Health and social change: a critical theory

2004 ◽  
Vol 58 (4) ◽  
pp. 879-880
Author(s):  
William C. Cockerham
Keyword(s):  
Social Change ◽  
Critical Theory

Critical Theory, Curricular Transformation and Feminist Mainstreaming

1984 ◽  
Vol 166 (1) ◽  
pp. 49-62 ◽  
Author(s):  
Patti Lather
Keyword(s):  
Teacher Education ◽  
Social Change ◽  
Critical Theory ◽  
Women's Studies ◽  
Curricular Change ◽  
Antonio Gramsci ◽  
Women’S Studies ◽  
Curricular Transformation ◽  
Change Efforts

This paper examines critical theory, especially the work of Antonio Gramsci, in relation to feminist curricular change efforts in teacher education. It is contended that women's studies is potentially a prime example of curriculum as counter-hegemonic force. Critical theory is taken to task for the male-centeredness of its search for historical actors. The possibilities for fundamental social change that open up when we put women at the center of our transformative aspirations are explored.

scholarly journals Cultural Studies, Critical Theory and Critical Discourse Analysis: Histories, Remembering and Futures

2003 ◽  
Vol 14 (2) ◽  
Author(s):  
Terry Threadgold
Keyword(s):  
Social Change ◽  
Discourse Analysis ◽  
Critical Theory ◽  
Cultural Studies ◽  
Critical Discourse Analysis ◽  
Cultural Politics ◽  
The Other ◽  
Critical Discourse ◽  
Local Contexts ◽  
Global And Local

In this paper I have explored some of the histories which inevitably connect, but also differentiate, critical discourse analysis and cultural studies. I have argued that both are strongly influenced by the versions of critical theory which have been characterised as 'postmodernism' and 'poststructuralism' and that both could benefit not only from some serious engagement with the several disciplines from which their interdisciplinarity is derived but also from some further in depth exploration of the critical theory which informs them and which they have often 'translated' or 'co-opted' in reductionist ways. I have also argued that the claims sometimes made for critical discourse analysis are inflated and that without serious ethnographies and attention to the theorisation as well as research of contexts those claims cannot really be sustained. On the other hand 'resignification' or the cultural politics of CDA are important agendas and we need to do much more work on establishing exactly how social change can be effected through the kinds of work CDA could do. My conclusion is that we need to reframe and recontextualise the ways in which we define and perform CDA and that that will involve bringing cultural studies and critical discourse analysis together in productive new ways with other disciplinary and theoretical formations and with proper attention to the new and different global and local contexts in which we work.

scholarly journals Expanding the Possibilities of Qualitative Inquiry: A Review of Critical Autoethnograpy: Intersecting Cultural Identities in Everyday Life

2014 ◽  
Author(s):  
Tasha Rennels
Keyword(s):  
Social Change ◽  
Critical Theory ◽  
Everyday Life ◽  
Lived Experiences ◽  
Qualitative Methodology ◽  
Qualitative Inquiry ◽  
Cultural Identities ◽  
Valuable Resource ◽  
Critical Autoethnography

Critical Autoethnography: Intersecting Cultural Identities in Everyday Life is a groundbreaking collection in which Boylorn and Orbe expand the possibilities of qualitative inquiry by including 13 page-turning chapters that merge autoethnography with critical theory to situate lived experiences within larger systems of power. Throughout this review, I provide a brief overview of the collection, describe the strengths in terms of writing and organization, as well as critique the pragmatic potential. I conclude by describing how and why this collection is a valuable resource for those who practice qualitative methodology for the sake of social change.

Rethinking the Paradigm

2017 ◽  
Author(s):  
Emile G. McAnany
Keyword(s):  
Latin America ◽  
Social Change ◽  
Critical Theory ◽  
Paradigm Shift ◽  
Theory And Practice ◽  
Government Project ◽  
Communication For Development ◽  
Dominant Paradigm ◽  
Dependency Approach ◽  
Critical Perspectives

This chapter focuses on the rise of the critical or dependency paradigm in Latin America and the success of its theories but somewhat limited applications over a period from the early 1970s through the mid-1980s. It first examines the context of the paradigm shift that paved the way for a new theory in the discourse of communication and social change, and how that may have affected practice. It then considers how the dependency approach to communication for development (c4d) first came into favor in Latin America. It also discusses the dependency paradigm in theory and practice and Everett Rogers's critique of the old or dominant paradigm, which he articulated in the book Communication and Development: Critical Perspectives (1976a). The chapter concludes by demonstrating how practice and critical theory came together in a government project in Tanzania's ujamaa villages.

scholarly journals Connecting Cultural Studies, Critical Theory and Critical Discourse Analysis: Past, Present, Future

2018 ◽  
Author(s):  
Elfrida Kartika Dewi
Keyword(s):  
Social Change ◽  
Discourse Analysis ◽  
Critical Theory ◽  
Cultural Studies ◽  
Critical Discourse Analysis ◽  
The Other ◽  
Critical Discourse ◽  
Local Contexts ◽  
Critical Discourses ◽  
Global And Local

In this journal the researcher have explored some of the inexorably connected histories , but also distinguishes , analyzes critical discourses and cultural studies . I argue that both are strongly influenced by the version of critical theory which has been characterized as 'postmodernism ' and 'poststructuralism ' and both can benefit not only from some serious engagements with some of the disciplines with which they are interdisciplinary , but also from some further in exploration depth of critical theory that informs them and that they are often 'translated ' or 'co-opted ' by reductionist means . I also argue that the claims that are sometimes made for critical discourse analysis are increased and without ethnography and serious attention to the theory and research on the context , such claims can not be sustained . On the other hand 'resignation ' or CDA cultural politics is an important agenda and we need to do more work to determine exactly how social change can be done through the kind of work CDA can do . My conclusion is that we need to reframe and contemplate the ways in which we define and do the CDA and it will involve the taking of cultural studies and critical discourse analysis together in a productive new way with other disciplinary and theoretical formations and with the attention that true to the new and different global and local contexts in which we work .

scholarly journals Correcting whose errors? The principle of error correction from an ethnographic lens

2018 ◽  
Vol 47 (3) ◽  
pp. 377-380
Author(s):  
Virginia Zavala
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Critical Race Theory ◽  
Critical Theory ◽  
Error Correction ◽  
Language Ideologies ◽  
Critical Race ◽  
Race Theory ◽  
The Relationship ◽  
Changing Society

Labovian sociolinguistics constitutes an important paradigm that brings to the forefront issues of social justice in linguistics and asks about the debt the scholar has towards the community once s/he gets information from it. Nevertheless, as many scholars have discussed, and even though this paradigm has focused on changing society for the better, it has serious limitations on how it conceptualizes the relationship between language and society. Based on critical race theory and language ideologies, Lewis powerfully contributes to this discussion by critiquing the principle of error correction (PEC) proposed by Labov as a particular way of conceptualizing social change. As Lewis points out at the end of the article, this principle reflects an ‘earlier era’ and needs to be reconsidered in light of the significant transformations not only in the study of language in society developed in recent decades but also in critical theory and humanities in general.

Reflective Minds/Intentional Hearts: Joining Humanistic Education and Critical Theory for Liberating Education

1987 ◽  
Vol 169 (2) ◽  
pp. 55-77 ◽  
Author(s):  
Lee Bell ◽  
Nancy Schniedewind
Keyword(s):  
Social Change ◽  
Critical Theory ◽  
Fifth Grade ◽  
Social Analysis ◽  
Liberatory Education ◽  
Humanistic Education ◽  
The Social ◽  
Pedagogical Skills ◽  
Liberating Education ◽  
Grade Classroom

This paper proposes an integration of critical theory and humanistic education. Strengths and limitations of each are discussed, and a model for liberatory education is proposed that incorporates the pedagogical skills of the humanists with the social analysis of the critical theorists. This model is illustrated with an example from a fifth-grade classroom. The paper describes materials and resources from various areas within education that synthesize personal and social change. Finally, it poses questions for further dialogue among humanistic educators and critical theorists interested in liberatory education.

scholarly journals The legal field as battleground for social struggle: Reclaiming law from the margins

2021 ◽  
Author(s):  
Veronica Pecile
Keyword(s):  
Social Movements ◽  
Social Change ◽  
Critical Theory ◽  
Economic Crisis ◽  
Social Struggle ◽  
The Commons ◽  
Political Praxis

Scepticism towards law’s potential of fostering social change has been widespread in critical theory and contributed to strengthen social movements’ mistrust vis-à-vis the use of legal tools to advance their claims. Such “anti-law” posture is based on the assumption that law would formalise existing relations of domination and posits the need for a political praxis liberated from “legalistic drifts”. This article discusses how legal tactics in favour of social change have been employed by social movements exerting a counter-hegemonic use of law in the post-2008 economic crisis conjuncture. The example of the struggle for the commons will be analysed as paradigmatic of how the interests of the marginalised can be protected by resorting to existing property arrangements, and how it is possible to reclaim law from the margins.

scholarly journals Connecting Cultural Studies, Critical Theory and Critical Discourse Analysis: Past, Present, Future

2018 ◽  
Author(s):  
Elfrida Kartika Dewi
Keyword(s):  
Social Change ◽  
Discourse Analysis ◽  
Critical Theory ◽  
Cultural Studies ◽  
Critical Discourse Analysis ◽  
The Other ◽  
Critical Discourse ◽  
Local Contexts ◽  
Critical Discourses ◽  
Global And Local

In this journal the researcher have explored some of the inexorably connected histories , but also distinguishes , analyzes critical discourses and cultural studies . I argue that both are strongly influenced by the version of critical theory which has been characterized as 'postmodernism ' and 'poststructuralism ' and both can benefit not only from some serious engagements with some of the disciplines with which they are interdisciplinary , but also from some further in exploration depth of critical theory that informs them and that they are often 'translated ' or 'co-opted ' by reductionist means . I also argue that the claims that are sometimes made for critical discourse analysis are increased and without ethnography and serious attention to the theory and research on the context , such claims can not be sustained . On the other hand 'resignation ' or CDA cultural politics is an important agenda and we need to do more work to determine exactly how social change can be done through the kind of work CDA can do . My conclusion is that we need to reframe and contemplate the ways in which we define and do the CDA and it will involve the taking of cultural studies and critical discourse analysis together in a productive new way with other disciplinary and theoretical formations and with the attention that true to the new and different global and local contexts in which we work .

Toward a Critical Theory of Transformative Learning

2021 ◽  
Vol 12 (1) ◽  
pp. 1-16
Author(s):  
Ted Fleming
Keyword(s):  
Social Change ◽  
Critical Theory ◽  
Transformative Learning ◽  
Narrative Research ◽  
Social Dimension ◽  
Social Structures ◽  
Transformation Theory

This article explores how key ideas from the critical theory of Oskar Negt can be utilized to address critiques and further enhance Mezirow's theory of transformative learning. The implications of Negt's work on the dialectical nature of experience are identified. So too are the connections he makes between experience, social structures, and social change. Both Dewey and Mezirow build on the importance of experience for learning and education and their work will be re-framed and so contribute to the development of a Negt-inspired critical theory of transformative learning. In addition, ideas such as exemplary learning and competences are taken from Negt in a project that makes transformation theory more cognisant of the perceived missing social dimension in Mezirow's work. Mezirow commenced the task of creating a critical theory of transformative learning, and this paper continues the project. Implications for biographical/narrative research are identified.

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