate the specific effect rotation has on these two modes of evolution. We focus on critical values of the flux rope parameters and show that rotation can suppress the oscillatory mode. We estimate the critical value of the angular velocity Ωcrit, above which the magnetic flux rope always expands, regardless of the value of the initial energy. Studying small-amplitude oscillations of the rope, we find that torsional oscillations are superimposed on the rotation and that they have a frequency equal to that of the radial oscillations. By setting the axial component of the magnetic field to zero, we study small-amplitude oscillations of a rigidly rotating pinch. We find that the frequency of oscillation ω is inversely proportional to the angular velocity of rotation Ω; the product ωΩbeing proportional to the inverse square of the Alfvén time. The period of large-amplitude oscillations of a rotating flux rope of low beta increases exponentially with the energy of the equivalent 1D oscillator. With respect to large-amplitude oscillations of a non-rotating flux rope, the only change brought about by rotation is to introduce a multiplicative factor greater than unity, which further increases the period. This multiplicative factor depends on the ratio of the azimuthal speed to the Alfvén speed. Finally, considering interplanetary magnetic clouds as cylindrical flux ropes, we inquire whether they rotate. We find that at 1 AU only a minority do. We discuss data on two magnetic clouds where we interpret the presence in each of vortical plasma motion about the symmetry axis as a sign of rotation. Our estimates for the angular velocities suggest that the parameters of the two magnetic clouds are below critical values. The two clouds differ in many respects (such as age, bulk flow speed, size, handedness of the magnetic field, etc.), and we find that their rotational parameters reflect some of these differences, particularly the difference in age. In both clouds, a rough estimate of the radial electric field in the rigidly rotating core, calculated in a non-rotating frame, yields values of the order mV m–1.
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Richardson, Jack. "Creating Situations: Drifting as Critical Inquiry." Journal of Cultural Research in Art Education 21, no. 1 (September 1, 2003). http://dx.doi.org/10.2458/jcrae.5004.
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The scope of art education is often conceived as a field of inquiry. However, the appeal to space as a guiding metaphor for delimiting the boundaries of aesthetic, educational, social and intellectual investigation is often a choice of convenience and is not subjected to critical interrogation. Often, this space is modernist in its conception and apparently provides a seemingly stable framework within which inquiry can occur: This paper will examine the possibilities of rethinking this presumption through a process of critical inquiry based on movement or drifting as its guiding metaphorical structure. The Situationist International, a radical group of artists active during the middle of the twentieth century, developed a form of social intervention that they called the derive, which translates literally as "drift." Through this activity, they sought to disrupt and critique the prevailing structures of the modem city through a disruption of its organizing principles. It is in the spirit of this experimental practice that this paper seeks to address two central questions: (a) By "mapping" the discipline of art education, do we potentially limit the range of movement within its parameters? (b) How might inquiry proceed if it were to adopt an attitude of drifting as opposed to one of static observation?
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Cisneros Puebla, César A. "Creative Subversion: Staking a Claim for Critical Qualitative Inquiry." Qualitative Inquiry, June 20, 2020, 107780042093329. http://dx.doi.org/10.1177/1077800420933298.
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It is important to define the ethnographical practices as a way of thinking and doing critical qualitative inquiry. Creative subversion currently arises as a breaking of rules, institutional change, social or political protest, popular or civic rebellion, fighting the law or simply radical transformation of situations. Today it is everywhere even though there is too much silence around it, which could be catastrophic for qualitative research. Reflexive methods could be enriched if researchers looking for social transformation and collaborating in civil resistance integrate in their ethnographical practices the creative subversion as shared knowledge object. It is pertinent to interpret the social action involved in such transformative processes as a poetics of rage collective or individually performed. Doing a review of how creative subversion has been dealt in the contemporary social science, this article is an effort to provide a nuance and rigorous definition.
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Dixon-Román, Ezekiel, Arlene Fernandez, Julian Quiros, and Nicole Sansone. "Diffracting Boundaries: Toward Post-Philosophies of Quantification and the Black Radical Tradition." Qualitative Inquiry, July 11, 2022, 107780042211015. http://dx.doi.org/10.1177/10778004221101595.
Full textAbstract:
This article is derived from a webinar series conversation titled, “Post Philosophies and the Doing of Inquiry” co-hosted by Candace R. Kuby and Viv Bozalek. Featured in this conversation is Ezekiel Dixon-Román and he discusses some of the backgrounds to his scholarship and how he has come to his questions and approach of inquiry on/in quantification and the Black radical tradition. He and his students discuss their respective projects and the interventions they are making in the technologies and practices of quantification through their engagement with critical theory, Black radical thought, new materialisms, cybernetics, and media studies.
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Kuntz, Aaron M. "“Piercing This Wall”: Truth-Making in a Fascist World." Qualitative Inquiry, June 24, 2020, 107780042093415. http://dx.doi.org/10.1177/1077800420934153.
Full textAbstract:
In this article, Kuntz argues for new orientations to inquiry that enact immanently entangled processes of mapping, refusing, and making—radical practices with implications for resisting the fascisms of our present time. As an extended example, Kuntz explicates one such critical orientation, parrhesia, as an inquiry orientation that manifests through an ethical determination to challenge the exploitative relations of our present. Through this example, Kuntz challenges inquirers to work with, but not become of, our contemporary moment. Any “new” inquiry practice pushes convention to its limit, reconfiguring it in such a way that convention is recognized as such for the first time through its very dissolution. Thus, there remains an important element of critical engagement within the “new”; one that manifests as an ethical challenge from within.
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Sullivan, Brad. "Cultivating a “Dissenting Frame of Mind”: Radical Education, the Rhetoric of Inquiry, and Anna Barbauld’s Poetry1." Romanticism on the Net, no. 45 (May 22, 2007). http://dx.doi.org/10.7202/015817ar.
Full textAbstract:
Abstract True to her origins in a prominent Dissenting family, Anna Aikin Barbauld was cautious in her appraisal of existing (and often oppressive) authority structures. Her work is underscored by her understanding that established power structures are incomplete, sometimes incoherent, and usually dangerous to those that attempt to subvert them. Her poetry shows a sophisticated awareness of hierarchy as a frame of mind that needs to be disrupted and re-modeled, as a poor mental construct that pervades much of our thinking about social roles, gender, and—of course—religious practice. But rather than choosing the path of radicalism and radical idealism, Barbauld accepted the fact that realities do not always respond quickly to new critical understandings. Her poetry engages us in experiences that provoke questions and encourage further inquiry—that seek to establish what might be called a “Dissenting frame of mind.” By juxtaposing the languages of science and nurture, and by transforming ordinary experiences into extraordinary ones, Barbauld disrupts reader expectations and provokes re-evaluation of assumptions, prejudices, and “the normal.” The key to change, for Barbauld, is the ability to “think again.” And her poetry is crafted to help readers do just that.