Nancy Fraser on Welfare Dependency

2021 ◽  
pp. 360-373
2020 ◽  
pp. 136843102098378
Author(s):  
Isabelle Aubert

This article explains how the issue of inclusion is central to Habermas’s theory of democracy and how it is deeply rooted in his conception of a political public sphere. After recalling Habermas’s views on the public sphere, I present and discuss various objections raised by other critical theorists: Oskar Negt and Alexander Kluge, Nancy Fraser, Axel Honneth and Iris Marion Young. These criticisms insist on the paradoxically excluding effects of a conception of democracy that promotes civic participation in the public debate. Negt, Kluge and Fraser develop a Marxist line of analysis that question who can participate in the public sphere. Honneth and Young criticize in various ways the excluding effect of argumentation: are unargumentative speeches excluded from the public debate? I show how Habermas’s model can provide some responses to these various objections by drawing inspiration from his treatment of the gap between religious and post-metaphysical world views.


2009 ◽  
Vol 39 (1) ◽  
pp. 95-118 ◽  
Author(s):  
CHRISTINA MOKHTAR ◽  
LUCINDA PLATT

AbstractThis article investigates the ethnic patterning of exit from means-tested benefits in a UK town. Lone parents in the UK face high risks of poverty and high rates of receipt of means-tested, out-of-work benefits. There has been extensive policy concern with lone parents' poverty and with potential ‘welfare dependency’. Investigation of welfare dynamics has unpacked the notion of welfare dependency, and has stimulated policy to better understand the factors associated with longer rather than shorter durations. However, within this analysis, there has been little attention paid to ethnicity. This is despite the fact that the extensive literature on the UK's minority ethnic groups has emphasised diversity in both rates of lone parenthood and risks of poverty. To date we have little understanding of ethnic variation in lone parents' welfare dynamics. Using a data set drawn from administrative records, this article analyses the chances of leaving means-tested benefit for a set of lone mothers in a single town, exploring whether there is variation by ethnic group. We find that, controlling for basic demographic characteristics, there is little evidence to suggest that ethnicity affects the chances of benefit exit, even between groups where rates of lone parenthood are very different.


2014 ◽  
Vol 19 (3) ◽  
pp. 277-283 ◽  
Author(s):  
Tracey Jensen

This article critically examine how Benefits Street - and the broader genre of poverty porn television - functions to embed new forms of ‘commonsense’ about welfare and worklessness. It argues that such television content and commentary crowds out critical perspectives with what Pierre Bourdieu (1999) called ‘doxa’, making the social world appear self-evident and requiring no interpretation, and creating new forms of neoliberal commonsense around welfare and social security. The article consider how consent for this commonsense is animated through poverty porn television and the apparently ‘spontaneous’ (in fact highly editorialized) media debate it generates: particularly via ‘the skiver’, a figure of social disgust who has re-animated ideas of welfare dependency and deception.


2016 ◽  
Vol 31 (spe) ◽  
pp. 1071-1092
Author(s):  
Celi Regina Jardim Pinto

Resumo Este artigo tem como objetivo discutir as teorias do reconhecimento como instrumental para a análise das manifestações de rua ocorridas no Brasil em junho de 2013. Examina três autores: Nancy Fraser, Axel Honneth e Judith Butler, descrevendo os pontos centrais da teoria do reconhecimento de cada um deles, para assim apontar as possibilidades e os limites de sua aplicação no estudo em pauta. A hipótese que norteia o artigo é a seguinte: nas manifestações de rua de 2013, a ausência de sujeitos coletivos organizados caracterizou uma condição de dispersão e fragmentação, resultando em uma demanda por reconhecimento antipolítica e individualizada. Tendo em vista esse cenário, chegou-se à conclusão de que as teses de Judith Butler sobre reconhecimento foram as que se mostraram mais apropriadas à análise dos eventos.


2019 ◽  
pp. 539-541
Author(s):  
Rocío Zambrana
Keyword(s):  

2009 ◽  
Vol 1 (1) ◽  
pp. 209
Author(s):  
Nathalie De Almeida Bressiani

Axel Honneth recorre a uma teoria do reconhecimento, segundo a qual o desenvolvimento do capitalismo e das instituições sociais é o resultado de processos de comunicação nos quais conflitos sociais são determinantes. Nancy Fraser, por sua vez, desenvolve um modelo teórico dual, de acordo com o qual a desigualdade econômica tem parte de suas origens em mecanismos sistêmicos, cujo funcionamento seria relativamente independente de normas e conflitos sociais. Embora ambos vinculem os conflitos sociais a normas sociais, somente Honneth busca atrelar o próprio funcionamento da economia aos desenvolvimentos desses mesmos conflitos. Tendo isso em vista, este artigo tem como objetivo explicitar em Fraser e Honneth, a relação que se estabelece entre confl itos sociais e a economia, com vistas a entender neles a influência de normas sociais no processo de reprodução material da sociedade


Author(s):  
Vanesa Sainz ◽  
Liliana Jacott
Keyword(s):  

Se describe el proceso de construcción y validación de dos instrumentos destinados a evaluar las representaciones que estudiantes y profesorado tienen sobre la Justicia Social desde una perspectiva que toma en cuenta las tres dimensiones propuestas por Nancy Fraser (2008) de Redistribución, Reconocimiento y Representación/Participación. Para ello, se han elaborado el Cuestionario de Representaciones de Justicia Social para Estudiantes de Educación Secundaria (CRJSES) y el Cuestionario de Representaciones de Justicia Social para Profesores (CRJSP). El CRJSES consta de 30 preguntas en formato de dilemas, presentando 10 preguntas de cada una de las dimensiones de Justicia Social. El CRJSP tiene 39 preguntas, incluyendo 9 dilemas adicionales sobre temas relacionados con la Justicia Social en el ámbito educativo. En todas las preguntas se plantea un dilema con tres opciones de respuesta que plantean distintos grados de justicia social (alto, medio y bajo). Los instrumentos han seguido un doble proceso de validación: una validación de jueces expertos y un estudio piloto que ha sido aplicado a 130 profesores en formación. Los resultados indican que los dos instrumentos presentan una validez y fiabilidad adecuadas para evaluar las representaciones de Justicia Social de estudiantes de Educación Secundaria y docentes.


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