scholarly journals A DIVERSIDADE NAS POLÍTICAS EDUCACIONAIS NO BRASIL

2017 ◽  
Vol 23 ◽  
pp. 27
Author(s):  
Paulo Gomes Lima
Keyword(s):  
Social Justice ◽  
Educational Policies ◽  
Exploratory Research ◽  
Political Awareness ◽  
The World ◽  
Document Review

O conceito e significado de diversidade nas políticas educacionais no Brasil e no mundo não deve deixar de considerar o contexto no qual tal tema é problematizado. O objetivo desse artigo, por meio de uma pesquisa exploratória, orientada por revisão bibliográfica e documental é discutir, não apenas a dimensão do conceito sobre diversidade existente nas políticas educacionais no Brasil, mas a recorrência da ampliação e alcance do mesmo nalgumas estratégias voltadas à sua efetivação como direito e respeito às singularidades. Nesse sentido, organizamos o presente trabalho em três seções: a) Diversidade nas políticas educacionais: do conceito aos seus significados; b) Diversidade nas políticas educacionais: do alcançado aos seus limites e c) Diversidade nas políticas educacionais: algumas pontuações e recorrências. Concluímos que as políticas educacionais universalizantes e para a diversidade solicitam a formação política do homem, objeto que não pode e não deve ser reduzida ao ideário particularizado de justiça social.Palavras-chave: Diversidade. Políticas educacionais. Justiça social.DIVERSITY IN EDUCATIONAL POLICIES IN BRAZILAbstract: The concept and meaning of diversity in educational policies in Brazil and the world must not fail to consider the context in which such a theme is problematized. The objective of this article, through exploratory  research guided by bibliographical and document review, is not only to discuss the dimension of diversity in educational  policies in Brazil, but also the recurrence of its extension and scope in strategies aimed at its  Effectiveness as a right and respect of singularities. In this sense, we organize this research into three sections: a) Diversity in educational policies: from concept to meanings; B) Diversity in educational policies: from reaching their limits and c) Diversity in educational policies: scores and recurrences. We conclude that universal educational policies and diversity demand political awareness of man, an object that cannot and should not be reduced to the particularized ideology of social justice. Keywords: Diversity. Educational policies. Social justice. LA DIVERSIDAD EN LAS POLÍTICAS EDUCACIONALES EN BRASILResumen: El concepto y el significado de diversidad en las políticas educacionales en Brasil y en el mundo no pueden dejar de considerar el contexto en el que se problematiza ese tema. El objetivo de este artículo, a través de una investigación exploratoria, guiada por una revisión bibliográfica y documental, es discutir no sólo la dimensión del concepto de diversidad existente en las políticas educacionales en Brasil, sino también la repetición de su extensión y alcance en algunas estrategias dirigidas a su efectividad como derecho y respeto por las singularidades. En este sentido, organizamos el presente trabajo en tres secciones: a) Diversidad en las políticas educacionales: del concepto a sus significados; b) Diversidad en las políticas educacionales: del conquistado a sus límites y c) Diversidad en las políticas educacionales: algunas puntuaciones y recurrencias. Concluimos que las políticas educacionales universales y para la diversidad exigen la formación política del hombre, objeto que no puede ni debe reducirse a la ideología particularizada de la justicia social.Palabras clave: Diversidad. Políticas educacionales. Justicia social.

scholarly journals A DIVERSIDADE NAS POLÍTICAS EDUCACIONAIS NO BRASIL

2017 ◽  
Vol 23 ◽  
pp. 27
Author(s):  
Paulo Gomes Lima
Keyword(s):  
Social Justice ◽  
Educational Policies ◽  
The Political ◽  
Exploratory Research ◽  
Social Diversity ◽  
Education Policies ◽  
Universal Education ◽  
The World ◽  
Diversity In Education

O conceito e significado de diversidade nas políticas educacionais no Brasil e no mundo não deve deixar de considerar o contexto no qual tal tema é problematizado. O objetivo desse artigo, por meio de uma pesquisa exploratória, orientada por revisão bibliográfica e documental é discutir, não apenas a dimensão do conceito sobre diversidade existente nas políticas educacionais no Brasil, mas a recorrência da ampliação e alcance do mesmo nalgumas estratégias voltadas à sua efetivação como direito e respeito às singularidades. Nesse sentido, organizamos o presente trabalho em três seções: a) Diversidade nas políticas educacionais: do conceito aos seus significados; b) Diversidade nas políticas educacionais: do alcançado aos seus limites e c) Diversidade nas políticas educacionais: algumas pontuações e recorrências. Concluímos que as políticas educacionais universalizantes e para a diversidade solicitam a formação política do homem, objeto que não pode e não deve ser reduzida ao ideário particularizado de justiça social.Palavras-chave: Diversidade. Políticas educacionais. Justiça social. DIVERSITY IN EDUCATIONAL POLICIES IN BRAZILAbstract: The concept and meaning of diversity in education policies in Brazil and in the world must not fail to consider the context in which such a theme is problematized. The objective of this article, through an exploratory research guided by a bibliographical and documentary review, is to discuss, not only the dimension of the concept of diversity in educational policies in Brazil, but also the recurrence of its extension and scope in some strategies aimed at its Effectiveness as a right and respect for singularities. In this sense, we organize the present work in three sections: a) Diversity in educational policies: from concept to its meanings; B) Diversity in educational policies: from reaching their limits and c) Diversity in educational policies: some scores and recurrences. We conclude that universal education policies and diversity demand the political formation of man, an object that cannot and should not be reduced to the particularized ideology of social justice.Keywords: Diversity. Educational policies. Social justice. DIVERSIDAD EN POLÍTICAS EDUCATIVAS EN BRASILResumen: El concepto y el significado de la diversidad en las políticas educativas en Brasil y en el mundo no puede dejar de considerar el contexto en el que se problematiza ese tema. El objetivo de este artículo, a través de una investigación exploratoria guiada por una revisión bibliográfica y documental, es discutir no sólo la dimensión del concepto de diversidad en las políticas educativas en Brasil, sino también la repetición de su extensión y alcance en algunas estrategias dirigidas En su Efectividad como derecho y respeto por las singularidades. En este sentido, organizamos el presente trabajo en tres secciones: a) Diversidad en las políticas educativas: del concepto a sus significados; B) Diversidad en las políticas educativas: de alcanzar sus límites yc) Diversidad en las políticas educativas: algunas puntuaciones y recurrencias. Concluimos que las políticas educativas universales y la diversidad exigen la formación política del hombre, un objeto que no puede ni debe reducirse a la ideología particularizada de la justicia social.Palabras-clave: Diversidad. Políticas educativas. Justicia social.

Social Justice and Critical/Performative Communicative Pedagogy

2011 ◽  
Vol 4 (1) ◽  
pp. 21-34 ◽  
Author(s):  
John T. Warren
Keyword(s):  
Qualitative Research ◽  
Social Justice ◽  
Classroom Interactions ◽  
Point Of View ◽  
Constitutive Relationship ◽  
Just World ◽  
The World ◽  
Analytical Point ◽  
Embodied Pedagogy

Through narratives and critical interrogations of classroom interactions, I sketch an argument for a co-constitutive relationship between qualitative research and pedagogy that imagines a more reflexive and socially just world. Through story, one comes to see an interplay between one's own experiences, one's own desires and one's community — I seek to focus that potential into an embodied pedagogy that highlights power and, as a result, holds all of us accountable for our own situated-ness in systems of power in ways that grant us potential places from which to enact change. Key in this discussion is a careful analytical point of view for seeing the world and a set of practices that work to imagine new ways of talking back.

Toward Jerusalem: A journey of the eternal now (A Sermon)

2021 ◽  
Vol 118 (1) ◽  
pp. 102-107
Author(s):  
Richard Francis Wilson
Keyword(s):  
United States ◽  
Social Justice ◽  
Martin Luther ◽  
The United States ◽  
Paul Tillich ◽  
Dietrich Bonhoeffer ◽  
As I Lay Dying ◽  
The World ◽  
The Face ◽  
Martin Luther King

This article is a theological-ethical Lenten sermon that attempts to discern the transcendent themes in the narrative of Luke 9-19 with an especial focus upon “setting the face toward Jerusalem” and the subsequent weeping over Jerusalem. The sermon moves from a passage from William Faulkner’s As I Lay Dying through a series of hermeneutical turns that rely upon insights from Dietrich Bonhoeffer, Martin Luther King, Jr., Will Campbell, Augustine, and Paul Tillich with the hope of illuminating what setting of the face on Jerusalem might mean. Tillich’s “eternal now” theme elaborates Augustine’s insight that memory and time reduce the present as, to paraphrase the Saint, that all we have is a present: a present remembered, a present experienced, and a present anticipated. The Gospel is a timeless message applicable to every moment in time and history. The sermon seeks to connect with recent events in the United States and the world that focus upon challenges to the ideals of social justice and political tyranny.

scholarly journals The conceit of activism in the illiberal university

2021 ◽  
pp. 147821032110034
Author(s):  
Bruce Macfarlane
Keyword(s):  
Social Justice ◽  
Corporate Social Responsibility ◽  
Research Agenda ◽  
Academic Research ◽  
Think Tank ◽  
The World ◽  
Political Stance ◽  
Corporate Social ◽  
The University ◽  
Popular Image

The popular image of activism in the university involves students and academics campaigning for social justice and resisting the neo-liberalisation of the university. Yet activism has been subtly corporatised through the migration of corporate social responsibility from the private sector into the university, a trend that may be illustrated by reference to the growing influence of research ‘grand challenges’ (GCs). Attracting both government and philanthro-capitalist funding, GCs adopt a socio-political stance based on justice globalism and represent a responsibilisation of academic research interests. Compliance with the rhetoric of GCs and the virtues of inter-disciplinarity have become an article of faith for academics compelled to meet the expectations of research-intensive universities in chasing the prestige and resources associated with large grant capture. The responsibilisation of the efforts of researchers, via GCs, erodes academic ownership of the research agenda and weakens the purpose of the university as an independent think tank: the essence of the Humboldtian ideal. The conceit of corporate activism is that in seeking to solve the world’s problems, the university will inevitably create new ones. Instead, as Flexner argued, it is only by preserving the independence and positive ‘irresponsibility’ of researchers that universities can best serve the world.

BRICS Countries Possible Areas for Scientific Cooperation

2015 ◽  
pp. 14-23
Author(s):  
I. Dezhina
Keyword(s):  
Research And Development ◽  
New Technologies ◽  
Technological Development ◽  
High Tech ◽  
Preliminary Evaluation ◽  
Exploratory Research ◽  
Scientific Cooperation ◽  
Brics Countries ◽  
The World ◽  
A Share

The article evaluates science sectors and effectiveness of scientific research in the countries forming the BRICS group, as well as the current state of scientific and technological cooperation among the group members. The science sectors of the countries under consideration differ markedly, while facing similar problems relating to government regulations and external environments. The differences exist in total expenditures on research and development (as a share of GNP), in the scope of governmental funding (large in Russia and India, but small in China), and in the distribution of allocations among various areas and types of R&D activities. China appears to have the most well-adjusted science sector among the BRICS members. It includes not only strong universities but also high-tech companies that invest actively into research and development. The overall impact (inferred from citation indexes) of fundamental and exploratory research performed in BRICS countries remains low. BRICS's scientists prefer to collaborate with their colleagues from the world-leading countries rather than with their fellows from BRICS. Yet, in contrast to the world trend, in all BRICS countries, except Russia, a share of internationally co-authored publications is now decreasing. BRICS members have more similar interests and priorities in technological development, including infrastructural and large technological projects, than in science. Currently, bilateral cooperation in technology prevails, while the projects involving all members of the group still remain at the stage of preliminary evaluation and discussion. Russia cooperates most closely with China and India, including joint projects in such high-priority directions as new materials, photonics, biomedical, space and information technologies. For Russia, cooperation in technological development appears to be of most interest because it can lead not only to introduction of new technologies but also help to create large Russian innovative companies. Development of successful multilateral cooperation in science and technology among the BRICS members is the key for this group, originally formed for geopolitical reasons, to evolve into an effective economic union.

Colonization, Decolonization, and Power: Ruptures and Critical Junctures Out of Dominance

2016 ◽  
Author(s):  
James H. Liu ◽  
Felicia Pratto
Keyword(s):  
Social Justice ◽  
National Identity ◽  
New Zealand ◽  
Social Structure ◽  
Critical Junctures ◽  
The Social ◽  
The World ◽  
European Colonization ◽  
Historical Trajectory ◽  
The Impact

Colonization and decolonization are theorized at the intersection of Critical Junctures Theory and Power Basis Theory. This framework allows human agency to be conceptualized at micro-, meso-, and macro-levels, where individuals act on behalf of collectives. Their actions decide whether critical junctures in history (moments of potential for substantive change) result in continuity (no change), anchoring (continuity amid change with new elements), or rupture. We apply this framework to European colonization of the world, which is the temporal scene for contemporary social justice. Several critical junctures in New Zealand history are analyzed as part of its historical trajectory and narrated through changes in its symbology (system of meaning) and technology of state, as well as the identity space it encompasses (indigenous Māori and British colonizers). The impact of this historical trajectory on the social structure of New Zealand, including its national identity and government, is considered and connected to the overarching theoretical framework.

Haunting Wholeness: Inviting Ghosts on the Bridge So We Can Transform

2018 ◽  
Vol 25 (9-10) ◽  
pp. 1022-1038
Author(s):  
Cristina M. Dominguez
Keyword(s):  
Social Justice ◽  
Social Life ◽  
Community Member ◽  
The Social ◽  
The World ◽  
Way Of Knowing

In this article, I share my journey toward haunting wholeness in the social justice work that I am beginning to take up as a scholar, teacher, and community member. I evoke Avery Gordon’s notion of haunting, defining it as an experience in which “that which appears to be not there is often a seething presence, acting on and often meddling with taken-for-granted realities.” Investigating hauntings that take place in our lives can take us to a “dense site where history and subjectivity make social life.” Should we dwell and work in this site, should we take up hauntings and their “ghostly things,” I believe, as Gordon does, that we can conjure “a very particular way of knowing what has happened or is happening,” an affective and transformative way of knowing about our moving and relating in the world with others as social beings.

scholarly journals KONSEP HAK MILIK DALAM EKONOMI ISLAM

2017 ◽  
Vol 9 (2) ◽  
pp. 189-207
Author(s):  
AN Ras Try Astuti ◽  
Andi Faisal
Keyword(s):  
Developing Countries ◽  
Social Justice ◽  
Economic System ◽  
The Other ◽  
Private Ownership ◽  
The Poor ◽  
The World ◽  
Joint Ownership ◽  
The Rich ◽  
The Individual

Capitalism as an economic system that is implemented by most countries in the world today, in fact it gave birth to injustice and social inequalityare increasingly out of control. Social and economic inequalities are felt both between countries (developed and developing countries) as well as insociety itself (the rich minority and the poor majority). The condition is born from the practice of departing from faulty assumptions about the man. In capitalism the individual to own property released uncontrollably, causing a social imbalance. On the other hand, Islam never given a state model that guarantees fair distribution of ownership for all members of society, ie at the time of the Prophet Muhammad established the Islamic government in Medina. In Islam, the private ownership of property was also recognized but not absolute like capitalism. Islam also recognizes the forms of joint ownership for the benefit of society and acknowledges the ownership of the state that aims to create a balance and social justice.

scholarly journals Controversial topics in agroecology: A European perspective

2020 ◽  
Vol 47 (3) ◽  
pp. 159-173
Author(s):  
Paola Migliorini ◽  
Paolo Bàrberi ◽  
Stéphane Bellon ◽  
Tommaso Gaifami ◽  
Vassilis D. Gkisakis ◽  
...  
Keyword(s):  
Social Justice ◽  
Genetic Engineering ◽  
Food Systems ◽  
Geographical Area ◽  
Participatory Approach ◽  
Small Scale ◽  
Technological Innovations ◽  
European Perspective ◽  
The World ◽  
Points Of View

Seven potential controversial topics in agroecology are presented and discussed from a European perspective comparing the position of Agroecology Europe (AEEU) obtained from an iterative, participatory approach with members and compared with published literature, including views from other parts of the world. The seven controversial topics as follows: i) use of agrochemicals; ii) small-scale and peasant farming versus larger farms; iii) technological innovations in agriculture and precision farming; iv) biotechnology and genetic engineering in agriculture; v) local and short food circuits; vi) social justice; vii) gender perspective. The analysis shows that there are diverse points of view related to geographical area and sociopolitical contexts. However, there are several convergences in the ambition to redesign farming and food systems, as a lever acting on several topics, and in considering agroecology with a holistic, participatory, multiactor approach for the needed transition.

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