Academic literature on the topic 'Emancipatory discourse'
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Journal articles on the topic "Emancipatory discourse"
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Yaeger, Patricia S., Katerina Clark, Michael Holquist, Julia Kristeva, Margaret Waller, Tzvetan Todorov, and Wlad Godzich. "Emancipatory Discourse." Contemporary Literature 27, no. 2 (1986): 246. http://dx.doi.org/10.2307/1208659.
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Hokka, Johanna. "What counts as ‘good sociology’? Conflicting discourses on legitimate sociology in Finland and Sweden." Acta Sociologica 62, no. 4 (December 27, 2018): 357–71. http://dx.doi.org/10.1177/0001699318813422.
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This qualitative study explores how sociology is legitimated among established Finnish and Swedish sociology professors, who are conceived as a scientific elite. Drawing on a Bourdieusian framework, the analysis traces the discourses that define legitimate sociology in these two national contexts, and the relations between those discourses. While the scientific elite of Finnish and Swedish sociology share four discourses – the Excellence, Humboldtian, Emancipatory and Policy discourses – the relative value of each differs between the different national contexts. The Excellence discourse dominates in the Finnish data, while the Humboldtian discourse is dominant in the Swedish data. The emphases on the other two discourses also vary: in Finnish interviews, the Policy discourse holds a strong position, while the Emancipatory discourse is articulated only with nostalgia; in Swedish interviews, the Emancipatory discourse is strong and the Policy discourse is weak. The results show that different national contexts produce variations in sociology’s internal dynamics.
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Raelin, Joseph A. "Emancipatory Discourse and Liberation." Management Learning 39, no. 5 (November 2008): 519–40. http://dx.doi.org/10.1177/1350507608096039.
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Cordero Arce, Matías. "Towards an Emancipatory Discourse of Children’s Rights." International Journal of Children’s Rights 20, no. 3 (2012): 365–421. http://dx.doi.org/10.1163/157181812x637127.
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Rights are tools of empowerment. However, the hegemonic children’s rights discourse, crystalized in the UNCRC, is anything but child empowering because it is indebted to specific Euro-American adult understandings which picturethe childas ignorant, innocent and needy and the child’shuman rightsas a concession granted by adults. From a survey of the relevant literature this paper critiques and pretends to challenge this disempowering conception. If historically the strength of any given right has depended on its condition of being conquered, the paper reframes the dominant discourse from the standpoint of real children, specifically working children, fighting for their rights. The paper thus embraces the experiences of children driving the children’s rights movement and takes steps to advance an emancipatory discourse of their rights where they become legislators by achieving authoritative, norm-creating capacity.
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Dzinovic, Vladimir. "Using focus groups to give voice to school underachievers." Zbornik Instituta za pedagoska istrazivanja 41, no. 2 (2009): 284–96. http://dx.doi.org/10.2298/zipi0902284d.
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This paper analyses discourses on school failure of gymnasium students. Research strategy for establishment of dialogue with students is focus group. The method of analysis of the material obtained in the conversations with students is discourse analysis. First, two dominant strategies of focus group usage are discussed: as means for collecting data from subjects and as a social emancipatory practice. The prevailing discourses about school failure of students are mapped: the discourse of school as an insecure investment, the discourse of school marginalisation, the discourse of disinterest of students, the discourse of disinterest of teachers and the discourse 'school success does not have an alternative'. The concluding part discusses research implications on social position of students in power relations in education.
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Barros, Marcos. "Emancipatory Management: The Contradiction Between Practice and Discourse." Journal of Management Inquiry 19, no. 2 (May 25, 2010): 166–84. http://dx.doi.org/10.1177/1056492609357825.
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Barros, Marcos. "EMANCIPATORY MANAGEMENT: THE CONTRADICTION BETWEEN PRACTICE AND DISCOURSE." Academy of Management Proceedings 2006, no. 1 (August 2006): C1—C6. http://dx.doi.org/10.5465/ambpp.2006.22898042.
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Gueta, Keren, and Moshe Addad. "Moulding an emancipatory discourse: How mothers recovering from addiction build their own discourse." Addiction Research & Theory 21, no. 1 (April 30, 2012): 33–42. http://dx.doi.org/10.3109/16066359.2012.680080.
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Mhana, Zainab Abdulkadhim, Rosli Bin Talif, Hardev Kaur, and Zainor Izat Zainal. "EMANCIPATORY DISCOURSE IN CAROL ANN DUFFY’S THE WORLD’S WIFE." Humanities & Social Sciences Reviews 7, no. 4 (September 4, 2019): 176–83. http://dx.doi.org/10.18510/hssr.2019.7423.
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Purpose: This study examines Carol Ann Duffy’s unique discourse of rewriting and telling old stories, fairy tales, and myths that represent female characters as marginalized, inactive, and weak.
Methodology: A qualitative research design was adopted to investigate the pervasive shifts of restructuring female convictions, configurations, and identity in selected poems from Duffy’s The World’s Wife. The research data in this paper is drawn from two main sources: literary books and articles.
Main Findings: The analysis unravels Duffy’s feminist attitude in her poetic collection to reveal how she used her poems as weapons to fight against female marginalization. Simultaneously, the study critiques the traditional patterns of feminist thinking with origins in history and myths that are still prevalent in Western culture.
Applications: This paper can be used by literary scholars and students.
Novelty/Originality: In this research, female characters were explored in the light of Simon de Beauvoir’s concept of the other from her book The Second Sex and Hélène Caxias’s critical notions postulated as écriture feminine.
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McLaughlin, Terence. "Coping with hearing voices: an emancipatory discourse analytic approach." Changes 14, no. 3 (August 1996): 238–43. http://dx.doi.org/10.1002/(sici)1234-980x(199608)14:3<238::aid-cha153>3.3.co;2-1.
Full textDissertations / Theses on the topic "Emancipatory discourse"
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Macartney, Bernadette Christine. "Disabled by the Discourse: Two families’ narratives of inclusion, exclusion and resistance in education." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2011. http://hdl.handle.net/10092/5307.
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This qualitative study is based on the narratives of two families who each parent a young disabled child. It focuses on the children’s and families’ experiences of inclusion and exclusion within educational settings and the implications of these experiences for pedagogical change. New Zealand’s policy and curriculum contexts are considered in relation to education, disability and inclusion. I examine how the families’ perspectives and experiences interact with dominant, deficit discourses of disability. In my interpretation of the family narratives I identify particular disciplinary mechanisms that operate as tools and tactics of disabling power-knowledge production (Foucault, 1977, 1980). I argue that the policing of disabled children and families’ participation are primary processes and outcomes of these disciplinary mechanisms.
The study uses a Disability Studies in Education (DSE) framework to understand and approach disability as socially, politically and culturally constructed. The assumptions underlying traditional Western educational knowledge and norms are critiqued from a counter-narrative based on experiences of disability. I use DSE research and literature to challenge knowledge regimes that interpret disability as an individual deficit requiring ‘special’ intervention and treatment. I argue that a ‘disability critique’ makes an important contribution to understanding the workings and effects of Western, Eurocentric knowledge traditions on children and families. This research further argues that exclusion is experienced by those within and outside of the dominant culture.
I envisage the main research audience of this thesis to be early childhood and primary school teachers, teacher educators, early intervention and special education personnel, therapists and medical professionals. The stories and experiences of the families in this research may support teachers and other professionals to critically reflect on, and make changes to their thinking and practices. I hope to contribute to the growing body of research that can be used to support parents and families of disabled children in their efforts to promote educational change and to support the full inclusion of their children as valued people and learners within their educational contexts.
I develop two main arguments in this research. The first is that in order to transform education, deficit discourses and their effects must be named and understood. The second is that New Zealand educationalists can build on existing, local frameworks to develop critical, narrative and relational pedagogies to transform exclusionary power relations and support inclusive experiences for all children and their families. I argue that approaches to disability and education based on a belief that exclusion is ‘inevitable’ and that creating a fully inclusive education system and society is an impossible dream, should be challenged and rejected. A lack of optimism and vision reproduces exclusion, and leads to weak reforms at best. Disabled children and their families deserve and have a right to an inclusive life and education and this requires people at all levels of society to take responsibility.
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Laverack, Glenn, and edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "Addressing the contradiction between discourse and practice in health promotion." Deakin University. School of Social and International Studies, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040723.104140.
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The main theme of this thesis is the contradiction between discourse and practice in health promotion. Many health promoters continue to exert power-over the community through top-down programming whilst at the same time using an emancipatory discourse. The thesis has addressed this contradiction in three parts. The first part determines how the emancipatroty discourse has evolved and eplores the role of social movements in the development of contemporary health discourses and their influence on the legitimisation of empowerment. Central to this discourse is the empowerment of communities. To understand the role of this concept the thesis provides an interpretation of the different meanings of power and community, and the different levels of analysis of empowerment in the context of health promotion programming.
The second part identifies the nature of health programming and the dominance of top-down, and to a much lesser extent, bottom-up approaches. The thesis argues that these two approaches are not, and do not have to be, mutually exclusive. To address this issue the thesis presents a new methodology is situated within a framework developed for the accomodation of empowerment goals within health promotion programmes. The study also identifies the organisational areas of influence on the processs of community empowerment and it is these which are used for the assessment of this concept. Both the framework and the methodology address the contradiction in health promotion by making community empowerment operational within a programme context.
The third part of the thesis supports the rationale for the design of the methodology with field work in rural Fijian communities. The findings are presented as a composite case study to highlight the experiences of implementing the methodolgy and the main themes that emerged during the field work. the final chapter of the thesis brings together the central themes of the study and draws from these and 'emergent agenda' as a way forward for health promotion research and practice.
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Segalo, L. "Exploring sarcasm as a replacement for corporal punishment in public schools in South Africa." Interim : Interdisciplinary Journal, Vol 13, Issue 4: Central University of Technology Free State Bloemfontein, 2013. http://hdl.handle.net/11462/320.
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Published ArticlesThe dawn of a democratic South Africa in 1994 established a society entrenched in Human Rights milieu. As such, public schools are meant to align their policies with the rule of the law. Particularly, section 10 (1) of South African Schools Act, 84 1996 (hereafter SASA) respectfully prohibits the administration of corporal punishment directed at a learner in public schools. The subsequent section 10 (2) of SASA admonishes that any person contravening section 10 (1) of SASA is liable on conviction to a sentence which could be imposed for assault. These mentioned provisions of the school legislation are consistent with section 10 of the Constitution of the Republic of South Africa (RSA) which affords every person the inherent right to dignity of the person. Against the afore-mentioned legislative provisions, teachers have resorted to the use of sarcasm as a tool to inflict punishment in the manner that it could be equated with corporal punishment. Sarcasm is a form of language that is used to cause emotional and psychological harm, belittle, ridicule and humiliate the person it directed at. Judged against the provisions of the legislation governing schools in South African public schools, sarcasm could be said to be a direct violation of fundamental rights of learners to dignity of the person. In order to explore the intonation of sarcasm as supplement for corporal punishment the research paper employed a qualitative critical emancipatory research (CER) approach. Data gathered through a purposive sample of ten secondary teachers was analysed by the use of textual oriented discourse analyses.
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Segalo, L. "Fourth year black male student teachers' conceptualisation of the in loco parentis prinicple at the University of Technology." Interim : Interdisciplinary Journal, Vol 13, Issue 4: Central University of Technology Free State Bloemfontein, 2013. http://hdl.handle.net/11462/321.
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Published ArticleThis research study explores how black male student teachers in their final fourth year programme at the University of Technology conceptualise the 'in loco parentis' aspect of their professional moulding. Male student teachers in their final fourth year studies are placed for a period of six months at various schools, as part of their professional preparation. Based on this phenomenon it has become important to explore how they perceive their position as male teachers in preparation against the delegated position invested in them by common law, as well as legal positive law. The researcher used the Critical Emancipatory Research (CER) approach as a transformative and liberatory mechanism to move away from the problems that are associated with being a male teacher and the abuse of power directed at learners in their care. A critical discourse analysis (CDA) was used to analyse the narratives of ten black male student teachers through in-depth interviews that were audio-taped. The ten male student teachers were based in different secondary schools in the Lejweleputswa district.
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SILVA, JÉSSICA SANTOS DA. "IN THE WORKS OF PSEUDOCONCRETE: WHEN THE EMANCIPATORY DISCOURSES COVER THE REAL CONDITION OF PRECARIOUSNESS AND OVEREXPLOITATION OF FEMALE WORK IN ROCINHA - RJ." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=32335@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Nos interessamos aqui por pesquisar o trabalho feminino a partir das noções do trabalho como afirmação e negação do ser em si, permeado por processos das pseudoconcreticidades, nos termos de Karel Kosik (1969), que se erguem em sociedade sob as mais variadas formas, incluindo os discursos emancipatórios. Pensar em pseudoconcreticidades, exige um pensar crítico e interessado. Nesse caso, interessado e interesseiro sobre o espaço. Assim, temos que olhares lançados sobre o mundo devem ser na tentativa de desvendá-lo, de ultrapassar suas aparências, frisando sempre que aparência e essência não são separadas e ambas compõem o real, o verdadeiro. A partir disso, propomos uma discussão e reflexão sobre as condições do trabalho feminino constantemente naturalizadas. Assim, nos inquietamos em investigar o trabalho da mulher, vez que nos interessamos por um cotidiano onde desenvolvem múltiplas atividades notadamente no âmbito do lar. Para tal, achamos conveniente nos debruçar e iniciar desenvolvendo um tópico sobre Trabalho e Espaço. Pretendemos nesse tópico levantar algumas considerações para, a partir disso, propormos uma discussão de gênero; em seguida, introduzimos um estudo de aproximação a partir do trabalho doméstico não-remunerado e em domicílio desenvolvido por mulheres da COOPA-ROCA (Cooperativa de Trabalho Artesanal e de Costura da Rocinha LTDA); acreditamos que o trabalho desenvolvido por essas mulheres é uma excelente oportunidade de aproximação, observação e pesquisa.
We have an interest in researching the female work through the notions of afirmation and negation of the self. Permeated by the process of pseudoconcreticidade, in the terms of Karol Kosik (1969), Which is raised in the society by so many varied forms, including the emancipating discourses. Thinking about pseudoconcreticidade requires a critical and interested thought. In this case, interested and curious about the space. Thus, we believe that the looks released upon the world should be trying to uncover the world, overcoming its appearances, always emphatizing that appearance and essence aren t separated and both are part of the real, the true. From that on, we suggest a discussion and reflexion of the usually naturalized female work. Thus, we matter to investigate the female work, once we are interested about a routine where multiples activities are developed notedly at homeworking. For that, we thought appropriate to analyse and start developing a topic about work and space. On this matter we intend to raise some considerations to suggest a gender discussion; following, we introduced a study of approximation beginning from the unpaid homeworking developed by the women of COOPA-ROCA (cooperative of homemade work and sewing of Rocinha LTDA); we believe that the work developed by these women is an excelent opportunity of approach, observation and research.
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Hanser, Gaïane. "Intrication textuelle, et déchiffrement du sens dans l'oeuvre de Charlotte Brontë." Thesis, Paris 3, 2012. http://www.theses.fr/2012PA030146/document.
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L'enfance des jeunes Brontë a été marquée par leurs jeux littéraires : ils ont créé un monde imaginaire dans lequel s'affrontaient héros réels et fictifs, en consignant leurs aventures dans de minuscules manuscrits. L'étude de ces textes permet d'observer chez Charlotte Brontë le processus de formation d'une écriture dialogique, qui se maintient dans les romans de maturité. Sa nouvelle situation énonciative lorsqu'elle soumet ses écrits au public amène toutefois un changement dans son rapport au lectorat, car ses nouveaux critiques ne dissocient pas dans leur réponse la femme de l'artiste. Ceci se traduit par la construction de deux Lecteurs Modèles, qui se voient chacun attribuer un rôle spécifique au sein d'un même texte. Les narrateurs font appel à la clémence du Lecteur Modèle / Juge, tandis qu'ils sollicitent – parfois simultanément – l'aptitude au déchiffrement du Lecteur Modèle / Interprète. Cette thèse a pour ambition d'identifier et d'analyser les différentes stratégies narratives résultant de cette création textuelle d'un double Lecteur Modèle, ce qui permet dans un second temps d'éclairer le sens des romans. Ces stratégies incluent notamment l'insertion de textes seconds ou de références intertextuelles, ainsi que la sémantisation d'éléments non-textuels, tels que les arts visuels ou les artisanats féminins. Cette intrication de plusieurs objets de déchiffrement crée des espaces d'équivoque et d'indécidabilité, qui doivent alors être investis par le lectorat empiriqueThe Brontës' childhood was informed by their literary games: they created an imaginary world where they staged the confrontations between their heroes, real or fictitious, and which they used as a setting for numerous tales. A close study of these early writings sheds light on the formation, in Charlotte Brontë's work, of a dialogical mode of writing, which remains present throughout her later novels. Her new enunciative situation as she submits her work to the public at large leads to a shift in her perception of her readership: her new critics do not dissociate in her the woman from the writer, and assess her texts accordingly. This results in the creation of two Model Readers, each of whom is given a specific role within the frame of a same text. Brontë's narrators ask for the leniency of the Model Reader / Judge, at the same times as they call upon the Model Reader / Interpretant's aptitude at deciphering signs. This thesis aims at identifying and analysing the narrative strategies resulting from the creation of a double Model Reader, which help understand the meaning of the novels. These strategies include the insertion within the text of secondary texts or intertextual references, as well as the semanticisation of non-textual elements, such as visual arts or accomplishments. This intrication of various cyphers creates a locus of equivocation and undecidability, which must be invested by the empirical readership
Books on the topic "Emancipatory discourse"
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Apter, David E. Democracy, violence and emancipatoy movements: Notes for a theory of inversionary discourse. Geneva: United Nations, 1993.
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From Left Communism to Post-modernism: Reconsidering Emancipatory Discourse. University Press of America, 2003.
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Möller, Frank. Politics and Art. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199935307.013.13.
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Art can be understood as a form of political discourse; as a descriptive, an interpretive, or an explicitly critical approximation; or as a vehicle with which to transcend the political. Art complicates our understandings and perceptions of the world, altering the discursive frames within which the political is negotiated. Research on politics and art explores art’s engagement with politics and its vision of the world; it analyzes art’s contribution to both our understanding of politics and problem solving. Current research also explores art’s critical and emancipatory potentialities, as well as participatory art and social activism in light of new forms of political communication. Such research is interdisciplinary and open to methodological pluralism and innovation. This article discusses artistic and performative imaginations of the political; knowledge production through art; art’s engagement with violence and peace; the art-audience interface; ethics and aesthetics of political art; and art’s function as a political witness.
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H. Makhoul, Manar. Palestinian Citizens of Israel. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474459273.001.0001.
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Palestinian citizens in Israel are part of the Palestinian nation that was scattered and divided during the 1948 War (Nakba, a catastrophe), amidst which Israel was founded. Today, Palestinian citizens in Israel are not part of the emancipatory movement of Palestinians outside of Israel. The primary question, then, that this book aims to address relates to understanding the transformation in Palestinian discourse, from that which spoke of national self-determination, to a discourse that is not coherently nationalist. The study of literature aims to provide a view ‘from within’ onto Palestinian discourse. Incorporating almost the entire corpus of Palestinian novels published in Israel between 1948 and 2010, the book aims to deal with the widest possible spectrum of representation. This choice aims to complement existing sociological and literary analysis on Palestinians in Israel. The book is divided to three chapters, corresponding to political periods in the life of Palestinians in Israel (1948−1967; 1967−1987; and 1987−2010). In the first period, Palestinians in Israel adapt to life under military rule, but they also undergo a process of modernization that aimed, so they believed, to facilitate their integration in Israeli society. Since the late 1960s, during the second period, Palestinians start to question the implications of modernization on their society, highlighting the ambivalence of their life in Israel. In the third period, Palestinians in Israel start to contemplate ‘solutions’ for this ambivalence, or alienation, bringing to the fore issues relating to their relationship with Israel as well as Palestinians across the border.
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Spencer, Jane. Writing About Animals in the Age of Revolution. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198857518.001.0001.
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This book argues that shifting attitudes to nonhuman animals in eighteenth-century Britain affected the emergence of radical political claims based on the concept of universal human rights. It examines a tension in 1790s radicalism between the anthropocentrism of the concept of the ‘rights of man’, and the challenge to human exceptionalism entailed by attempts to extend benevolent consideration to nonhuman animals. The development of a naturalistic and sympathetic literature of animal subjectivity is traced with particular attention to the innovatory representation of nonhuman animal perspectives within children’s literature. The study explores the complex relationship between animal representation and claims for human rights through an investigation of writing by and about four overlapping human groups—children, women, slaves, and the lower classes—whose social subordination was grounded in their cultural construction as less than fully human. Emancipatory movements of political reform, abolition, and feminism, and the animal representations produced within those movements, were affected by the varying forms of animalization applied to each oppressed group. A final chapter considers the legacy of 1790s animal rights discourses in the early-nineteenth-century campaign for anti-cruelty legislation. The book’s many literary animals include the ass, ambiguous emblem of sympathetic animal writing; the great ape or ‘orang-outang’, central to racist discourse; and the pig, adopted by 1790s radicals to signify their rebellion. Writers considered include Sterne, Coleridge, Southey, Wordsworth, Clare, Wollstonecraft, Barbauld, Hays, Mary Robinson, Equiano, Sancho, Cugoano, Clarkson, Thomas Spence, Daniel Isaac Eaton, John Oswald, Joseph Ritson, Thomas Erskine, and John Lawrence.
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Fracchia, Carmen. 'Black but Human'. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198767978.001.0001.
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The African presence in imperial Spain, of between 10-15 per cent of the population, was due to the institutionalization of the transatlantic slave trade that brought between seven- to eight hundred thousand Africans as slaves to Spain and Portugal. If we add those slaves born in these European territories and the three to four hundred thousand Moor, Berber and Turk slaves, there were approximately two million slaves living in the Iberian Peninsula during this period. The Afro-Hispanic proverb ‘Black but Human’ that provides part of the book’s title, serves as a lens through which to explore the ways in which certain visual representations of slavery both embody and reproduce hegemonic visions of subaltern groups, and at the same time provide material for critical and emancipatory practices by Afro-Hispanic slaves and ex-slaves themselves. It thus allows us to generate critical insights into the articulations of slave subjectivity by exploring the links between visual regimes and the early modern Spanish and New World discourses on slavery and human diversity. My book provides a complex new reading of neglected moments of artistic production in Hapsburg Spain establishing their importance as relays of power and resistance. We could claim that the ‘Black but Human’ topos encodes the multilayered processes through which a black emancipatory subject emerges and a ‘black nation’ forges a collective resistance, and the ways in which these moments are articulated visually by a range of artists. Thus, this proverb is the main thread of the six chapters of this book.
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Scheipers, Sibylle. ‘The most beautiful of wars’. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198799047.003.0003.
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Clausewitz’s writings from the reform period combine themes that were central to his thought from his earliest texts and his correspondence, such as the value of the individual as the primary political agent. At the same time, they reflect a thorough engagement with the intellectual context of his time. In the Bekenntnisdenkschrift he presented a notion of war that emphasized its existential and emancipatory qualities. Clausewitz formulated his notion of war in its existential form against the backdrop of contemporary intellectual, political, and cultural discourses in Prussia and Germany more broadly. After the experience of the French Revolution’s descent into terror, the key question facing Clausewitz and his contemporaries was how to advance the liberation of the individual and society more broadly from traditional forms of political authority without risking a degeneration of all political institutions.
Book chapters on the topic "Emancipatory discourse"
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Brown, Robin S. "On the potential limits of trauma theory as an emancipatory discourse 1." In Emancipatory Perspectives on Madness, 14–24. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429343261-2.
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Schlam-Salman, J., and Z. Bekerman. "4. Emancipatory Discourse? An Ethnographic Case Study of English Language Teaching in an Arabic-Hebrew Bilingual School." In Examining Education, Media, and Dialogue under Occupation, edited by Ilham Nasser, Lawrence N. Berlin, and Shelley Wong, 49–66. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694287-009.
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Cantini, Daniele. "Seeing Social Change Through the Institutional Lens: Universities in Egypt, 2011–2018." In Methodological Approaches to Societies in Transformation, 61–88. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65067-4_3.
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AbstractThis chapter explores the possibilities offered by the ethnographic study of institutions when addressing the question of social change, taking Egyptian universities during the revolution and its aftermath as case study. Discussing how different actors address the issue of change, the chapter cautions against adopting explanatory schemes too easily, particularly when building narratives. Instead, it suggests looking at institutional constraints to see how contradictory and overlapping notions of change are created, enforced, and contested across competing networks of power, both during an uprising and in times of political repression. Furthermore, it shows how changes in an institution can reveal hints of transformation processes in the broader society. This chapter offers an alternative reading of the revolutionary changes that transformed the country in and after 2011. Focusing on two major perspectives on the change in Egypt’s higher education sector the article discusses some of the complexities of accounting for change through an institutional lens. The first, coming from those more actively involved in the 2011 revolution, is one of struggle, emancipatory will, and depression and silence as a consequence of the 2013 backlash. The second perspective stems from state-sponsored programs promoting higher education as a globally competitive object, subject to reform and geared toward innovation and quality. As a consequence of these different perspectives the university has become the site of a major battle between forces competing for power within society, demonstrating how such metanarratives of change shape the temporalities according to which university actors consider their action. By combining participatory observation, interviews, and the study of documents stating internal university regulations and reform programs, the author shows the importance of universities as privileged sites for the implementation of change, uncovering balances of power, beyond slogans and discourses.
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"Postmodernist international relations discourse." In Emancipatory International Relations, 98–117. Routledge, 2014. http://dx.doi.org/10.4324/9781315768007-6.
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"Critical language awareness and emancipatory discourse." In Critical Language Awareness, 317–43. Routledge, 2014. http://dx.doi.org/10.4324/9781315845661-23.
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"2 Sketching Out an Emancipatory Discourse: Corruption, Political Spaces and Social Imaginaries." In Corruption as an Empty Signifier, 91–131. BRILL, 2013. http://dx.doi.org/10.1163/9789004252981_004.
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Cowan, Jane K. "Ambiguities of an emancipatory discourse: the making of a Macedonian minority in Greece." In Culture and Rights, 152–76. Cambridge University Press, 2001. http://dx.doi.org/10.1017/cbo9780511804687.010.
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Fleming, Ted. "Mezirow and the Theory of Transformative Learning." In Advances in Standardization Research, 120–36. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-6086-9.ch009.
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Mezirow's theory of transformative learning has always relied on the work of Jürgen Habermas in order to give it a sound theoretical base. This chapter outlines Mezirow's theory of transformative learning attending to its reliance on critical theory which contributes important concepts such as domains of learning, emancipatory learning, critical reflection, and the discourse of communicative action. This chapter explores how the work of Habermas and elements of his critical theory not utilized by Mezirow enhance the rigor of Mezirow's work. An argument is made that allows us to interpret transformative learning theory as a critical theory. As a new generation of Frankfurt School scholars create the next iteration of critical theory, the implications of Axel Honneth's recognition theory are identified for the theory and practice of transformative learning. The communicative turn of Habermas and the recognition and emancipatory turns of Honneth contribute significantly to the evolution of transformation theory.
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Rusert, Britt. "The Banneker Age." In Fugitive Science. NYU Press, 2017. http://dx.doi.org/10.18574/nyu/9781479885688.003.0002.
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This chapter identifies Thomas Jefferson’s Notes on the State of Virginia (1785, 1787) as a “founding text” for a vibrant genealogy of black scientific discourse in the early national and antebellum periods, from Benjamin Banneker’s 1791 correspondence with Jefferson to David Walker’s 1829 Appeal, James Pennington’s 1844 ethnology, and James McCune Smith’s essays on Notes, written in 1859, on the cusp of the Civil War. It also examines the widespread memorialization of Benjamin Banneker by African Americans in the antebellum period, an act that, among other things, used Banneker to imagine the beginning of a new scientific age, marked by anti-racism and emancipatory politics.
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Duckworth, Vicky, and Rob Smith. "Research, adult literacy and criticality: catalysing hope and dialogic caring." In Resisting Neoliberalism in Education, 27–40. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447350057.003.0003.
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This paper draws on a longitudinal UCU research project: FE in England - Transforming Lives and Communities to explore transformative teaching and learning in adult literacy education and to argue for the place of research in affirming localised understandings of education that cut across the grain of contemporary educational reform. In the context of the dominance of a ‘skills’ discourse in further education in England, this research project focused on literacy education as a creating a discourse community offering ‘differential space’ (Lefebvre 1991) that is emancipatory for many learners at the local level of family and community. The research data illustrate that adult literacy education can be disruptive of the rigid linearity of a model of ‘learning progression’ that sorts individuals according to a qualification/age matrix. Instead, it can offer organic tools for resistance – through consciousness-raising and transformation by acting as a hope catalyst for changes in learners’ lives and teachers’ practice.
Conference papers on the topic "Emancipatory discourse"
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Hansen, Sean, Nicholas Berente, and Kalle Lyytinen. "Wikipedia as Rational Discourse: An Illustration of the Emancipatory Potential of Information Systems." In 2007 40th Annual Hawaii International Conference on System Sciences (HICSS'07). IEEE, 2007. http://dx.doi.org/10.1109/hicss.2007.616.
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