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1
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 (1 janvier 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 et Yeni Rachmawati. « From the Book ‘Becoming Critical’ : A Short Dialogue for Educator ». Studies in Philosophy of Science and Education 1, no 2 (20 avril 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 (11 juin 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 et Otto Scharmer. « Journal of Awareness-Based Systems Change : The Birth of a Journal ». Journal of Awareness-Based Systems Change 1, no 1 (25 février 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, et Donna J. Martin. « Exploring Alternative Research Epistemologies for Adult Education : Participatory Research, Feminist Research and Feminist Participatory Research ». Adult Education Quarterly 47, no 1 (novembre 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 (1 avril 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 (octobre 2011) : 409–22. http://dx.doi.org/10.1111/j.1476-8070.2011.01720.x.
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Fraser, Kathryn, Jennifer Brady et Daphne Lordly. « Taking Social Justice to a Different Stage ». Critical Dietetics 4, no 2 (4 novembre 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 (5 octobre 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 (30 avril 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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Durante, Daniela Giareta, et Antonio Carlos Coelho. « Epistemic Matrices In The Construction Of Knowledge On Learning in Organizations ». Administração : Ensino e Pesquisa 21, no 3 (1 septembre 2020) : 255–81. http://dx.doi.org/10.13058/raep.2020.v21n3.1767.
Texte intégralRésumé :
Our critical epistemic review examines how researchers deal with the creation of knowledge regarding learning in organizations from the standpoint of cognitive interests. We adopted the epistemic matrices’ analytical model elaborated by Paes de Paula (2016), who handles the creation of knowledge based on cognitive interests and epistemic reconstruction, as an alternative to the paradigms of Burrel and Morgan (1979). The object of analysis were dissertations defended in Brazilian stricto sensu graduate programs in Administration. The identification of cognitive interests in the dissertations was based on sociological approaches classified by the circle of epistemic matrices, which encompasses pure sociological approaches and sets of overlapping closed curves, forming hybrid sociological approaches. The latent and clear content of sociological approaches were collected and analyzed using the qualitative data analysis software Atlas.ti 7. We conclude that the technical and practical interests guide the creation of knowledge regarding learning in organizations – putting aside the emancipatory interest in our discussions. We also conclude that, in order to make contributions for the advancement of knowledge, our study must go beyond the aggregation of cognitive interests; it is necessary to investigate the postulates of sociological approaches to which the interests are connected.
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Uberoi, Patricia. « Doing Kinship and Gender in a Comparative Context ». Indian Journal of Gender Studies 24, no 3 (octobre 2017) : 396–421. http://dx.doi.org/10.1177/0971521517716822.
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Leela Dube (1923-2012) was an Indian social anthropologist / sociologist whose primary interest was in the field of family and kinship studies. This essay traces the zig-zag process of her intellectual evolution over five decades into one of the leading feminist anthropologists of her day – in India, in the Asian region, and indeed globally. Crucial turning points in this evolution were: (i) her self-initiated field study of the accommodation of the matrilineal kinship system of the Lakshadweep islanders with the androcentric legal apparatus of Islam; (ii) her role as the ‘sociologist’ member of the famous Committee on the Status of Women in India, an experience that convinced her that the best contribution she could make to the emerging women’s studies discourse was through the conceptual and methodological resources of her own discipline, anthropology; and (iii) her self-conscious deployment of the so-called ‘comparative method’ of anthropology to explore the contrasting patterns of gender relations in strongly ‘patrilineal’ South Asia versus ‘bilateral’ Southeast Asia. She saw this ambitious comparative exercise, largely ignored by both her admirers and her critics, as enabling an emancipatory rethinking of some of the dominant paradigms of Western feminism. It was also, incidentally, a bold step in the disciplinary evolution of Indian social anthropology.
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Camayang, Jamina G., et Romiro G. Bautista. « Learning together, learning deeper : A little teacher assisted learning engagement ». International Journal of Evaluation and Research in Education (IJERE) 10, no 2 (1 juin 2021) : 412. http://dx.doi.org/10.11591/ijere.v10i2.21070.
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<span lang="EN-US">Peer mentoring in the dawn of new educational paradigms harnesses the act of becoming an educationist to facilitating learning in a peer mentoring practice. This study explored the opportunities of an emancipatory approach to teaching and learning under the thrust of learning together, learning deeper through the indulgence of little teachers under the peer mentoring scheme of learning. Employing the senior secondary education students (as little teachers), who came from their Student Teaching program from the Department of Education, and the junior secondary education students (as mentees), who enrolled in their Teaching Science in the Secondary Schools under the qualitative research design and phenomenology as point of inquiry, the following were found: Mentors in the mentoring process need to be approachable and accommodating; Mentees in the mentoring process need to be responsible with their learning task coupled with learning initiative; Enjoyable learning encounters, collaborative learning sessions, open and barrier-free communication, and close and rigid supervision through spoon feeding, modelling, and feedback are some of the perceived characteristics of an effective mentoring program; and Readiness of both mentors and mentees hinder the efficacy of the mentoring program. Owing to the results of the study, it is recommended that a formal mentoring program in the College of Teacher Education be institutionalized for it spurs extensive learning. </span>
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Shelton, Taylor. « The urban geographical imagination in the age of Big Data ». Big Data & ; Society 4, no 1 (16 mai 2017) : 205395171666512. http://dx.doi.org/10.1177/2053951716665129.
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This paper explores the variety of ways that emerging sources of (big) data are being used to re-conceptualize the city, and how these understandings of what the urban is shapes the design of interventions into it. Drawing on work on the performativity of economics, this paper uses two vignettes of the ‘new urban science’ and municipal vacant property mapping in order to argue that the mobilization of Big Data in the urban context doesn’t necessarily produce a single, greater understanding of the city as it actually is, but rather a highly variegated series of essentialized understandings of the city that render it knowable, governable and intervene-able. Through the construction of new, data-driven urban geographical imaginaries, these projects have opened up the space for urban interventions that work to depoliticize urban injustices and valorize new kinds of technical expertise as the means of going about solving these problems, opening up new possibilities for a remaking of urban space in the image of these sociotechnical paradigms. Ultimately, this paper argues that despite the importance of Big Data, as both a discourse and practice, to emerging forms of urban research and management, there is no singular or universal understanding of the urban that is promoted or developed through the application of these new sources of data, which in turn opens up meaningful possibilities for developing alternative uses of Big Data for understanding and intervening in the city in more emancipatory ways.
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McNay, Lois. « The politics of exemplarity : Ferrara on the disclosure of new political worlds ». Philosophy & ; Social Criticism 45, no 2 (15 mars 2018) : 127–45. http://dx.doi.org/10.1177/0191453718762618.
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This paper focuses on the idea of exemplarity outlined by the Italian critical theorist Alessandro Ferrara that forms part of his general case for the centrality of disclosure to emancipatory political reasoning. Ferrara argues that “at its best” political thought should have the capacity to animate the democratic imagination by disclosing new political worlds and hence new possibilities for thought and action. I argue that Ferrara’s notion of exemplarity provides important conceptual resources for a re-grounding of critical theory in the type of experientially based disclosing critique that has, post Habermas, been marginalized. Ferrara’s work is significant in two respects. First, exemplary universalism provides a much-needed alternative to the assimilative paradigms of normative reasoning that dominate contemporary political theory. Exemplary normativity suggests a mode of reasoning from concrete particularity that is more inclusive than principle-based approaches of voices which, by virtue of their marginal or disempowered status, are often absent from democratic deliberation. Second, Ferrara shows us how, contra Habermas, far from being an unstable process of meaning creation, exemplary disclosure has a systematic internal rationale that renders it open to inter-subjective validation. I contend, however, that the critical promise of the idea of exemplarity is unfulfilled because of its grounding in the speculative construct of sensus communis defined as a set of trans-cultural intuitions about human flourishing. This socially deracinated abstraction blocks an adequate understanding of the asymmetrical relations of power around which social difference is always constructed. Ultimately, Ferrara is unable to demonstrate how exemplarity does in fact disclose new political worlds and new possibilities for thought so much as confirm established liberal norms. Drawing on critical race theory, I propose a re-politicized understanding of exemplarity that locates its disclosing force in the actual dynamics of struggles against oppression rather than in a socially weightless abstraction.
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Monahan, Seth. « "Inescapable" Coherence and the Failure of the Novel-Symphony in the Finale of Mahler's Sixth ». 19th-Century Music 31, no 1 (2007) : 053–95. http://dx.doi.org/10.1525/ncm.2007.31.1.053.
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Critics have long viewed Mahler's Sixth Symphony in A Minor (1904) as the composer's consummate essay in musical tragedy or negativity, one with deeply personal implications. Its enormous finale draws together materials from all the preceding movements and enacts a terrible conflict ending in failure. Yet few studies have looked beneath the work's bombastic rhetorical-expressive surface to explore how its negativity might be reflected in its tonal, formal, and thematic processes. This study sets out to link that negative expressivity to a breakdown of what Adorno called the "novelistic" character of Mahler's symphonies. For Adorno, Mahler pioneered a new, emancipatory symphonic idiom, one that liberated its musical materials from the dictates of preconceived formal totalities. Unlike the Classical symphony, where the parts exist for the sake of a symmetrical, tightly knit whole, the "novel-symphony" follows no predetermined path. Instead, it unfolds according to the dictates of its constituent elements, realizing its unique form from the "bottom up" rather than the "top down."Yet (as Adorno suggests) in the finale of the Sixth this integrating totality returns with a vengeance. We can read the movement as a clash between Adorno's novelistic and Classical paradigms, a showdown between the impulsive freedom of certain recalcitrant thematic elements on the one hand, and the increasingly punitive demands of rigid minor-mode sonata on the other. This drama--one that caricaturizes "classicism" itself as a repressive or stifling force--plays out on both formal and thematic levels. Several writers have noted the claustrophobic effect created by Mahler's incessant recycling of certain key motives, an "inescapable" coherence in which the organicist imperatives of the grand tradition themselves become corrupt and, ultimately, corrosive. As these generic, subthematic particles proliferate, the movement's "novelistic" themes--those seeking to subvert the strict sonata--are systematically denuded of the differentiating features and dissolved beyond recognition. In the end, the movement's infamously brutal minor-mode conclusion reveals itself to be the culmination of a musical plot spanning the entire movement, one that gathers its many details into an inexorably tragic narrative whole.
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Ju'subaidi, Ju'subaidi, Noeng Muhadjir et Sumarno Sumarno. « Paradigma pendidikan agama dalam masyarakat plural ». Jurnal Penelitian dan Evaluasi Pendidikan 20, no 2 (21 novembre 2016) : 179–97. http://dx.doi.org/10.21831/pep.v20i2.7256.
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Penelitian ini bertujuan mengungkap paradigma yang mendasari pelaksanaan pendidikan agama di sekolah pluralistik, dan menghasilkan paradigma pendididikan agama yang lebih relevan dengan masyarakat Indonesia yang pluralistik. Desain penelitian ini adalah penelitian deskriptif eksploratif dengan menggunakan pendekatan kualitatif intepretif fenomenologi. Pengumpulan data dengan wawancara mendalam didukung dengan observasi dan dokumentasi. Analisis data menggunakan analisis interaktif yang meliputi reduksi data, display data dan kesimpulan. Di samping itu, juga menggunakan Interpretive Phenomenolgy Analysis. Hasil penelitian adalah Pelaksanaan pendidikan agama konvensional di sekolah yang pluralistik belum mengikuti Peraturan Pemerintah Nomor 55 Tahun 2007 dan PERMENAG Nomor 16 Tahun 2010 tentang Pengelolaan Pendidikan Agama pada Sekolah. Paradigma yang mendasari pendidikan agama adalah eksklusif dan inklusif. Paradigma pendidikan agama yang relevan dengan kondisi bangsa Indonesia yang pluralistik adalah paradigma budaya pluralisme demokratis-emansipatoris.Kata kunci: paradigma, eksklusif, inklusif, konvensional, phenomenology, demokratis-emansipatoris THE PARADIGM OF RELIGION EDUCATION IN A PLURAL COMMUNITYAbstractThis study was to uncover the paradigm that became the basis of the implementation of conventional religion education in the pluralistic schools and to generate a religion education paradigm that would be more relevant to the pluralistic Indonesian society. The approach that the researcher employed in the study was the qualitative interpretative phenomenology. The data were collected through an in-depth interview, and the in-depth interview was supported by an observation and documentation. Then, for the data analysis the researcher implemented the interactive analysis that included data reduction, data display and conclusion. In addition, the researcher also implemented the Interpretive Phenomenology Analysis. The results of the study show that the implementation of conventional religion education in the pluralistic schools has not fulfilled the requirements of the Government Regulation Number 55 Year 2007 and the Minister of Religion Decree Number 16 Year 2010 about the Management of Religion Education in the School. The paradigm that becomes the basis of religion education is the exclusive and inclusive education. The religion education paradigm that is relevant to the conditions of pluralistic Indonesian society is the one which is democratic-emancipative, and pluralistic.Keyword: paradigm, exclusive, inclusive, conventional, phenomenology, democratic-emancipatory
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Syihabuddin, Muhammad Arif. « Kiat-kiat Membangun Strategi Pembelajaran Emansipatoris pada Pendidikan Dasar Islam ». Indonesian Journal of Islamic Education Studies (IJIES) 2, no 1 (27 juillet 2019) : 28–39. http://dx.doi.org/10.33367/ijies.v2i1.843.
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This article discusses about emancipatory education, the main focus is the strategy of building emancipatory education. Education has a close relationship with social change, both in the form of dynamics of individual development and social processes on a broader scale. This study of emancipatory education is important, because in this globalization era Education is one of the decisive aspects, especially in opening the way to liberation from poverty, ignorance and adversity. Emancipatory meaning is human liberation from fetters in the context of Education, this emancipatory idea is expected to be able to give new colors and changes to the process and implementation of Education which has been regarded as giving less freedom. The liberation paradigm is the main basis of emancipatory education. This liberation makes an education play a role in freeing students from ignorance, retardation, obedience and immorality. There are several efforts that must be made in building an emancipatory learning strategy on Islamic Education. First, shifting the focus of attention from religion to religiosity. Second, enter plurality. Third, emphasizing the formation of attitudes. Then there are three keys in the emancipatory Education model, namely: humanization, critical and democratic awareness.
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Hermeto, João Romeiro. « Subject-predicate-inversion of Gender-neutral-language : An emancipatory confusion ». Journal of Gender and Power 13, no 1 (1 juin 2020) : 27–57. http://dx.doi.org/10.2478/jgp-2020-0002.
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AbstractIn this paper, I proposed a paradigm shift in Gender-Neutral-Language. The claim, which Gender-Neutral-Language can account for reality grasping and, thus, enable its actualization, is challenged; in place of an abstract reach towards social change, a more concrete emancipatory praxis must arise. Its current emancipatory prerogatives are not confronted from the standpoint of its already-established arguments but a more comprehensive standpoint of language, more specifically, of the philosophy of language.
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Medina Bejarano, Roberto, et Miguel Angel Alomía Riascos. Universidad Pedagógica Nacional-Colombia. « José Martí : observador y creador de realidades. [José Martí : observer and creator of realities] ». Revista Logos Ciencia & ; Tecnología 10, no 2 (21 mars 2018) : 101. http://dx.doi.org/10.22335/rlct.v10i2.570.
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El presente artículo tiene como propósito establecer una relación entre el pensamiento pedagógico de José Martí con algunos de los planteamientos que desde el paradigma de la complejidad, especialmente desde la biopedagogía, soportan las investigaciones pedagógicas contemporáneas que se inscriben también en los conceptos de ecoeducacíon y armonización educativa. Palabras clave: Educación emergente, pensamiento crítico, proyecto educativo, cultura revolucionaria, descolonización, educación popular emancipadora. ABSTRACTThe main purpose of this article is to define a sort of relationship between Jose Marti`s pedagogical thought and some statements about the paradigm of complexity, basically from the bio-pedagogy which supports the contemporary pedagogical researches based on the concepts of eco-educacion and educational harmonization. Key words: Emergent educación, critical thinking, educational Project, revolutionary culture, decolonization and emancipatory popular education. O objetivo deste artigo é estabelecer uma relação entre o pensamento pedagógico de José Martí e algumas das abordagens que, a partir do paradigma da complexidade, especialmente sob a perspectiva da biopedagogia, apoiam pesquisas pedagógicas contemporâneas que também fazem parte dos conceitos de ecoeducação e harmonização. educativoAbstratoPalavras-chave: educação emergente, pensamento crítico, projeto educacional, cultura revolucionária, descolonização e educação popular emancipatória.
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Swartz, Ellen. « Diversity : Gatekeeping Knowledge and Maintaining Inequalities ». Review of Educational Research 79, no 2 (juin 2009) : 1044–83. http://dx.doi.org/10.3102/0034654309332560.
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Diversity is a highly popular and oft-used term and concept in K-12 and higher education. This literature review examines the dominant discourse on diversity—a discourse that positions difference as deficit. Although traditional schooling has been resistant to system-wide change, this review will also consider research showing teachers as well positioned to make emancipatory choices—critically engaging in and demonstrating values and classroom practices that can counteract the limited knowledge and normative practices so common in schools today. This review concludes with a discussion of an emancipatory model of education that educators can build on as part of a paradigm shift grounded in the Black Studies intellectual tradition. This model represents an alternative to the hierarchy of human worth embedded in the predominant conception of diversity. By moving past the constraints of traditional schooling, emancipatory educators can affirm the collective humanity of all students-teachers-families and the cultures and groups they represent.
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Reilly, Niamh. « Doing Transnational Feminism, Transforming Human Rights : The Emancipatory Possibilities Revisited ». Irish Journal of Sociology 19, no 2 (novembre 2011) : 60–76. http://dx.doi.org/10.7227/ijs.19.2.5.
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This article contributes to cross-disciplinary engagement with the idea of transnationality through a discussion of transnational feminisms. In particular, it reviews and responds to some of the more critical readings of the women's human rights paradigm and its role in underpinning, or not, emancipatory transnational feminisms in a context of increasingly fragmenting globalisation. The author considers two broad categories of critical readings of transnational women's human rights: anti-universalist and praxis-oriented. This includes discussions of recent feminist articulations of the ‘cultural legitimacy thesis’ and ‘vernacularisation’ and of obstacles to contesting the oppressions of neo-liberal globalisation through human rights feminisms. Ultimately, the author argues that the emancipatory possibilities of human rights-oriented transnational feminisms reside in dialogic, solidarity-building feminist praxis tied to transnational processes of counter-hegemonic (re)interpretation and (re)claiming of human rights from previously excluded positions.
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Pawlik, Sabina. « Twórczość artystyczna jako sposób urzeczywistniania paradygmatu emancypacyjnego ». Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no 16 (9 septembre 2018) : 129–42. http://dx.doi.org/10.14746/ikps.2017.16.08.
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The article relates to artistic creation of intellectually disabled people as an example of possible means of their emancipation. In this paper I claim that artistic creation of intellectually disabled people may constitute a tool of self-expression, and as a result be a way to realize the emancipatory paradigm in special education. I have illustrated my hypothesis with some poetry written by two women affected by Down syndrome whose creation is a conscious act of formulating an autonomous artistic message.
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Al-Hamad, Areej. « Toward health equities, social justice, and emancipatory calls for knowledge development in nursing ». Journal of Nursing Education and Practice 10, no 8 (17 mai 2020) : 66. http://dx.doi.org/10.5430/jnep.v10n8p66.
Texte intégralRésumé :
Knowledge development within the nursing discipline requires an exploration of ethical, philosophical, and spiritual contexts to make nursing a unique discipline within a health-care system. Intersectionality theory as a philosophical paradigm has a potential contribution to the nursing discipline and public health. Moreover, intersectionality is inevitably intertwined with various dimensions of knowledge development in nursing where gender and culture are therefore seen as large categories of knowledge construction. Adopting an intersectional approach that encompasses health equity, social justice, and emancipatory perspectives helps the nurse to gain a better understanding of the life contexts and experiences of the members of a marginalized group, which ultimately helps to enhance their health and quality of life. Therefore, it appears axiomatic that an intersectional approach could yield fruitful insights into public health and knowledge development in nursing.
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Alberts, Wanda. « Reconstruction, Critical Accommodation or Business as Usual ? Challenges of Criticisms of the World Religions Paradigm to the Design of Teaching Programmes in the Study of Religions ». Method and Theory in the Study of Religion 29, no 4-5 (16 novembre 2017) : 443–58. http://dx.doi.org/10.1163/15700682-12341404.
Texte intégralRésumé :
AbstractThis article discusses the challenge of criticisms of the world religions paradigm to the design of teaching programmes in the academic Study of Religions, in general and with a particular focus on didactics-related courses as part of teacher training programmes. It uses the design of a particular Bachelor programme at a German university as an example for the general challenge of teaching about religion in an emancipatory framework that critically reflects its own presuppositions, both at university and school levels. Taking seriously recent criticisms of the world religions paradigm, it is argued, involves a shift of focus from the communication of supposedly given knowledge about religions to the communication of critical competences in analysing different types of discourse about religion, religions or “world religions.”
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Verdaguer Viana-Cárdenas, Carlos. « Pasos hacia la ciudad de las tres ecologías / / / \ \ \ Steps towards the city of the three ecologies ». TERRA : Revista de Desarrollo Local, no 7 (30 décembre 2020) : 228. http://dx.doi.org/10.7203/terra.7.18961.
Texte intégralRésumé :
Resumen: A partir de la identificación de los vectores ineludibles para la transición ecológica, la disertación se desarrolla en torno al denominado paradigma ecológico, una visión del mundo ya plenamente consolidada en la que confluyen la ciencia ecológica, las teorías y las prácticas políticas emancipatorias y las indagaciones filosóficas en torno a la conciencia humana. Como marco de referencia e hilo argumental se ha recurrido a la perspectiva epistemológica desarrollada por Félix Guattari en su obra Las tres ecologías (1989), a partir de lo que él define como las tres dimensiones ecológicas básicas: la ambiental, la social y la mental. Este marco resulta especialmente adecuado para abordar el carácter multidimensional del nuevo paradigma en relación con la realidad urbano-territorial, considerada como fenómeno mental y social en permanente interrelación con su medio, y como artefacto producto de los flujos metabólicos de energía, materiales e información generados dentro de un determinado modelo de apropiación-transformación-distribución y consumo. La propuesta de una utopía autopoiética, es decir, una utopía en permanente autoformación, indisociable de la construcción de un modelo de democracia deliberativa y de un modelo de planificación abierta, constituye realmente el núcleo de la propuesta. Como desarrollo de la misma, se expone la batería de objetivos y herramientas para un nuevo urbanismo inspirado en el paradigma ecológico.
Palabras clave: Urbanismo ecológico, Utopía, Ecosofía, Autopoiesis, Metabolismo urbano, Planificación abierta.
Abstract: Starting from the identification of the inescapable vectors for the ecological transition, the dissertation is developed around the so-called ecological paradigm, an already fully consolidated global view in which three epistemological fields converge: the ecological science, the emancipatory political theories and practices and the philosophical inquiries around human consciousness. As a framework of reference and plot thread, the epistemological perspective developed by Félix Guattari in his work The three ecologies (1989) has been used, based on what he defines as the three basic ecological dimensions: environmental, social and mental. This framework is especially suitable to address the multidimensional character of the new paradigm in relation to the urban-territorial reality, considered as a mental and social phenomenon in permanent interrelation with its environment, and as an spatial artifact product of the metabolic flows of energy, materials and information generated within a certain model of appropriation-transformation-distribution and consumption. The proposal of an autopoietic utopia, that is, a utopia in permanent self-creation, inseparable from the construction of a model of deliberative democracy and a model of open planning, really constitutes the core of the proposal. As a development of this proposal, a series of objectives and tools for a new urbanism inspired by the ecological paradigm is formulated.
Key words: Ecological Urbanism, Utopia, Ecosophy, Autopoiesis, Urban Metabolism, Open Planning.
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Torres Carrillo, Alfonso. « Pedagogias emancipadoras e novos sentidos de comunidade na América Latina ». Cadernos CIMEAC 10, no 3 (1 décembre 2020) : 141. http://dx.doi.org/10.18554/cimeac.v10i3.4913.
Texte intégralRésumé :
Este trabalho apresenta uma reflexão a respeito dos discursos, das práticas e dos atores educacionais alternativos, tanto históricos quanto emergentes, identificando algumas características comuns e referentes discursivos convergentes que anunciam e expressam a emergência de novos imaginários e paradigmas de transformação social.Palavras-chave: Pedagogia emancipadora; Comunidade; Alternativas pedagógicas; América Latina. ABSTRACT: This paper presents a reflection on alternative, historical, and emerging educational discourses, practices and actors. The author identifies some common features and convergent discursive referents that announce and express the emergence of new imaginaries and social transformation paradigms.Keywords: Emancipatory pedagogy; Community; Pedagogical alternatives; Latin America.
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Froufe-Quintas, Sindo. « El uso del vídeo en la animación sociocultural ». Comunicar 3, no 5 (1 octobre 1995) : 92–97. http://dx.doi.org/10.3916/c05-1995-17.
Texte intégralRésumé :
El artículo es una propuesta mediática de las funciones del vídeo y de la necesidad de implantar su uso, como algo normalizado, en el amplio campo de la Animación Sociocultural, como práctica social crítica dentro del paradigma emancipatorio. Se ofertan las grandes posibilidades del vídeo, -hasta ahora desconocidas para muchos animadores de base-, con la finalidad de que se introduzca en una acción animadora popular.
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Van Velthoven, Harry. « De versnippering van het rode vaderland ». WT. Tijdschrift over de geschiedenis van de Vlaamse beweging 65, no 2 (1 janvier 2006) : 122–33. http://dx.doi.org/10.21825/wt.v65i2.12621.
Texte intégralRésumé :
The disintegration of the red fatherlandIn an extensive review-article following the publication in 2005 of Maarten Van Ginderachter’s The red fatherland: The forgotten history of the divergencies between the ethnic communities in Belgian socialism before WWI, Harry Van Velthoven depicts the different ethnic identifications made by socialists from Brussels, Wallonia and Flanders at a time when the movement had lost its international-revolutionary paradigm 'without a fatherland' and had incorporated itself completely into the Belgian framework. Moreover, the two most important socialist strongholds in Flanders, Antwerp and Ghent, developed a different chronology regarding their view on the Flemish Question as an emancipatory phenomenon.
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Czerepaniak-Walczak, Maria. « Theoretical and research achievements of critical pedagogy in Poland ». Studia z Teorii Wychowania XII, no 1 (34) (4 avril 2021) : 27–45. http://dx.doi.org/10.5604/01.3001.0014.8453.
Texte intégralRésumé :
The aim of the article is to present the achievements and the current state of critical pedagogy in Poland, its sources of inspiration and theoretical analyses, and educational practices. The name "critical pedagogy" is adopted as a general name for complementary and synergistic pedagogical theories, research practices, and practical actions, which are concerned with mechanisms of liberation from experienced and understood oppression to responsible and courageous participation in social life. The text introduces the issues of the problem areas of "detailed" critical pedagogies, whose common goal is to discover and change those places and practices where are created conditions for experiences of recognition, freedom, and justice. These are an emancipatory pedagogy, a critical pedagogy of resistance, a critical gender pedagogy, and a pedagogy of recognition. In the text are also descriptions of practices in the critical research paradigm that underpins and framed scientific dissertations and educational activities. In the text are also descriptions of practices in the critical research paradigm that underpins and framed scientific dissertations and educational activities.
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Chang, Bo. « Transformative Learning ». International Journal of Adult Vocational Education and Technology 8, no 1 (janvier 2017) : 16–22. http://dx.doi.org/10.4018/ijavet.2017010102.
Texte intégralRésumé :
Mezirow's (1978) transformative learning was influenced by Kuhn's (1962) paradigm and Freire's (1970) emancipatory learning. In this paper, the author provides readers a clear guide about the main components of transformative learning: Experience, critical reflection, and rational discourse. The author emphasizes that experience in transformative learning is not the ordinary, daily mundane experience, or the new experience added on top of our old experiences, but that experience which fundamentally conflicts with what our assumptions can explain. Transformative learning is to challenge or disturb the fixed assumptions. Through critical reflection, learners examine the origins of beliefs in their historical and biological context and take actions to change their pre-existing assumptions to better understand the current disoriented experience. Finally, the author provides recommendations about how to apply transformative learning in practice.
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Maremonti, Ludovico. « Il primo Impero messicano e la critica al liberalismo costituzionale ispanico (1821-23) ». IL RISORGIMENTO, no 1 (mai 2021) : 9–33. http://dx.doi.org/10.3280/riso2021-001002.
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Il saggio descrive la specificità del processo indipendentista del Messico, emancipatosi nel 1821 in forma di Impero secondo i crismi della monarchia di stampo gaditano, ma ben presto entrato in crisi per l'inconciliabilità tra alcuni risvolti di quel paradigma e le idee giuspolitiche dell'eroe dell'indipendenza, poi imperatore, Agustín de Iturbide e dei gruppi politici e intellettuali a lui legati, assertori di modelli alternativi di costituzionalizzazione. Si osserverà come, nel corso dell'effimera vicenda imperiale, si affrontarono alcune delle principali questioni poste dal "momento rivoluzionario liberale" dei primi anni Venti dell'Ottocento, in termini assimilabili ai coevi contesti europei.
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Cheng, Eileen J. « “In Search of New Voices from Alien Lands” : Lu Xun, Cultural Exchange, and the Myth of Sino-Japanese Friendship ». Journal of Asian Studies 73, no 3 (août 2014) : 589–618. http://dx.doi.org/10.1017/s0021911814000977.
Texte intégralRésumé :
Lu Xun, a lifelong translator dedicated to introducing foreign thought, “searched for new voices from alien lands” to reinvigorate indigenous culture. Yet, his attitude toward cultural exchange was an ambivalent one. Among the questions that preoccupied him: How are foreign discourses, technologies, and knowledge appropriated and disseminated? Do they enable new frameworks for understanding the self and the world and forward an emancipatory agenda? Or legitimize systems of oppression? While Lu Xun's essays and short stories largely affirm the latter, “Mr. Fujino” imagines a paradigm of relationality that goes beyond the limits of nationalist and colonial discourse. The sentimental account mythologizing his friendship with his Japanese anatomy teacher—one that draws on Confucian notions of benevolence and reciprocity—and, in turn, the positive sentiments and cross-cultural encounters the story has generated, reflects, and in a certain sense, enacts, Lu Xun's more sanguine visions of the transformative possibilities of cultural exchange.
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Chmil, Hanna. « To the problem of comprehending symbolic violence in screen discourse ». Culturology Ideas, no 19 (1'2021) (2020) : 22–32. http://dx.doi.org/10.37627/2311-9489-19-2021-1.22-32.
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The article proposes conceptual approaches to the characterizing of mass culture (T. Adorno, M. Horkheimer, J. Baudrillard) including its critique in postmodern cultural thought and considers the advantages of reorienting the research paradigm from the binary opposition of elitist – mass to immersion in the principles of art-activism (B. Groys) on the example of feminist screen study. The author attempts to combine P. Bourdieu's concept of habitus with the emancipatory ideas of gender research to expand the understanding of the problem of symbolic violence. It has been found that some members of the feminist tradition emphasized the family, mostly the husband or the dominant partner, to be the main source of violence. Nowadays, it is obvious that symbolic violence is not concentrated in the family but is scattered in culture (i.e. beauty standards, body shape, etc.). Accordingly, new cultural demands arising as a resistance to certain manifestations of symbolic violence direct/guide to the need for rational construction of one's own project of self.
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Imrie, R. « Transforming the Social Relations of Research Production in Urban Policy Evaluation ». Environment and Planning A : Economy and Space 28, no 8 (août 1996) : 1445–64. http://dx.doi.org/10.1068/a281445.
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In this paper I argue that urban-policy evaluation makes little or no difference to the lives of the communities which are the recipients or targets of urban-policy projects. In particular, I will show how processes of policy evaluation are alienating both for communities and for researchers alike. This is related, in part, to the socioinstitutional contexts within which evaluation takes place but, as importantly, to the utilisation of evaluative (broadly positivist) models which conceive of the process as socially and politically neutral. Such approaches, as I show, are poorly sensitised to the evaluative contexts. It is suggested that a more fruitful, although not necessarily unproblematical, way to produce sensitised, and relevant, evaluative methods is to change what Oliver terms “the social relations of research production”. This involves the development of what some social scientists are terming an emancipatory research paradigm. In the paper such issues and their implications for urban-policy evaluation are explored.
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Malheiros, Ana Paula Dos Santos, Régis Forner et Lahis Braga Souza. « Formação de professores em Modelagem e a escola : que caminhos perseguir ? » Revista Brasileira de Educação em Ciências e Educação Matemática 4, no 1 (6 mai 2020) : 01–22. http://dx.doi.org/10.33238/rebecem.2020.v.4.n.1.24566.
Texte intégralRésumé :
Resumo: Buscamos, com este texto, discutir possibilidades para a formação de professores em Modelagem, considerando o contexto no qual eles atuam ou irão atuar: as escolas. Em um ensaio teórico, pautado no paradigma qualitativo, e com base em pressupostos freireanos, nosso debate se dá pelo viés das potencialidades da formação de professores frente ao contexto atual em que estamos inseridos, no qual impera um currículo prescrito. Imbricados nesse cenário e a partir de nossas vivências como formadores, defendemos que a escola se constitui como um lócus privilegiado para a formação dos professores e que as pesquisas desenvolvidas podem colaborar com a prática daqueles que estão diretamente envolvidos com os alunos, assim como com os futuros professores. Nessa dinamicidade, advogamos em favor da Modelagem enquanto uma possível abordagem passível de contribuir para a formação e para a prática do professor de Matemática, além de outros significados matemáticos para os alunos em uma perspectiva emancipadora e transformadora.Palavras-chave: Educação Matemática; Formação Inicial de Professores; Formação Permanente de Professores; Paulo Freire. Formation of teachers in Modeling and school: which ways to go?Abstract: With this text, we seek to discuss possibilities for teacher training in Modeling, considering the context in which they work or will work: schools. From a theoretical essay, in a qualitative paradigm and based on Freire’s assumptions, our debate is based on the potential of teacher education in the current context in which we are inserted, in which a prescribed curriculum prevails. Imbricated in this scenario and from our experiences as formators, we defend that the school constitutes as a privileged locus for the formation of the teachers and that the research developed can collaborate with the practice of those directly involved with students, as well as with future teachers. In this dynamism, we advocate in favor of Modeling as a possible approach that can bring ways for the formation and practice of the Mathematics teacher, in addition to other mathematical meanings for students in an emancipatory and transformative perspective.Keywords: Mathematical Education; Initial Formation of Teachers; Permanent Formation of Teachers; Paulo Freire.
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Patiño Niño, Diana Milena. « Reflexiones en torno a la emancipación intelectual desde El Maestro Ignorante de Jacques Rancière ». Tópicos, Revista de Filosofía, no 56 (13 décembre 2018) : 339–64. http://dx.doi.org/10.21555/top.v0i56.947.
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La disonancia vivida por el pedagogo francés Joseph Jacotot en 1818 y recogida por Jacques Rancière en El Maestro Ignorante en 1987, más que la propuesta de un nuevo paradigma educativo o la crítica a diferentes modelos pedagógicos, podría considerarse como una invitación para pensar la emancipación y para prestar más atención a los supuestos que entrañan algunas apuestas emancipatorias. Acogiendo esta invitación lanzada por Rancière/ Jacotot, en el presente trabajo se persigue un doble objetivo: por un lado, a partir de una lectura exegética de Rancière, enunciar su crítica hacia una forma dominante a través de la cual se ha pensado la emancipación; y por otro, poner en evidencia aquello que según Rancière, se juega en el proceso emancipatorio.
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Forchtner, Bernhard, et Ana Tominc. « Critique and argumentation ». Journal of Language and Politics 11, no 1 (22 mars 2012) : 31–50. http://dx.doi.org/10.1075/jlp.11.1.02for.
Texte intégralRésumé :
At the core of critical discourse analysis lies its emancipatory agenda: arguing for social equality and against discrimination. In the case of the discourse-historical approach (DHA), this stance has been theoretically justified mainly through references to Habermas’ language-philosophy. At the same time, the analysis of actually occurring argumentative speech requires more than a theoretical underpinning of one’s critique and, here, DHA has benefitted from drawing on van Eemeren and Grootendorst’s Pragma-Dialectical argumentation theory. However, Pragma-Dialectics is not just a tool kit but rests on Popper and Albert’s critical rationalism. This results in both epistemological as well as normative conflicts at the paradigm-core of DHA between critical rationalism and Habermas’ critical theory regarding the concept of critique. In this article, we review the different epistemological and normative underpinnings of DHA and Pragma-Dialectics and discuss the consequences of implementing the latter in the former. We conclude by arguing for a coherent orientation towards Habermas’ language-philosophy in order to maintain a high degree of consistency in DHA.
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Hall, M. Ann. « The Discourse of Gender and Sport : From Femininity to Feminism ». Sociology of Sport Journal 5, no 4 (décembre 1988) : 330–40. http://dx.doi.org/10.1123/ssj.5.4.330.
Texte intégralRésumé :
The argument presented here is that the sociological discourse of gender and sport, in other words the way the topic is approached, the assumptions surrounding its investigation, and the ways in which new knowledge is generated has been determined without sufficient recognition of its own ideological foundations. Gender, it is argued, is a major social and theoretical category that, along with social class, race, age, ethnicity, and others, must be incorporated into all theoretically based social analyses of sport. The paper reviews the development of the gender and sport discourse from its origins in social psychological research that focused on the supposed conflict between femininity and athleticism, to the more sophisticated yet functionalist notion of “sex roles” and its application to sport, and finally to the emerging feminist paradigm that is informed by a growing body of feminist social theory. The final section argues for a transformation of the gender and sport discourse toward a truly emancipatory one and provides some concrete suggestions as to how to bring this about.
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Burghardt, Boris, et Leonie Steinl. « Sexual Violence and Criminal Justice in the 21st Century ». German Law Journal 22, no 5 (août 2021) : 691–702. http://dx.doi.org/10.1017/glj.2021.42.
Texte intégralRésumé :
AbstractIn recent years, no area of criminal law has received more public attention than the laws on sexual violence. Discussions about the need for reforms have exhibited a mobilizing force extending far beyond the legal community. From a legal perspective, these discussions concern intricate normative questions regarding the content of the right to sexual autonomy and the suitability of the consent paradigm to establish the limitations of its protection under criminal law. At the same time, they ultimately concern the question of gender-related societal power hierarchies. Acknowledging these broader socio-political dimensions allows us to comprehend the highly contentious manner in which this debate is often conducted. This Special Issue attempts to analyze from a transnational perspective both the fundamental legal and socio-political questions in the current discussions on sexual violence and criminal justice. A recurring theme is the question as to whether criminal law can be used not only as an instrument of repressive social control, but also as a means of power-critical – even emancipatory – social policy.
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Zuber-Skerritt, Ortrun, et Selva Abraham. « A conceptual framework for work-applied learning for developing managers as practitioner researchers ». Higher Education, Skills and Work-Based Learning 7, no 1 (13 février 2017) : 35–50. http://dx.doi.org/10.1108/heswbl-05-2016-0037.
Texte intégralRésumé :
Purpose The purpose of this paper is to introduce a conceptual framework for work-applied learning (WAL) that fosters the development of managers and other professionals as lifelong learners and practitioner researchers – through reflective practice, action research, action learning and action leadership, for positive organisational change. Design/methodology/approach The theoretical framework is designed from a holistic, affective-socio-cognitive approach to learning, teaching, research and development. It is based on a phenomenological research paradigm and informed by aspects of various theories, including experiential learning theory, strengths-based theory, grounded theory and critical theory/realism. Findings Based on classical and recent literature and the authors’ extensive experience, the WAL model presented here is an effective and practical approach to management education, research and development. It is useful for present and future requirements of business, industry, government and society at large in this twenty-first century, and in pursuit of a world of equality, social justice, sustainable development and quality of life for all. This is because of the nature of the research paradigm, particularly its collaborative and emancipatory processes. Originality/value This paper provides a theoretical, pedagogical and methodological rationalisation for WAL. This model is particularly useful for developing individual, team and organisational learning and for cultivating managers – or professional learners generally – as practitioner researchers. These researchers may act as role models of collaborative action leadership in their organisations with a cascading effect. This paper therefore advances an incipient literature on practitioner researchers as action leaders.
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Celiberti, Lilian, et Virginia Vargas. « Feministas en el Foro ». Revista Estudos Feministas 11, no 2 (décembre 2003) : 586–98. http://dx.doi.org/10.1590/s0104-026x2003000200015.
Texte intégralRésumé :
El articulo trata sobre la forma de incursión de expresiones significativas de la pluralidad feminista en el Foro Social Mundial expresa. Estas incursiones expresan los cambios en las subjetividades y en las estrategias de lucha que comienzan a desarrollar los movimientos feministas en particular y los movimientos sociales en general, en el marco de un mundo globalizado y en el nuevo milenio. Es un proceso inédito, que esta impulsando el desarrollo de nuevos paradigmas para la acción colectiva, que combina lo local y lo global, la interconexión de múltiples agendas y la recuperación de una dimensión mas profunda de la justicia económica, social, cultural y simbólica, ampliando, en este proceso, el concepto de la política, lo político y el poder. El articulo coloca en debate las formas de hacer política de los movimientos sociales que confluyen en el Foro - que arrastran viejas dinámicas y al mismo tiempo recrean los nuevos paradigmas - y que abren la posibilidad de reinventar un mapa emancipatorio y un imaginario social, capaz de competir con el consenso neoliberal y el pensamiento único, recuperando la diversidad y la pluralidad de sujet@s y actor@s sociales.
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Toro Arévalo, Sergio Alejandro, Hugo Campos Winter, Nicolás Iglesias Mills, Karen Lehnebach Figueroa et Alluitz Riezu García. « Epistemologías del Sur : confluencias, sinergias y proyecciones epistémico-educativas ». Paideia Surcolombiana, no 22 (1 décembre 2017) : 19–53. http://dx.doi.org/10.25054/01240307.1516.
Texte intégralRésumé :
El presente trabajo parte del antecedente que la ciencia tradicional es reproducida a través de la educación, propia del paradigma positivista, constitutivo de un interés técnico instrumental traducido en el control del medio, fundante de una tecnociencia centrada en la eficiencia y la eficacia, lo que se presenta como una de las causas de las problemáticas globales, por ejemplo, crisis ambientales y destrucción de tejidos sociales. No obstante, emerge en la actualidad un paradigma situado-crítico con intereses de conocimiento situado-emancipatorio. Este paradigma es construido a partir del diálogo pluralista entre las epistemologías del sur, propias de los saberes y comunidades negados por la ciencia normal y hegemónica. Nuestro interés es contribuir a la visibilización de la emergencia de las epistemologías del sur, estudiando los principales nodos epistémicos de Francisco Varela, Humberto Maturana, Leonardo Boff y Boaventura de Sousa Santos. Bajo la hipótesis de que estos elementos epistémicos confluyen complementariamente, hacen sinergia en la emergencia de nuevas propiedades y condiciones epistémicas que se proyectan hacia el ámbito epistémico-educativo. En el cruce y análisis dialógico emergieron las categorías: ser humano como cuidado, construcción de conocimiento como enacción situada, aprendizaje como transformación en el vínculo y currículum como ecología de saberes. Se definen estas categorías mediante la complementariedad entre los elementos epistémicos y se interpretan las consecuencias de su aplicación en el ámbito epistémico-educativo. Se concluye con un esbozo sintético de una propuesta epistémico-educativa y se discuten los límites y proyecciones del presente estudio.
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Liu, Shu-Hui, Yi-Jen Lu, Chi-Ping Deng, Chih-Hung Wang, Foo Bee Keh et Ya-Chi Tsai. « Social Practice of a Career Guidance Project Based on the Wisdom of the Classic of Changes ». Journal of Pacific Rim Psychology 9, no 2 (20 novembre 2015) : 50–64. http://dx.doi.org/10.1017/prp.2015.13.
Texte intégralRésumé :
The Virtue Existential Career Model (VEC) is a Chinese career development model based on the Classic of Changes. It is designed to supplement the person-environment fit paradigm of Taiwan's 12-Year Basic Education for junior high school students. We adopted an action research approach with two parts, reflection-on-action and critical-emancipatory. An easy-to-use VEC career curriculum and a career information system (Career Genesis; CG) were developed by a team of staff members from government agencies (Tainan Department of Education and Student Counseling Centers), junior high schools, and the Chinese Career Research Center of National Changhua University of Education, Taiwan. The outcome of this project was strong on fostering interconnectedness. Implementing our VEC curriculum and CG to 30 junior high school students received statistically significant immediate increases in resilience, adaptation, and liking of career decision. The feedback and reflections suggest that mandating, attracting, and simplifying are useful strategies to promote our VEC model as well as to facilitate social change and create a multiple-win situation for all parties involved. This approach also follows the tao (道) of the Classic of Changes to provide new knowledge.
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Martínez, Roberto Sanchiño. « Libertad Bajo Palabra ». Zeitschrift für Ästhetik und Allgemeine Kunstwissenschaft Band 51. Heft 1 51, no 1 (2006) : 134–52. http://dx.doi.org/10.28937/1000107616.
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Subversivität und Inspiration sind in der Poetik von Octavio Paz zentrale Paradigmen. In Anlehnung an die Programmatik des ›creacionismo‹ und des Surrealismus sind sie Bestandteile einer selbstref lexiven und emanzipatorischen poetologischen Positionsbestimmung durch den Autor. Sie dienen ihm dazu, Figuren transpersonaler Rede (wie in seinem Essay El arco y la lira) und die Mehrdeutigkeit des dichterischen Wortes (wie in seinem Gedicht Blanco) zu inszenieren. Subversion and inspiration are fundamental concepts in the poetics of Octavio Paz. Following the programs of creacionismo and surrealism they are part of a self-reflexive and emancipatoric poetological position of the author. They are used by him to produce figures of transpersonal speech (as in his essay ›El arco y la lira‹) and to underline the ambiguity of the poetic word (as in his poem ›Blanco‹).
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Yusty, Francisco, et Mario Alberto Ãlvarez López. « El maestro universitario : sujeto del desarrollo humano en contextos socialmente responsables ». Sophia 15, no 1 (29 mars 2019) : 83–96. http://dx.doi.org/10.18634/sophiaj.15v.1i.905.
Texte intégralRésumé :
La finalidad del presente artículo es la reflexión sobre la posibilidad de configurar en el maestro universitario un sujeto del desarrollo humano, al situarse en un contexto de responsabilidad social con el proyecto emancipatorio y con la apuesta de transformación de la realidad social. Deliberación que se instala como resultado de la investigación sobre el sentido del desarrollo presente en las apuestas educativas (Proyectos Educativos Instituciones - PEI) de las universidades del Valle del Cauca, en una perspectiva analítica, interpretativa y crítica con la convocatoria de autores e intelectuales contemporáneos de las ciencias sociales y de las humanidades. El maestro universitario en la ciudad de Cali, al parecer, se ha convertido en un agente activo del modelo económico imperante y se distancia de los presupuestos del desarrollo humano. Se propone aquí un maestro universitario socialmente responsable, un maestro capaz de resistir las apuestas del mercado, a través del afianzamiento de la apuesta humanística contemplada en el paradigma del “Desarrollo Humanoâ€.
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Almog, Nitsan. « “Everyone Is Normal, and Everyone Has a Disability” : Narratives of University Students with Visual Impairment ». Social Inclusion 6, no 4 (6 décembre 2018) : 218–29. http://dx.doi.org/10.17645/si.v6i4.1697.
Texte intégralRésumé :
University students with visual impairment in Israel and worldwide face multiple academic and social barriers and must develop techniques, strategies and skills to adjust to the university environment. The current article is based on a longitudinal qualitative study aimed at incorporating students’ voices and offers some insight into the ways students experience their academic journeys. The research method combined grounded theory with the emancipatory disability research paradigm, which draws explicitly from people with disabilities’ collective experience and thus directly challenges this group’s widespread social oppression. This combination allowed the researcher to focus on students’ initial experiences as subjectively perceived. Sixteen students all defined as legally blind, from four universities in Israel, were interviewed over a 2-year period of their studies. The findings present two complementary narratives the interviewees used while configuring their identities. The article will focus on findings that suggest that during their academic journeys, students needed to manage a process of integrating their identity both as disabled and as students, choosing when and where to perform each identity and determining what the implications of each choice were along with each one’s related costs and benefits. The study’s implications and recommendations can help professionals and support services improve inclusion and equality in higher education.
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Tikhonov, Vladimir. « Sin Ŏnjun (1904–1938) and Lu Xun's Image in Korea : Colonial Korea's Nationalist Transnationalism ». Journal of Asian Studies 78, no 1 (février 2019) : 23–44. http://dx.doi.org/10.1017/s0021911818002577.
Texte intégralRésumé :
Throughout the Japanese colonial period, Korea's reading public paid close attention to Chinese revolutions against Japanese and Western empires. Korean nationalists viewed China's revolutionary struggles as important for liberating Korea from Japan, a stance that reveals a transnational basis of Korean nationalism in the colonial era. One such nationalist was Sin Ŏnjun (1904–38),Tong'a Ilbo’s Shanghai-based correspondent, who played a critical role in conveying the momentous events in contemporary China to colonized Koreans. Drawing on Sin's example, this article shows how Sino-Korean transnationalism constituted Korea's left-wing, progressive nationalism in the 1930s. Although Sin Ŏnjun was a nationalist rather than a communist, he highlighted the communist struggles in China in his dispatches. He saw communism as the only viable way of solving China's internal and external problems, although he, at the same time, disapproved of Chinese communists’ “terrorist methods.” This article argues that this position also reflected his stance in favor of a broad communist-nationalist alliance in the Korean independence movement. He saw Korea's liberation agenda as closely related to the revolutionary events in China, thus accomplishing a synthesis between Korean nationalistic and social aspirations and an East Asia–wide transnational paradigm of a universal emancipatory struggle.
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Kankaanranta, Anne, Päivi Karhunen et Leena Louhiala-Salminen. « “English as corporate language” in the multilingual reality of multinational companies ». Multilingua 37, no 4 (26 juin 2018) : 331–51. http://dx.doi.org/10.1515/multi-2017-0077.
Texte intégralRésumé :
AbstractThis conceptual paper advances the notion of “English as corporate language” in the multilingual reality of multinational companies (MNC) with novel insights from the English as lingua franca (ELF) paradigm of sociolinguistics. Inspired by Goffman, Erving. 1959.The presentation of self in everyday life. New York: Doubleday. dramaturgical metaphor of social life, we develop the notion of English as corporate language by making a distinction between the frontstage official language used in corporate communication and backstage working language used in interactions among MNC employees. We argue that the former approaches the notion of English as a native language and the latter represents ELF in the business domain (BELF); they are different in terms of understanding language competence, multilingualism and role of language in building legitimacy. Our conclusions imply first, that the frontstage English may not always be accessible to the backstage BELF users, due to which employees may feel disadvantaged or disempowered. Second, the use of formal language testing in recruitment and performance appraisal may transform into a gate-keeping mechanism that leads to power inequalities. In our recommendations, we call for an emancipatory language policy accepting different standards of English for different positions and adopting ideas of the Plain Language initiative to better reach all MNC employees.
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Buttelli, Felipe Gustavo Koch, et Clint Le Bruyns. « Theology in Public Space and Social Movements : Notes from Alain Badiou’s Concept of Event ». Open Theology 4, no 1 (1 octobre 2018) : 395–406. http://dx.doi.org/10.1515/opth-2018-0030.
Texte intégralRésumé :
Abstract The debate over the public role of religion and of theology has become quite urgent. Not only by the evident religious presence in the party politics sphere, nor by its influence in the Brazilian social culture and life, but by the role that theology and, in this case, the churches can have to transform the social order. The present work reinforces the emancipatory potential of theology and the action of the church in the public space, pointing to a priority locus, from which both reflection and practice can be emancipatedly formulated, namely, social movements. Social movements, it will be argued, are the space in which the spark that gives rise to social and political change emerges in reality. In this sense, some notes will be made from the notion of Event of Alain Badiou, which recognizes, so to speak, the unique epiphanic character of the Events that can divide history between before and after, which effectively have a radically transforming character. In this sense, the heuristic potential for the church and theology will be emphasized to engage in the struggles of movements in the experience of the Badiousian Events that we could characterize as based on the paradigm of revelation.