Jean-Paul Sartre claims in his 1945 lecture ‘Existentialism is a Humanism’ that there are two kinds of existentialism: that of Christians like Karl Jaspers, and atheistic like Martin Heidegger. Sartre's ‘spiritual master’ Heidegger had no problem with Sartre defining him as an atheist, but he had serious problems with Sartre's concept of humanism and existentialism. Heidegger claims that the essence of humanism lies in the essence of the human being. After the Enlightenment, the Western concept of man has been presented (...) in education in the form of Kantian humanistic essentialism. At least in the Finnish educational system, Kantian humanism is almost an official ideological background of all national curriculums. Is such a kind of essentialism and metaphysics plausible in our modern or postmodern times? We examine the Sartre-Heidegger controversy on humanism and the concept of man in education using Freire's humanism and Gelassenheit education as exemplars. (shrink)

The purpose of this paper is to present the theoretical and philosophical assumptions of the Nursing Manifesto , written by three activist scholars whose objective was to promote emancipatory nursing research, practice, and education within the dialogue and praxis of social justice. Inspired by discussions with a number of nurse philosophers at the 2008 Knowledge Conference in Boston, two of the original Manifesto authors and two colleagues discussed the need to explicate emancipatory knowing as it emerged from the Manifesto . (...) Our analysis yielded an epistemological framework based on liberation principles to advance praxis in the discipline of nursing. This paper adds to what is already known on this topic, as there is not an explicit contribution to the literature of this specific Manifesto , its significance, and utility for the discipline. While each of us have written on emancipatory knowing and social justice in a variety of works, it is in this article that we identify, as a unit of knowledge production and as a direction towards praxis, a set of critical values that arose from the emancipatory conscience-ness and intention seen in the framework of the Nursing Manifesto. (shrink)

Empowerment and user participation represents an ideal of power with a strong position in the health sector. In this article we use text analysis to investigate notions of power in a program plan for health workers focusing on empowerment. Issues addressed include: How are relationships of power between users and helpers described in the program plan? Which notions of user participation are embedded in the plan? The analysis is based on Foucault’s idea that power which is made subject to attempts (...) of redistribution will re-emerge in other forms. How this happens, and with what consequences, is our analytical concern. The analysis is contrasted with ‘snapshots’ from everyday life in a nursing home. The program plan communicates empowerment as a democracy-building instrument that the users need. It is a tool for providing expert assistance to the user’s self-help. User participation is made into a tool which is external to the user him-/herself. Furthermore, the analysis shows that the plan’s image of empowerment presupposes an ‘élite user’ able to articulate personal needs and desires. This is not very applicable to the most vulnerable user groups, who thereby may end up in an even weaker position. By way of conclusion, we argue that an exchange of undesirable dominating paternalism for a desirable empowerment will not abolish power, but may result in more covert and subtle forms of power that are less open to criticism. The paper offers insights that will facilitate reflections on the premises for practising empowerment-oriented health care. (shrink)

Humanist ideas in education have been promoted by both Western thinkers and classical wisdom texts of Asia. Exploring this connection, I examine the educational philosophy of an iconic ancient Tamil text, the Thiruvalluvar Kural, by juxtaposing it with a contemporary humanist classic, Paulo Freire’s Pedagogy of the Oppressed. As this comparative study reveals, both texts offer humanist visions of relevance to education, politics, and society. Notably, however, the Kural takes what might be described as a more mainstream humanist stance vis-à-vis (...) Freire’s radical humanist approach. Nevertheless, both educational philosophies share a common humanist bond representing important breakthroughs within their own given contexts. More specifically, the Kural supports a shift in consciousness and social practices away from caste rigidity, superstition, and pre-humanist beliefs while Freire championed transitioning from rigid, top-down and alienating educational delivery models and economic systems to learning processes and societies that are more democratized, dialogic and egalitarian. (shrink)

This essay is a revision of ?Rudiments of an Ethics of News Reporting,?; which won honorable mention in the 1985 Carol Burnett/University of Hawaii/ AEJMC Prize for Student Papers on Journalism Ethics. It argues that news reporting suffers from a misplaced faith in individual autonomy, a faith that resists a sense of social duty on the basis of negative freedom; therefore, journalism stands in need of a moral theory that recognizes community and personhood as fundamental human characteristics essential to ethical (...) decision?making. (shrink)

Within a context of healthcare restructuring and a shift toward individualized continuing competency in Canada, this inductive, narrative inquiry explored positive learning experiences of first‐line acute care nurses. The written stories of eight self‐selected participants were collected and unstructured follow‐up interviews were conducted. The stories and interview transcripts were examined using categorical‐content and holistic‐form analysis, and analyzed in light of literature relating to adult education and professional development in nursing. Emergent themes included life‐changing learning and learning through one's own, and (...) other's, experiences. The findings highlight the need to re‐frame professional development for nurses in Canada, specifically by valuing and utilizing shared workplace experiences. (shrink)

Critical pedagogy is in crisis. To address this crisis, this paper reinvents Paulo Freire’s concept of utopia in and for our age of the Anthropocene. Understood as a system, postdigital critical ut...

Volume 52, Issue 8, July 2020, Page 827-829.

A crucial component of any education, dialogue is viewed by many social justice educators as their primary means towards rectifying social inequalities. Yet the extent to which the particular educational practices they recommend meet the needs or interests of their students who face systemic disadvantage remains unclear. This essay examines claims for and against dialogical pedagogy for increasing social justice. While conceding that dialogue is necessary for developing praxis as a student and participant in society, the essay argues that the (...) prescriptive tone of some educators committed to social justice undermines their capacity for dealing concretely with the needs and interests of those they intend to better serve. The conclusion is drawn that educators committed to increasing equality must develop pedagogical attitudes informed by various educational implications of structural injustice as well as by the specific contexts in which they serve as teachers of both particular skills and content. (shrink)

Student-centered learning has been conceived as a Western export to the East and the developing world in the last few decades. Philosophers of education often associate student-centered learning with frameworks related to meeting the needs of individual pupils: from Deweyan experiential learning, to the ‘pedagogy of the oppressed’ and other social justice orientations. Yet student-centered learning has also become, in the era of neoliberal education, a jingoistic advertisement for practices and ideologies which can be seen to lead to a global (...) devaluation of the educational profession, and the bolstering of the view of the student as a customer. In this article, I want to disentangle these views and explore some limitations of either model of student-centered learning. To add context, I consider education in the United Arab Emirates today, which provides an extreme example of the risks involved with prioritizing student’s self-identified needs and interests above all else, as in an idealized or exaggerated student-centered concept. I conclude with brief comments on amending the philosophical concept of student-centered learning to be useful in diverse contexts today. (shrink)

Although an author is defined as someone who has made substantial contributions to a research study, sometimes power relations in student-supervisor collaborations play a more determining role in attribution of authorship. This article reflects the ideas of eight Iranian postgraduate Teaching English as a Foreign Language students about authorship policies and practices at their universities. The interview data indicate that the participants were not involved in authorship decisions and authorship credits were given based on their supervisors’ positions and seniority rather (...) than their contribution to students’ research. The participants also described unfair authorship experiences affecting their motivation, interest in academia, self-confidence, etc. It is recommended that faculty members and policy-makers in TEFL programs in Iran engage in ongoing open discussions about authorship policies and decision-making with students to avoid creating negative feelings and unpleasant experiences for students which might lead to a legacy of unfair authorship practices. (shrink)

The knowledge production of researchers interested in improving the health‐care of young clients through the employment of emancipatory research methodologies may be limited by the complexity that working with young children presents to the research process. The purpose of this paper is to explore whether emancipatory research methodologies have application within the context of research with children. Critical examination of the challenges inherent in emancipatory research with children reveals that the application of aspects of these approaches presents possibilities for contributing (...) significantly to our knowledge development for the nursing of children. (shrink)

This essay explores the original political significance of the posters of May ’68 as a critique of capitalism, as well as extending this approach to a critique of contemporary capitalism in 2020. The slogans of ’68 are deceptively simple and we look to the importance of the political ideas expressed aesthetically as having immediate impact in the late 1960s, but also the underlying Situationist philosophy which influenced them.We also explore the contemporary significance of Situationist theory, especially in the context of (...) the renewal of Marxist thought in the 21st century. This renewed Leftist critique of capitalism emerges as articulated through newer social and political movements of the current times, particularly through the political philosophy of Slavoj Žižek and his auto-critique of the former Yugoslavia. (shrink)

The origins of philosophy of education as a discipline are relatively late, and can be traced in the Anglo-American academic world from the 1960s and a specific emphasis on conceptual problems deriving from the analytical tradition of philosophy. In more recent years, however, there has been a notable ‘Continentalist’ turn in the discipline, leading to a re-evaluation of key texts and philosophers from the French and German traditions and their relation to the discourse of education. One paradigmatic example here is (...) the work of the French postmodernist thinker Jean-Francois Lyotard. In this essay, I explore how Lyotard’s powerful critique of education in his early work, especially with regard to his influence on the May ‘68 events at Nanterre University, can be seen as crucially important, now again, to a current crisis in educational philosophy in the Western world. Moreover, Lyotard’s post-’68 work, with his paradigmatic The Postmodern Condition: A Report on Knowledge as especially important, can be seen as providing a very challenging riposte to both ‘managerialist’ and instrumentalist philosophies on the one side but also to overly simplistic ‘liberatory’ educational critiques on the other side. (shrink)

This paper examines Henry Giroux’s critical pedagogy, and explores the interconnections among education, democracy, and hope. Whereas critical pedagogy rejects foundationalism, it still requires a normative foundation to criticise oppressive situations and pose a vision of the future. Giroux rejects foundationalism and regards oppressive force such as neoliberalism as an enemy of both hope and democracy. He regards hope as an act of imagination, something to be cultivated, which can be regarded as a medium of mobilisation. This seems inconsistent with (...) the tenets of critical pedagogy, as mobilisation is often thought to suppress individual human agency, which Giroux and other critical pedagogues have emphasised heavily. This paper solves this inconsistency via the radical democracy advocated by Ernesto Laclau and Chantal Mouffe and Gramscian insights regarding hegemony and education, and redefines the role of hope in Giroux's theory. Giroux’s framing of hope moves us towards certain normative claims and mobilises people to desire democracy as a normative foundation for society. (shrink)

Intersecting authority-language-and-symbolic power, this article tells the story of a group of continental Francophone African youth who find themselves in an urban French-language high school in southwestern Ontario, Canada. Through their narrative, one is confronted by the trauma of one's own language being declared an illegitimate child, hence becoming a ‘deceptive fluency’ in the ‘eyes of power’ thanks to race and post-coloniality. They are fully consciousness of this situation and their ‘linguistic return’, thus gazing back at the eyes of power (...) and declaring themselves ‘subjects’ capable of love and desire. I briefly address questions of hospitality and language ownership and conclude by addressing the need to re-think the connection between race, power and language. (shrink)

Workplace bullying is a significant issue confronting the nursing profession. Bullying in nursing is frequently described in terms of ‘oppressed group’ behaviour or ‘horizontal violence’. It is proposed that the use of ‘oppressed group’ behaviour theory has fostered only a partial understanding of the phenomenon in nursing. It is suggested that the continued use of ‘oppressed group’ behaviour as the major means for understanding bullying in nursing places a flawed emphasis on bullying as a phenomenon that exists only among nurses, (...) rather than considering it within the broader organisational context. The work of Foucault and the ‘circuits of power’ model proposed by Clegg are used to provide an alternative understanding of the operation of power within organisations and therefore another way to conceive bullying in the nursing workforce. (shrink)

This article focuses on ethical concerns about modifying physical activities within a variety of education, recreation, rehabilitation and competition contexts. An ecological frame of reference common within current educational and rehabilitation theories is utilised for reflecting upon adapted physical activity practices. Ethical principles challenged in the article are (a) the utilitarian consequence to all participants; (b) professional paternalism; and (c) empowerment of individuals with a disability. Concerns arising with respect to these ethical principles in adapted physical activity practices are discussed (...) across modifications in terms of (i) the tasks involved; (ii) the environmental conditions; (iii) the equipment used; (iv) the game rules; and (v) the instruction methods. (shrink)

As contemporary universities become increasingly deregulated and neoliberalised structures, how is grassroots student political organising to adapt? What role could student organisers, working in coalition with academics, unions and communities, play in shaping the Future University? We argue that student organising has an even more crucial place in the site of the neoliberal university, working against both the corporatisation of the contemporary university, as well as rising neoliberal conditions in the broader communities within which tertiary education is embedded. These conditions, (...) without doubt, have the potential to stultify student movements by burdening students with ever-increasing debt, and packaging degrees as a commodity with a market-determined value. However, we argue, the neoliberalisation of education also engenders an opportunity for students in shaping the Future University, through grassroots advocacy for staff working conditions, and for critical pedagogies that enable the integration of transformative social justice movements with academic theory. For us, the Future University is a space that nourishes critical and creative thinking, and produces students that are able to integrate theory with radical praxis. However, for this to be realised, the ideological function of the university, in justifying and naturalising hegemonic power structures, and the very meaning of public education, must be exposed and critiqued from the ground up. (shrink)

This article describes a study that examined the experiences of 27 individuals who frequented an Open Access homeless shelter in Toronto, Canada. The overarching aim of this study was to map the social organisation of health care in Toronto, with particular regards to the ways in which literacy, or the lack of literacy, mediates the experiences of homeless individuals attempting to gain access to health care. While terms such as “literate” or “illiterate” might be seen to reflect an individual’s level (...) of acquired education or competence, critical social theorists argue that such terms instead more accurately reflect an individual’s relative class or position within the social hierarchy. Individuals who possess literacy are able to read into texts for their implicit understandings, directives, and power structures. Furthermore, they are able to translate and decode texts as potential pretexts for coordination or control. This study draws on a Freirean critical standpoint, which acknowledges that knowledge and power are inextricably interconnected. This study asked: How does literacy, or the lack of literacy, facilitate or impede access to health care for homeless individuals? What are the social consequences of illiteracy? (shrink)

This article seeks to address the contemporary politics and ethics at work in the teaching of ethics in higher education. It will do so by addressing the stakes inherent in the translation of certain ?urgent reformulations? of teaching ethics in a contemporary Asian university, in light of a ?demise of politics? due to corporatisation. Using Derrida's reading of Levinas? ideas on ethics, the article claims that the debate on teaching ethics engenders an acceleration of the ?aporia of hospitality?. The article (...) concludes that, since the corporate-managerial reformulation of the university as well as the call for reviving ?real? critical thought both labour under the mark of a growing sense of moral urgency, they are both also violent. This points to the instability of the academic institution, making the Asian university's complicity in colonialism and neo-liberalisation precisely the moment where the promise of philosophy gets intensified, thus allowing students in that Asian university to ex-propriate the European idea of justice. (shrink)

Nursing as normative praxisThe purpose of this paper is twofold. First, it introduces a variety of concepts of ‘praxis’, and argues in support of those which reflect the normative dimension of the critical social perspective. This begins with the Aristotelian concept, and moves through a variety of sources, including Hannah Arendt and Paulo Freire, but focuses primarily, and uniquely in the nursing literature, upon the work of the Yugoslavian ‘praxis Marxists’. Second, specific ways of conceiving nursing as praxis are outlined, (...) including political, aesthetic and ethical forms which have immediate import for nurses. The paper concludes with brief suggestions as to how these ways of conceiving praxis may be used by nurses to develop a more intimate and productive understanding of their own practices. (shrink)

Academics and practitioners: nurses as intellectuals In the author's experience, nurse educators working in universities generally accept that they are ‘academics’, but dismiss suggestions that they are ‘intellectuals’ because they see it as a pretentious description referring to a small number of academics and aesthetes who inhabit a conceptual world beyond the imaginative capacity of most other people. This paper suggests that the concept of the ‘intellectual’, if not the word itself, be admitted into nursing discourse through the adoption of (...) a non‐élitist Gramscian understanding, similar to the more recently formulated conception of the reflective practitioner. According to the Italian Marxist scholar Antonio Gramsci, intellectuals are those people who develop ways in which to construct the conditions of their own existence, a possibility he believed was open to all. It is suggested that, from a Gramscian perspective, all nurses are intellectuals to varying degrees, and nurse educators should not only be nurturing their own intellectualism but also the potential for intellectualism as it exists within each individual. The ways in which this project are related to Habermasian critical theory are also briefly outlined. (shrink)

Education as a practice in its own right (or sui generis practice) invokes quite a different set of ethical considerations than does education understood as a subordinate activity ? i.e. prescribed and controlled in its essentials by the current powers-that-be in a society. But the idea of education as a vehicle for the ?values? of a particular group or party is so commonplace, from history's legacy as well as from ongoing waves of educational reforms, as to appear a quite natural (...) one. So much is this case that the idea of education as a sui generis practice may seem a bit eccentric at first sight. Some preliminary work is called for then to render intelligible the claim that education is indeed a practice in its own right, and to illustrate the original starting point this gives for an exploration of educational ethics. In undertaking this preliminary work, central themes from two major sources are explored and reviewed: Richard Peters? well-known study Ethics and education and MacIntyre's After virtue. The suggestive merits of both works for advancing a sui generis understanding of education and its conduct are identified. But crucial occlusions are also highlighted in the arguments of both authors, the recognition of which might have enabled their thinking on educational matters to venture onto a different plane. The kind of thinking that emerges from these investigations as most promising for educational ethics is seen to differ in its key features from what the various branches of academic philosophy have to offer by way of ethical theory. (shrink)

This essay proposes a pedagogical ethic of love based on the four brahma-viharas -- also called the divine abodes-- of Theravada Buddhism. Witnessing, Kelly Oliver’s theory of mutual subjectivity, finds practical expression in the brahma-viharas, a comprehensive way to train the mind and heart to sustain an ethic of love in all of our relationships. Together, witnessing and the brahma-viharas offer an approach whereby we may choose to love students and to cultivate more open, responsive and egalitarian relations with them, (...) in spite of academic asymmetries of power. In perplexing or vexing interactions with students, I draw strength from three of the four divine abodes: metta (lovingkindness), karuna (compassion), and upekkha (equanimity). Consistently applying the contemplative practices associated with these states begins to disentangle the threads of complicated social relations. (shrink)

Growing concern about a shrinking cultural consensus on values, coupled with religious pluralisation and the realisation that schooling is not, and cannot be, value-neutral,have led to proposals to teach ethics in schools, interpreted as a contribution of the discipline of philosophy to the common curriculum. To the extent that this approach is seen to hinge on the alleged autonomy of ethics, it has the potential to indoctrinate the contestable view that rationality is the prime motivator of moral commitment. A case (...) is made for regarding philosophical ethics and religious studies not as alternative avenues to values education but each as a core curriculum priority, different but complementary to the other in its content. (shrink)

This paper argues that the MBA, probably the most successful academic program of the last 50 years, negatively affects the theory and practice of management with regard to ethics through its pedagogy, structure, and its underlying epistemic assumptions. In particular I seek to demonstrate how the syllabus, the pedagogy and the epistemological assumptions of MBA programs together make managers/leaders unable and unwilling to deal with ethics. I also argue that while the what and the how play a very important role, (...) it was only the emergence of a radical philosophical underpinning that has put management education on a negative trajectory. The paper thus examines MBA education from a meta-level perspective, connecting the pedagogical model with epistemological beliefs. (shrink)

Ethnographic fieldwork is subject to a number of tensions regarding the position of the researcher. Traditionally, these are discussed from a methodological perspective, and draw attention to issues such as ‘objectivity’ of the research and the supposed need for ‘distance’ in the process of knowledge-building. Approaching the issue from a different angle, this article provides a reflection on the positionality of the researcher through an autoethnographical account based on fieldwork with socially excluded groups. Rather than reflecting on the (dis)advantages of (...) proximity for the research process, it explores from a personal stance how this role interacts with other roles in the researcher's life (e.g. being a volunteer, a citizen, an advocate, a moral being). Increased awareness about this intrinsic positionality of the researcher calls for a situated conceptualisation of professionalism and science. The author furthermore explores how an autoethnographical approach relates to educational research and su.. (shrink)

It is generally acknowledged that much contemporary education takes place within a dominant audit culture, in which accountability becomes a powerful driver of educational practices. In this culture, both pupils and teachers risk being configured as a means to an assessment and target-driven end: pupils are schooled within a particular paradigm of education. The article discusses some ethical issues raised by such schooling, particularly the tensions arising for teachers, and by implication, teacher educators who prepare and support teachers for work (...) in situations where vocational aims and beliefs may be in conflict with instrumental aims. The article offers De Certeau's concept of la perruque to suggest an opening to playful engagement for human ends in education, as a way of contending with and managing the tensions generated. I use the concept to recover an idea of solidarity for teacher educators and teachers to enable ethical teaching in difficult times. (shrink)

The dualistic structures permeating western culture emphasize radical discontinuity between humans and nonhumans, but receptive attention to nonhuman others discloses both continuity and difference prevailing between other forms of life and our own. Recognizing that agency and subjectivity abound within nature alerts us to our potential for dominating and oppressing nonhuman others, as individuals and as groups. Reciprocally, seeing ourselves as biological beings may facilitate reconstructing our social reality to undo such destructive relationships.

The conventional proper scientific self has an ethical obligation to strive to see everywhere in the universe from no particular location in that universe: he is to produce the view from nowhere. What different conceptions of the proper scientific self are created by the distinctive assumptions and research practices of social justice movements, such as feminism, anti-racism, and post-colonialism? Three such new ideals are: the multiple and conflicted knowing self; the researcher strategically located inside her research world; and the community (...) that knows. (shrink)

Theologians speak of the silence of churches' prophetic voice in the 'new' South Africa, whilst the country features amongst the socio-economically most unequal countries in the world, and the urban areas in particular continue to be characterised by segregation. In this context I ask: where is liberation theology? I spell out my reading of some of the recent voices in the liberationist discourse. In dialogue with these scholars I, firstly, argue for the faith community to be made a conscious centre (...) of liberationist debates and praxis. Secondly, I do this by suggesting two theoretical building blocks for local faith communities that wish to grow in a liberationist fashion. (shrink)

This article explores an aspect of Karl Marx’s concept, praxis. Praxis is meaningful work, through which we fulfil ourselves by fulfilling others. The discussion draws on the author’s work with postgraduate student teachers, where both students and author were researching their own practice. Reflecting Marx’s conception of praxis as subjective fulfilment in the objective world, this activity was intended to trouble and complicate the categories ‘subjective’ and ‘objective’, whilst enabling students to become both more autonomous and other-oriented. The intention behind (...) this article is to develop the theoretical vocabulary of praxis available to educational researchers and practitioners. Some ideas from Lacanian psychoanalysis are introduced, followed by extensive discussion of Slavoj Žižek’s concepts, ‘act’ and ‘event’. The key argument is that in a nascent educative praxis, ‘subjective’ and ‘objective’ perspectives can be understood not as fixed points of reference, but as dual orientations on a flow of signification. These ideas are developed alongside detailed examination of two university-based research sessions with student teachers. With reference to session activities, a rationale is provided for an emerging educative praxis, in which students explore creative tensions between ‘subjective’ and ‘objective’ perspectives on school-based practice. (shrink)

Despite the severe social, health, political and economic impacts of the outbreak of Covid-19 on Palestinians, we contend that one positive aspect of this pandemic is that it has revealed the perils and shortcomings of the teacher-centered, traditional education which colonizes students’ minds, compromises their analytical abilities and, paradoxically, places them in a system of oppression which audits their ideas, limits their freedoms, and curtails their creativity. While Israeli occupation has proven to be an obstacle in the face of the (...) Palestinian government’s attempt to combat and contain the Corona crisis, on-line education, the sole arena that escapes this colonial system, has forced many instructors to give up their domination over the process of education and to create a more collaborative atmosphere of education that is based on dialogue, research and flexibility of the curriculum content. This study is designed to gauge English literature students’ responses to this mode of digital learning. We interviewed a hundred students from six English literature programs between March and August, 2020. Thus, through critically examining students’ answers, and by drawing on Freire’s concepts of banking education, consciousness and dialogue, we propose that online education is an important step towards the decolonization of education and a call for a paradigm shift on the account that the existing paradigm of traditional education is stifling students’ creativity and critical thinking. (shrink)

This paper argues for a decolonial praxis in critical peace education. Drawing on an integrative review method, the paper synthesises approaches, practices, and theories from peace and peace education literature with special attention paid to the concepts of critical peace education, cosmopolitanism, postcolonial thought, and decolonial action. The paper particularly explores the philosophical contributions of postcolonial and decolonial thought and how each could help toward decolonising approaches for critical peace education. The concept of ‘structural violence’ is critiqued as obfuscating individual (...) responsibility. Insights are drawn here from the closely related field of global citizenship education that argues for a focus less on empathy and more on causal responsibility. Before concluding, the paper discusses a ‘pedagogy for the privileged’ and ‘pedagogy of discomfort’ that both might better support a decolonial praxis for critical peace education in theory and practice. (shrink)

One issue that is often ignored in political theory is the problem of means and modes of communication affecting dialogue between parties. In this age of hyper communication, this is something particularly relevant. The point here is that, despite the ease with which we have access to both means and modes of communication, there remains the problem of truly communicating and truly dialoguing with the Other. Michel Serres’ work Le Parasite is a seminal work on this issue. According to him, (...) in means and modes of communication, the parasite is an unwanted entity that interferes with what would otherwise be a clear connection between a sender and a receiver. But messages must pass through means and modes of communication, and this necessarily interferes with the message. The noise is therefore a constitutive feature of any form of communication. In this article, I assess the implications of Serres’ theory for Buber’s views on dialogue and for conflict resolution between individuals and communities in conflict. My discussion will be centred on informal education and will make reference to concrete instances of Anti-Semitism in the Middle-Eastern media, and how it affects relations between communities in the region. (shrink)

‘Language death’ is an undeniable phenomenon of our modern times as languages have started to disappear at an alarming rate. This has led linguists, anthropologists, philosophers and educationists to engage with this issue at various levels in an attempt to try to understand the decline in this rich area of human communication and culture. In this article I refer to some interesting and innovative educational projects in the Amazon region of Brazil, which are revitalizing local languages, cultures and communities. I (...) analyse these projects in the light of some of Paulo Freire’s ideas, particularly his views on conscientization, praxis and contextualization, and will argue that these educational ventures might be viewed as useful templates for other countries and peoples seeking to reverse or avoid ‘language-culture’ death. (shrink)

A defining aspect of our modern age is our tenacious belief in technology in all walks of life, not least in education. It could be argued that this infatuation with technology or ‘techno-philia’ in education has had a deep impact in the classroom changing the relationship between teacher and student, as well as between students; that is, these relations have become increasingly more I–It than I–Thou based because the capacity to form bonds, the level of connectedness between teacher and students, (...) and between students has either decreased or become impaired by the increasing technologisation of education. Running parallel to this and perhaps exacerbating the problem is the so-called process of ‘learnification’, which understands that teachers are mere facilitators of the learning process, rather than someone with an expertise who has something to teach others. In this article, I first assess the current technologisation of education and the impact it has had in relations within the classroom; second, I characterise Buber’s I–It and I–Thou relations and its implications for education; finally, I investigate through a thought experiment if the development of AI could 1 day successfully replace human teachers in the classroom. (shrink)

This article explores the 'second chance' myth that surrounds the role of adult education in society. This myth apparently offers all citizens an equal chance to access educational opportunities to improve their life chances. I argue that recent developments in educational policy-making are increasingly shaped by neoliberal discourses that adapt adult education principles, such as lifelong learning and emancipation, for its own economic and political logic. This has important implications for adult education, especially equality of opportunity and social inclusion.

This paper provides an overview of corporate social responsibility in Brazil, a country of vast regional and economic differences. Despite abundant natural resources and centers of advanced technology, large numbers of Brazilians live in poverty. Historical factors, which to some extent explain Brazil’s social and economic inequalities – a long period of colonialism, followed by populist reform, repressive military measures, foreign debt, unfair trade agreements, and problems of corruption – have persisted into the current period of democratic reform, marked by (...) economic and political trends toward democratization and corporate social responsibility. This paper considers the civic and business organizations that have been developing strategies to encourage social responsibility and government policies aimed at alleviating poverty. Despite progress, the complexity of the Brazilian context presents challenges for social and economic equality. (shrink)

Deliberative democracy, it is claimed, is essential for the legitimisation of public policy and law. It is built upon an assumption that citizens will be capable of constructing and defending reasons for their moral and political beliefs. However, critics of deliberative democracy suggest that citizens’ emotions are not properly considered in this process and, if left unconsidered, present a serious problem for this political framework. In response to this, deliberative theorists have increasingly begun to incorporate the emotions into their accounts. (...) However, these accounts have tended to focus only upon the inclusion of emotions in the external-collective exchange of reason between citizens. Little work has been done on how the individual will actually cope with emotions internally within their own minds. There has been no consideration of the capacities that citizens will need to perceive, understand and regulate emotions as they formulate reasons both by themselves and with others. Moreover, there has been little consideration of how these capacities might be educated in children so that emotionally competent deliberative citizens can be created. In this paper, emotional intelligence is presented as an essential capacity that can fulfil this role for the deliberative citizen and deliberative democracy more generally. The ‘deliberative school’ is suggested as a potential site for this transformation that can progress from generation to generation, cultivating citizens that are increasingly better equipped to handle emotionally-laden deliberative engagement. (shrink)

This paper explores the interplay of control and trust in a cross-national and cross-cultural professional development course. It examines the differing expectations of the overseas high-ranked education officials who were the students and of the course teachers, particularly in terms of: approaches to control of content and of interpersonal interactions; the cultural contexts in which the attitudes were shaped; the effect of the participants’ professional roles, particularly of their perceptions of accountability and power; the complex, continuing and yet shifting, interplays (...) of control and trust and the ways these interplays impacted learning within the course. It proposes the concept of operational trust as a way to consider the relationship that developed. While the situation examined is situated within a particular context and reflective of the participants involved and therefore non-iterative, the discussion highlights patterns of interaction and gives rise to tentative theorisations with implications for other cross-cultural or cross-national teacher development projects. (shrink)

For the past several decades, coordinated efforts from within the women’s social movement in Perú have led to groundbreaking legislation surrounding gender equity – for example, the National Gender Equality Policy of 2019 and the Gender Parity Law of 2020. These institutionalized policy changes mark milestones on the path to gender equity, certainly in Perú, but activist efforts that targeted these outcomes can inform women globally. The current study investigated key components of feminist activism by social movement actors themselves through (...) the use of testimonio with nine key leaders in the movement. Using a liberation psychology approach and thematic narrative analysis, the findings suggested three key components of feminist activism: conflict, militant identity, and pluralism that were critical in processes of change. Centering majority world women’s voices contributes to the production of knowledge regarding approaches to gender equity, in particular because much that has been written about feminist action in psychology has been produced among samples of white women in the United States. Implications for understanding how the findings have the potential for global change are discussed. (shrink)