{ Conclusion }

2021 ◽  
pp. 309-318
Author(s):  
B. V. Olguín
Keyword(s):  
Puerto Rican ◽  
Paradigm Shift ◽  
Mixed Heritage ◽  
Black And White

The conclusion assesses the 2015 Broadway hit Hamilton: An American Musical by mixed-heritage (Puerto Rican, Mexican, black, and white) Lin-Manuel Miranda, which emerges as the quintessential violentological text and supra-Latina/o chronotope. This sui generis phenomenon models all the conceits and contradictions explicated throughout this book, while also consolidating the vexed and vexing Latina/o move from the margins to the center. My assessment of this spectacle as part of the ever-more discrepant Latina/o archive, which consists of widely diverging supra-Latina/o and even post-Latina/o violentologies, underscores the need for a paradigm shift in our understanding of the ontological and epistemological pasts, presents, and futures of Latina/o Studies.

Latino/a and African American Relations

2016 ◽  
Author(s):  
Brian D. Behnken
Keyword(s):  
United States ◽  
African Americans ◽  
Civil Rights ◽  
Puerto Rican ◽  
Civil Rights Movement ◽  
Mexican American ◽  
Black People ◽  
The United States ◽  
Civil Rights Era ◽  
Black And White

African Americans and Latino/as have had a long history of social interactions that have been strongly affected by the broader sense of race in the United States. Race in the United States has typically been constructed as a binary of black and white. Latino/as do not fit neatly into this binary. Some Latino/as have argued for a white racial identity, which has at times frustrated their relationships with black people. For African Americans and Latino/as, segregation often presented barriers to good working relationships. The two groups were often segregated from each other, making them mutually invisible. This invisibility did not make for good relations. Latino/as and blacks found new avenues for improving their relationships during the civil rights era, from the 1940s to the 1970s. A number of civil rights protests generated coalitions that brought the two communities together in concerted campaigns. This was especially the case for militant groups such as the Black Panther Party, the Mexican American Brown Berets, and the Puerto Rican Young Lords, as well as in the Poor People’s Campaign. Interactions among African Americans and Mexican American, Puerto Rican, and Cuban/Cuban American illustrate the deep and often convoluted sense of race consciousness in American history, especially during the time of the civil rights movement.

scholarly journals Martian life: stuck somewhere between inevitable biochemistry and quirky biology

2004 ◽  
Vol 25 (1) ◽  
pp. 20
Author(s):  
Charles H Lineweaver
Keyword(s):  
Origin Of Life ◽  
Paradigm Shift ◽  
Black And White ◽  
The Origin Of Life ◽  
Life On Earth ◽  
Second Genesis

If traces of life are found on Mars, the question that needs to be asked is: How independent is this life from life on Earth? A paradigm shift is needed from ?Was there a second genesis?? to ?How much of one was there?? This abandonment of a picture in black and white to a more nuanced grey is based on the idea that the boundary between life and non-life was not sharp and that the origin of life was an extended process of molecular tinkering.

scholarly journals The Visual Rhetoric of Self-advocacy Organisations on Poverty: All about Courage?

2017 ◽  
Vol 6 (1) ◽  
pp. 53
Author(s):  
Heidi Degerickx ◽  
Griet Roets ◽  
Angelo Van Gorp
Keyword(s):  
Low Income ◽  
Paradigm Shift ◽  
Visual Rhetoric ◽  
Rhetorical Analysis ◽  
Welfare States ◽  
Self Advocacy ◽  
Black And White ◽  
Research Findings ◽  
The Voice ◽  
European Welfare States

At the beginning of the 1990s, several European welfare states installed a policy on poverty that explicitly recognised the voice and life knowledge of people in poverty. The idea of talking ‘with’ the poor came to prominence instead of talking ‘about’ or ‘to’ people in poverty. Beresford and Croft (1995) proclaimed a possible paradigm shift from advocacy to self-advocacy. In Belgium, in the aftermath of the General Report on Poverty (1994), grassroots organisations such as ATD Fourth World and BMLIK (Movement of People with Low Income and Children ) gained recognition as ‘organisations where people in poverty take the floor’. BMLIK launched the photobook Courage (1998) which contains prominent black and white photographs portraying families in deep poverty combined with oral testimonies. The central question we ask is whether and how this photobook can be considered an emblematic case for the framing of poverty as a violation of human rights, and for the way the self-advocacy paradigm has been materialised in this. Through a visual-rhetorical analysis (Foss, 1994) of Courage we present our research findings wherein the ‘pedagogical aesthetic’ (Trachtenberg, 1990) of socially engaged photography comes to the fore, as well as how this contributes to social change and justice.

scholarly journals Against the factory school of modern times: the need of a paradigmatic rupture

2021 ◽  
Vol 2 (2) ◽  
pp. 3586-3593
Author(s):  
Jesus Maria Sousa
Keyword(s):  
Teacher Education ◽  
Paradigm Shift ◽  
Intelligent Systems ◽  
Formal Education ◽  
Industrial Revolution ◽  
Methodological Approach ◽  
The Public ◽  
Modern Times ◽  
Black And White ◽  
Modernist Project

Despite the accelerating change at all levels of life, demanding a plethora of new intelligent systems, formal education continues to resemble a box, created during Industrial Revolution and only modestly changed since. The technicist curriculum and the public school remain a modernist project, boxing in students and constraining their imaginations. It is not worth investing in intelligent technologies if education is not taken into account, creating new flexibilities for people’s behaviours and attitudes. A paradigm shift in the area of education and teacher education is a must. The aim of this presentation is to share my concern about the inadequacy of the “black-and-white” mental organisation caused by the knowledge boundaries of various disciplines in hierarchical order, characteristic of the modernist curriculum implemented at schools, and the real need for a global and interdisciplinary methodological approach focused on the greatest problems of humanity.

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