Marginalization as creative endeavour

2019 ◽  
Vol 33 (2) ◽  
pp. 131-145
Author(s):  
Lida V. Nedilsky ◽  
Joseph Tse-Hei Lee
Keyword(s):  
Personal Identity ◽  
Creative Work ◽  
Scholarly Work ◽  
Special Issue ◽  
Getting Lost ◽  
The Creation ◽  
Racial Ethnic ◽  
Do So

Creative work is best understood as a process of getting lost. Scholarly work is a creative endeavour. And an endeavour requires total attention. On a superficial level, total attention is a demonstration of scholarly seriousness and discipline. On a deeper level, total attention is a necessary effort for successful scholarship. Yet, do we as scholars see getting lost as a necessary precondition for total attention? The authors whose works are showcased in this special issue of China Information add to our appreciation of marginalization as creative endeavour. They do so by means of scholarship highlighting the creation of marginal existence through the application of labels and locators that stick and shift. They do so, moreover, because of their willingness to share their particular experience of getting lost. That experience includes challenges to professional and personal identity when their own status – whether religious, racial, ethnic, or sexual – is called into question.

scholarly journals No longer aspirational: A case study of young creative workers in Hong Kong who quit

2020 ◽  
Vol 5 (4) ◽  
pp. 438-451
Author(s):  
Yvette Lok Yee Wong ◽  
Yiu Fai Chow
Keyword(s):  
Hong Kong ◽  
The Other ◽  
Creative Work ◽  
Special Issue ◽  
Way Of Life ◽  
Four Dimensions ◽  
Political Situation ◽  
Creative Workers ◽  
Do So

While many young creative workers are braving precaritization presumably with the drive of aspiration, this article focuses on the other end of their career path: disillusionment. Informed by the experiences of five self-proclaimed wenyi qingnian – loosely translated as cultural youth – in Hong Kong, this article tracks their aspirations which kept them hoping and going till they were disillusioned and decided to quit. Drawing together two lines of research – on precarity and on failure – our study fills in a gap of the scholarship on creative work and workers that is dominated by concerns with precarity and related abuses. We attend not only to the abuse, exploitation and precarity of creative work, but to a more open understanding of how and why young creative practitioners leave. We do so with an unusual deployment of longitudinal inquiry that does not only concern itself with struggles of creative workers but also with the termination of such struggles. We observe four dimensions of failure: their increasingly precarious way of life; their disillusionment with creativity; the urgency posed by their ‘ageing’; and the specific local political situation. As transpired, only one factor is immediately related to precarity. This article argues to include ‘failure’ as a significant phase of creative work, that warrants further investigation and may open up more understanding on precarity, or in general, creative work and workers. While precarity is dominantly defined in economic and market-related terms – with good reasons – we see the need to loosen it up to acknowledge more aspects of precarity and experiences of creative work. This article is part of the Special Issue Creative Labour in East Asia.

Oregon’s K–12 Ethnic Studies Bill

2019 ◽  
Vol 42 (2) ◽  
pp. 180-195
Author(s):  
Shirley A. Jackson
Keyword(s):  
Civil Rights ◽  
Indigenous Peoples ◽  
Ethnic Studies ◽  
Original Intent ◽  
Racial And Ethnic Minorities ◽  
Protected Group ◽  
Social Minorities ◽  
K 12 ◽  
Racial Ethnic ◽  
Do So

In 2017, Oregon passed House Bill 2845 requiring Ethnic Studies curriculum in grades K–12. It was the first state in the nation to do so. The bill passed almost fifty years after the founding of the country’s first Ethnic Studies department. The passage of an Ethnic Studies bill in a state that once banned African Americans and removed Indigenous peoples from their land requires further examination. In addition, the bill mandates that Ethnic Studies curriculum in Oregon's schools includes “social minorities,” such as Jewish and LGBTQ+ populations which makes the bill even more remarkable. As such, it is conceivable for some observers, a watered-down version of its perceived original intent—one that focuses on racial and ethnic minorities. Similarly, one can draw analogies to the revision of the Civil Rights Bill of 1964 when it included women as a protected group. Grounded in a socio-political history that otherwise would not have been included, this essay examines the productive and challenging aspect of HB 2845. Framing the bill so it includes racial, ethnic, and social minorities solved the problem of a host of bills that may not have passed on their own merit while simultaneously and ironically making it easier to pass similar bills.

scholarly journals Phenomenological approaches to personal identity

2021 ◽  
Author(s):  
Jakub Čapek ◽  
Sophie Loidolt
Keyword(s):  
Personal Identity ◽  
Life Experiences ◽  
The Self ◽  
Special Issue ◽  
The Social ◽  
Phenomenological Perspective ◽  
Nineteenth And Twentieth Centuries ◽  
Continental Tradition ◽  
The Individual ◽  
Temporal Becoming

AbstractThis special issue addresses the debate on personal identity from a phenomenological viewpoint, especially contemporary phenomenological research on selfhood. In the introduction, we first offer a brief survey of the various classic questions related to personal identity according to Locke’s initial proposal and sketch out key concepts and distinctions of the debate that came after Locke. We then characterize the types of approach represented by post-Hegelian, German and French philosophies of the nineteenth and twentieth centuries. We argue that whereas the Anglophone debates on personal identity were initially formed by the persistence question and the characterization question, the “Continental” tradition included remarkably intense debates on the individual or the self as being unique or “concrete,” deeply temporal and—as claimed by some philosophers, like Sartre and Foucault—unable to have any identity, if not one externally imposed. We describe the Continental line of thinking about the “self” as a reply and an adjustment to the post-Lockean “personal identity” question (as suggested by thinkers such as MacIntyre, Ricœur and Taylor). These observations constitute the backdrop for our presentation of phenomenological approaches to personal identity. These approaches run along three lines: (a) debates on the layers of the self, starting from embodiment and the minimal self and running all the way to the full-fledged concept of person; (b) questions of temporal becoming, change and stability, as illustrated, for instance, by aging or transformative life-experiences; and (c) the constitution of identity in the social, institutional, and normative space. The introduction thus establishes a structure for locating and connecting the different contributions in our special issue, which, as an ensemble, represent a strong and differentiated contribution to the debate on personal identity from a phenomenological perspective.

Complexity as Practice: A Reflection on the Creative Outcomes of a Sustained Engagement with Complexity

Leonardo ◽  
2012 ◽  
Vol 45 (2) ◽  
pp. 106-112 ◽  
Author(s):  
Tom Davis
Keyword(s):  
Complexity Theory ◽  
Scientific Models ◽  
Creative Work ◽  
Research Practice ◽  
Creative Practice ◽  
Conceptual Problems ◽  
The Creation ◽  
The Relationship

This article presents a reflection on a body of creative work carried out during four years of Ph.D. research that explored the relationship between complexity theory and music. The article highlights conceptual problems that arose during the creation of the work, especially those associated with the exploration of scientific models for the creation of art. The author does not attempt to offer any final solutions but rather presents the journey undertaken through the combined artistic and research practice as a way of documenting the strategies he developed during this period of creative practice.

scholarly journals The Politics of Contemporary Education

2017 ◽  
Vol 9 (1) ◽  
Author(s):  
Cecille DePass
Keyword(s):  
Contentious Politics ◽  
Creative Work ◽  
Special Issue ◽  
Contemporary Education

Call for Submissions: Special Issue: The Politics of Contemporary Education.Through scholarly and creative work, this proposed CPI special issue explores central aspects and impacts of the contentious politics of contemporary education.

scholarly journals Cooperative Longevity: Why Are So Many Cooperatives So Successful?

2018 ◽  
Vol 10 (10) ◽  
pp. 3449 ◽  
Author(s):  
Constantine Iliopoulos ◽  
Vladislav Valentinov
Keyword(s):  
Research Effort ◽  
Fundamental Solutions ◽  
100Th Anniversary ◽  
Agricultural Cooperatives ◽  
Scholarly Work ◽  
Special Issue ◽  
Policy Makers ◽  
Bridging Social Capital ◽  
Long Period ◽  
Key Aspects

Despite popular misconceptions, cooperatives present a very successful organizational form worldwide. A recent study found that in the U.S., for example, 134 agricultural cooperatives celebrated their 100th anniversary in 2014. This observation on cooperative longevity is not matched by a corresponding research effort on what makes cooperatives so successful. Most of the extant research seems to focus on intra-cooperative problems that posit significant challenges to cooperatives. This special issue of Sustainability bridges the considerable gap between scholarly work and reality. By focusing on what makes cooperatives so successful for such a long period of time, this issue sheds light on key aspects of cooperative longevity. Bridging social capital, fundamental solutions to excessive heterogeneity-induced high ownership costs, tinkering, cooperative genius, and superior capacity to adapt to shocks and changes are among the factors identified to explain extended cooperative longevity. The insights thereby gained are useful to students of cooperatives, practitioners, and policy makers.

Pure and Applied Research in Linguistics: Is the Difference Merely One of Motivation?

1979 ◽  
Vol 1 (2) ◽  
pp. 77-90 ◽  
Author(s):  
S.P. Corder
Keyword(s):  
Personal Identity ◽  
Applied Research ◽  
Applied Linguistics ◽  
Early Years ◽  
Academic World ◽  
The Social ◽  
Learned Societies ◽  
The Difference ◽  
Own Name ◽  
Do So

It is perhaps natural that in the early years of emergence of a new field of study and research its practitioners should from time to time ask themselves what is the nature of the activity they are engaged in. The need to do so may stem from a number of different causes: philosophical, sociological and psychological. The practitioners may feel the need to establish a personal identity, that is, some accepted place for themselves in the social structure of the academic world, to achieve respect and recognition as workers in the field of scholarship, a role in the institution of higher studies. They may feel that the discipline they profess is not properly recognised within the scholarly domain, its place not clearly determined in the structure of science or scholarship, its value to society not appreciated; and that consequently it does not attract research funds in its own name, permit the establishment of courses and programmes which lead to academic degrees or qualifications bearing its name, or of learned societies devoted to discussing its problems and disseminating its notions. All of these factors I believe play a part in the motivations for the constantly renewed discussion of WHAT IS APPLIED LINGUISTICS? None of them is in any way reprehensible or unworthy. The intensity or frequency with which these discussions occur is a response to the prevailing orthodox views about the discipline itself and its relation to neighbouring disciplines found in the society where the discussions take place, and to the degree to which its practitioners (i.e. people who call themselves applied linguists) feel oppressed, unrecognised or undervalued by the members of the institution in which they work and with whom they interact. This is a whole field of investigation open to the sociologist of science to describe and explain.

scholarly journals Análise crítica da teoria dos direitos humanos na obra de Michel Villey

2019 ◽  
Vol 1 (40) ◽  
Author(s):  
Gustavo Rabay Guerra ◽  
Henrique Jerônimo Bezerra Marcos
Keyword(s):  
Human Rights ◽  
General Theory ◽  
John Locke ◽  
Thomas Hobbes ◽  
Christian Wolff ◽  
Legal Norms ◽  
The Creation ◽  
The Given ◽  
Intrinsic Contradiction ◽  
Do So

RESUMOEste artigo tem por objeto a Teoria dos Direitos Humanos em Michel Villey. Seu objetivo é apresentar uma contestação à alegação de Michel Villey de que os direitos humanos não podem ser considerados Direito. Para tanto, realiza uma apresentação da Teoria dos Direitos Humanos em Michel Villey, passando pela criação dos direitos humanos em Thomas Hobbes, a inversão de objetivos dos direitos humanos em John Locke e a expansão dos direitos humanos em Christian Wolff. Em seguida passa a apresentar a crítica de Michel Villey aos direitos humanos e as falhas deste autor ao realizar suas acusações, haja vista a possibilidade de solução das contradições (colisões) entre os direitos humanos, além de que não se pode confundir o critério de validade da norma com sua eficácia. O trabalho conclui pela juridicidade dos direitos humanos ao demonstrar que a suposta contradição não seria razão para retirar esta qualidade.PALAVRAS-CHAVEFilosofia do Direito. Direitos Humanos. Michel Villey. ABSTRACTThe present work deals with the General Theory of Human Rights in Michel Villey. Its purpose is to present a challenge to Michel Villeys’ claim that human rights are not legal norms. To do so, the text presents the General Theory of Human Rights in Michel Villey, including the creation of human rights by Thomas Hobbes, the changing perspective attributed to John Locke and the numerical expansion of human rights attributed to Christian Wolff. The text then presents Michel Villeys’ critics of human rights and the problems with those critics; specifically, that the given conflicts between norms aren’t sufficient to declare that they aren’t legal norms, other than that, the text points that in his critics Michel Villey confuses the concepts of validity of the norm with its effectiveness. The work concludes that human rights are legal norms and its supposed intrinsic contradiction is not sufficient to withdraw this quality.KEYWORDSPhilosophy of Law. Human Rights. Michel Villey.

scholarly journals Evidence-informed teaching and practice-informed research

2021 ◽  
Vol 35 (2-3) ◽  
pp. 199-208
Author(s):  
Leila E. Ferguson
Keyword(s):  
Preservice Teachers ◽  
Educational Research ◽  
Teacher Educators ◽  
Research Evidence ◽  
Educational Practice ◽  
Epistemic Cognition ◽  
Special Issue ◽  
Teachers Beliefs ◽  
Roles Of Teacher ◽  
Do So

Abstract. In this commentary, I seek to join the ongoing conversation about evidence-informed educational practice that has been threaded through this special issue. I do so by drawing on related insights from the fields of teachers' beliefs and epistemic cognition and considering the roles of teacher education and educational research in improving (preservice) teachers' use of educational research. In particular, I focus on the merits of explicit research-based practice in teacher educators' teaching and ways that they can encourage preservice teachers' interactions with educational research in class, and methods of changing the beliefs that may underlie (preservice) teachers' engagement with educational research evidence, and finally, the need for clearly communicated research, including details of implementation.

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