Comparison of theoretical frameworks of doctoral theses on the field of instructional technology: The Turkey-US case

The aim of this track was to question the divide between the nature of knowledge understood as experiential in indigenous contexts and science as an objective transferable knowledge. However, these can co-exist and inform design practices within transforming social contexts. The track aimed to challenge the hegemony of dominant knowledge systems, and demonstrate co-existence. The track also hoped to make a case for other systems of knowledges and ways of knowing through examples from native communities. The track was particularly interested in, first, how innovators use indigenous and cultural systems and frameworks to manage or promote innovation and second, the role of local knowledge and culture in transforming innovation as well as the form of local practices inspired innovation. The contributions also aspired to challenge through examples, case studies, theoretical frameworks and methodologies the hegemony of dominant knowledge systems, the divides of ‘academic’ vs ‘non-academic’ and ‘traditional’ vs ‘non-traditional’.

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Criss-Cross: Identity and Transformation in Re-reading Billy Elliot

Journal of British Cinema and Television ◽

10.3366/jbctv.2016.0339 ◽

2016 ◽

Vol 13 (4) ◽

pp. 536-551

Author(s):

Jacqui Miller

Keyword(s):

Identity Formation ◽

Gender And Sexuality ◽

Central Character ◽

Theoretical Frameworks ◽

Liberal Politics ◽

Starting Point ◽

And Gender ◽

Opening Up

Billy Elliot (2000) has been widely recognised as an important British film of the post-Thatcher period. It has been analysed using multiple disciplinary methodologies, but almost always from the theoretical frameworks of class and gender/sexuality. The film has sometimes been used not so much as a focus of analysis itself but as a conduit for exploring issues such as class deprivation or neo-liberal politics and economics. Such studies tend to use the film's perceived shortcomings as a starting point to critique society's wider failings to interrogate constructions of gender and sexuality. This article argues that an examination of the identity formation of some of the film's subsidiary characters shows how fluidity and transformation are key to the film's opening up of a jouissance which is enabled by but goes beyond its central character.

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A Case for Decentering Whiteness in Education

Explorations in Ethnic Studies ◽

10.1525/esr.2018.411205 ◽

2018 ◽

Vol 41 (1-2) ◽

pp. 19-34

Author(s):

Jamie Utt

Keyword(s):

Critical Race Theory ◽

White Students ◽

Students Of Color ◽

Ethnic Studies ◽

Traditional Curriculum ◽

Theoretical Frameworks ◽

Critical Whiteness Studies ◽

Cultural Wealth ◽

Critical Whiteness ◽

Social Studies Textbooks

Ethnic Studies undermines and challenges the racism inherent in dominant education systems by centering identities and epistemologies of people of Color. While much focus has been paid to the damage done to students of Color by White teachers and the White standard curriculum, this paper addresses the intellectual and material benefit White students disproportionately gain from this curriculum. Through a mixed-methods empirical study examining social studies textbooks and standards from Texas and California, the author argues that the standard White canon acts as a form of White/Western studies that directly privileges White students. Critical Race Theory, Critical Whiteness Studies, Pierre Bourdieu cultural reproduction, and Tara Yosso’s community cultural wealth provide theoretical frameworks in calling for a broader implementation of Ethnic Studies programs and pedagogies while calling for reform of traditional curriculum and standards that act as couriers of dominant capital for White students.

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“We’ll Take the Tough Ones”

New Criminal Law Review An International and Interdisciplinary Journal ◽

10.1525/nclr.2019.22.4.542 ◽

2019 ◽

Vol 22 (4) ◽

pp. 542-584

Author(s):

Chrysanthi S. Leon ◽

Corey S. Shdaimah

Keyword(s):

Criminal Justice ◽

Diversion Programs ◽

Social Emotional ◽

Theoretical Frameworks ◽

Material Resources ◽

Professional Goals ◽

Criminal Justice Systems ◽

Working Groups ◽

Justice Systems

Expertise in multi-door criminal justice enables new forms of intervention within existing criminal justice systems. Expertise provides criminal justice personnel with the rationale and means to use their authority in order to carry out their existing roles for the purpose of doing (what they see as) good. In the first section, we outline theoretical frameworks derived from Gil Eyal’s sociology of expertise and Thomas Haskell’s evolution of moral sensibility. We use professional stakeholder interview data (N = 45) from our studies of three emerging and existing prostitution diversion programs as a case study to illustrate how criminal justice actors use what we define as primary, secondary, and tertiary expertise in multi-agency working groups. Actors make use of the tools at their disposal—in this case, the concept of trauma—to further personal and professional goals. As our case study demonstrates, professionals in specialized diversion programs recognize the inadequacy of criminal justice systems and believe that women who sell sex do so as a response to past harms and a lack of social, emotional, and material resources to cope with their trauma. Trauma shapes the kinds of interventions and expertise that are marshalled in response. Specialized programs create seepage that may reduce solely punitive responses and pave the way for better services. However empathetic, they do nothing to address the societal forces that are the root causes of harm and resultant trauma. This may have more to do with imagined capacities than with the objectively best approaches.

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