scholarly journals Interview with Patricia Hill Collins on Critical Thinking, Intersectionality and Educational: key objectives for critical articulation on Inclusive Education

2020 ◽  
Author(s):  
Aldo Ocampo González
Keyword(s):  
Public Education ◽  
Power Systems ◽  
Inclusive Education ◽  
Educational Systems ◽  
Social Injustice ◽  
The Common ◽  
Patricia Hill Collins ◽  
Infinite Multiplicity ◽  
School Space ◽  
The Way

The interview with Patricia Hill Collins, a prominent social theorist whose research and studies have examined issues of race, gender, social class, sexuality and / or nation, make her a significant reference in the field of Education and Intersectionality. The content of this interview can be described in Deleuzian and Guattarian terms as crucial elements in the configuration of a Pedagogy of the minor, that is, centered on the multiplicity of differences that inhabit the school space, of which semiological, citizen and political force demand the reconfiguration of the school space. In such a case, Inclusive Education involves a complex change in the way of thinking and practicing a variety of problems and issues that relate to the totality of students known as multiple singularities. Hill Collins thinks that intersectionality is seen as a form of research and critical practice that academics and activists have used to develop a more complex understanding of social inequality and social injustice, emerging in many places by people who dealt with the common social problem to respond to social injustice. The construction of a public education through the lens of inclusion demands the building – positive labor– of an educational architecture capable of critically examining issues related to race, schools, the common benefit and democratic possibilities, recognizing the endemic nature of the violence. All this suggests a change of paradigm in the way in which intersection power systems inform the structures and organizational practices of schools. A public education system adheres to broader ethical principles of equity, equality, justice and inclusion. Thereby assuming, as a complex, relational, structural and multidimensional term. Countering the effects of differential inclusion, that is, through inequalities, proposes the challenge to educational systems to address the production of socially unfair results through education as a mechanism to reproduce inequality. American social theory points out that it is vital to offer an understanding of social justice in a more complex way to address educational inequalities. The interview addresses topics related to social and educational justice, the contribution of feminism as critical elements in the construction of the epistemology of Inclusive Education, the contributions of the intersectional current as a heuristic and methodological device key in the examination of law in the education of the infinite multiplicity of differences

Causality Then and Now

1993 ◽  
Vol 10 (2) ◽  
pp. 165-177
Author(s):  
Karen Harding
Keyword(s):  
Quantum Theory ◽  
Common Sense ◽  
Mechanical Model ◽  
Physical World ◽  
Scientific Data ◽  
The World ◽  
The Common ◽  
The Universe ◽  
The Way

Ate appearances deceiving? Do objects behave the way they do becauseGod wills it? Ate objects impetmanent and do they only exist becausethey ate continuously created by God? According to a1 Ghazlli, theanswers to all of these questions ate yes. Objects that appear to bepermanent are not. Those relationships commonly tefemed to as causalare a result of God’s habits rather than because one event inevitably leadsto another. God creates everything in the universe continuously; if Heceased to create it, it would no longer exist.These ideas seem oddly naive and unscientific to people living in thetwentieth century. They seem at odds with the common conception of thephysical world. Common sense says that the universe is made of tealobjects that persist in time. Furthermore, the behavior of these objects isreasonable, logical, and predictable. The belief that the univetse is understandablevia logic and reason harkens back to Newton’s mechanical viewof the universe and has provided one of the basic underpinnings ofscience for centuries. Although most people believe that the world is accutatelydescribed by this sort of mechanical model, the appropriatenessof such a model has been called into question by recent scientificadvances, and in particular, by quantum theory. This theory implies thatthe physical world is actually very different from what a mechanicalmodel would predit.Quantum theory seeks to explain the nature of physical entities andthe way that they interact. It atose in the early part of the twentieth centuryin response to new scientific data that could not be incorporated successfullyinto the ptevailing mechanical view of the universe. Due largely ...

Voices of Spectators and Audience Power

Pólemos ◽  
2015 ◽  
Vol 9 (2) ◽  
Author(s):  
Christian Biet
Keyword(s):  
Social Relationship ◽  
The Other ◽  
Long Period ◽  
The Social ◽  
The Common ◽  
Dramatic Action ◽  
The Law ◽  
The Voice ◽  
The Way

AbstractTheatre and law are not so different. Generally, researchers work on the art of theatre, the rhetoric of the actors, or the dramaturgy built from law cases or from the questions that the law does not completely resolve. Trials, tragedies, even comedies are close: everybody can see the interpenetration of them on stage and in the courts. We know that, and we know that the dramas are made with/from/of law, we know that the art the actors are developing is not so far from the art of the lawyers, and conversely. In this paper, I would like to have a look at the action of the audience, at the session itself and at the way the spectators are here to evaluate and judge not only the dramatic action, not only the art of the actors, not only the text of the author, but also the other spectators, and themselves too. In particular, I will focus on the “common judgment” of the audience and on its judicial, aesthetic and social relationship. The spectators have been undisciplined, noisy, unruled, during such a long period that theatre still retains some prints of this behaviour, even if nowadays, the social and aesthetic rule is to be silent. But uncertainty, inattention, distraction, contradiction, heterogeneity are the notions which characterise the session, and the judgments of the spectators still depend on them. So, what was and what is the voice of the audience? And with what sort of voice do spectators give their judgments?

The Positive State

2019 ◽  
pp. 129-137
Author(s):  
Judith N. Shklar
Keyword(s):  
Welfare State ◽  
Social Norms ◽  
Common Good ◽  
Industrial Capitalism ◽  
The Common Good ◽  
Positive Rights ◽  
The Common ◽  
Positive State ◽  
The Way

In this chapter Shklar identifies the problems that arise with the development of industrial capitalism. She traces the emergence of social obligations to fellow citizens and the new concerns this raised, paying particular attention to the way the English idealist T.H. Green addressed these issues. She discusses the thinking behind the new welfare state and the rising popularity of social norms and obligations, often also expressed in terms of “the common good,” “positive rights,” and “the obligation to be just.”

scholarly journals Foreign language teacher education in Germany, Iran and Poland – a comparative study

2019 ◽  
Vol 26 ◽  
pp. 121-137
Author(s):  
Przemysław E. Gębal ◽  
Monika J. Nawracka
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teaching Profession ◽  
Language Teachers ◽  
Educational Systems ◽  
Academic Education ◽  
University Preparation ◽  
European Standards ◽  
Training Programmes ◽  
The Way

This article discusses the issues of academic education of foreign language teachers in three different educational systems. It presents them in the context of education culture and school culture, showing their influence on the way of organization and realization of education processes. School and education in general, including university preparation for the teaching profession is a place of developing so-called social capital. Reflection on the way these processes operate plays a key role in the planning and implementation of effective educational activities, using the so-called good practices of each of the systems. In the comparative research, the teacher training programmes in Iran, Germany and Poland are subject to comparative analysis against the framework of European standards for teacher education.

scholarly journals Inclusive education’s promises and trajectories: Critical notes about future research on a venerable idea

2016 ◽  
Vol 24 ◽  
pp. 43 ◽  
Author(s):  
Alfredo J. Artiles ◽  
Elizabeth B. Kozleski
Keyword(s):  
Inclusive Education ◽  
Strategic Alliances ◽  
Multiple Identities ◽  
Research Literature ◽  
Unintended Consequences ◽  
Future Research ◽  
Educational Systems ◽  
Conceptual Clarity ◽  
Education Agenda ◽  
Critical Notes

The purpose of this article is to offer critical notes on inclusive education research in the U.S. We discuss issues germane to conceptual clarity and the ways in which inclusive education interacts with reforms that share equity goals, noting disruptions and unintended consequences that arise at the nexus of these reforms. In addition, we identify enduring challenges and paradoxes in this research literature. These include sampling issues, an emphasis on where students are placed as a proxy for inclusive education vis-à-vis inclusive education as the transformation of educational systems, the ways in which outcome measures have been examined in this research, and the need for and challenges of building strategic alliances that could advance an inclusive education agenda. We conclude with reflections and suggestions for a future research program that include sharpening inclusion’s identity, attending to the fluid nature of ability differences and students’ multiple identities, broadening the unit of analysis to systems of activities, and documenting processes and outcomes.

scholarly journals From romantic jealousy to sympathetic joy: Monogamy, polyamory, and beyond

2019 ◽  
Vol 38 (1) ◽  
Keyword(s):  
Evolutionary Psychology ◽  
Intimate Relationships ◽  
Emotional Responses ◽  
Relational Identity ◽  
Romantic Jealousy ◽  
Serial Monogamy ◽  
The Common ◽  
The Way

This paper explores how the extension of contemplative qualities to intimate relationships can transform human sexual/emotional responses and relationship choices. The paper reviews contemporary findings from the field of evolutionary psychology on the twin origins of jealousy and monogamy, argues for the possibility to transform jealousy into sympathetic joy (or compersion), addresses the common objections against polyamory (or nonmonogamy), and challenges the culturally prevalent belief that the only spiritually correct sexual options are either celibacy or (lifelong or serial) monogamy. To conclude, it is suggested that the cultivation of sympathetic joy in intimate bonds can pave the way to overcome the problematic dichotomy between monogamy and polyamory, grounding individuals in a radical openness to the dynamic unfolding of life that eludes any fixed relational identity or structure.

scholarly journals The Definite and Indefinite Articles of Spanish (or Castilian) Language in Context

2019 ◽  
Vol 26 (1) ◽  
pp. 99-127
Author(s):  
Sonia Montero Gálvez
Keyword(s):  
Common Knowledge ◽  
Definite Article ◽  
Cognitive Approach ◽  
Indefinite Article ◽  
The Common ◽  
Communicative Context ◽  
The Way

The present paper addresses the contrast between the definite article (el/la/los/las) and the indefinite article (un/a/os/as) from a cognitive approach that not only poses a single meaning for each kind of article, but also highlights the pragmatic (or contextual) aspects that underlie that meaning and establish the use of one form or another. The article’s meaning is shaped by the way we conceptualize the reference: the definite article implies an inclusive reference characterized by the uniqueness of the referent, while the indefinite article implies an exclusive reference characterized by the lack of uniqueness. The possibility to choose one or other way depends on contextual aspects related to the common knowledge shared by the interlocutors, the communicative context (linguistic and situational) and the space (physical or mental) where the referent is located.

scholarly journals Dialogic Learning Environments That Enhance Instrumental Learning and Inclusion of Students With Special Needs in Secondary Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Diego Navarro-Mateu ◽  
Teresa Gómez-Domínguez ◽  
María Padrós Cuxart ◽  
Esther Roca-Campos
Keyword(s):  
Secondary Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Instrumental Learning ◽  
Educational Systems ◽  
Successful Implementation ◽  
Special Educational Needs ◽  
Educational Strategies ◽  
Students With Special Needs ◽  
Documentary Analysis

Across Europe, the enrolment of students with special educational needs in regular classrooms is increasing, although it does not always mean access to high quality educational experience. In this context, inclusive education has been enhanced in most educational systems, but its successful implementation is still limited and has become a challenge in most countries, and specially in secondary education, when segregation due to learning achievement is more frequent. Educational practices that take into account the potential of promoting learning interactions within heterogeneous groups of students have already demonstrated contributing to educational inclusion of students with special needs. In this study we analyse the case of a secondary education school located in Valencian Community (Spain), which educates students with special needs along with their typically developing peers and is characterized by its inclusive ethos. The analysis focuses on three educational strategies implemented in the school and their impact on educational improvement and inclusion of the students with special needs: (1) co-teaching, (2) interactive groups, (3) dialogic literary gatherings. Qualitative data were obtained from communicative focus groups with teachers, communicative life stories with students and relatives, communicative observations of the three educational strategies and documentary analysis. The findings show significant increase in the students' instrumental learning, as well as an improvement in these students' overall inclusion in the school.

scholarly journals Litteratur og politik

2007 ◽  
Vol 35 (104) ◽  
pp. 148-165
Author(s):  
Frederik Tygstrup ◽  
Isak Winkel Holm
Keyword(s):  
The Political ◽  
Form And Function ◽  
Symbolic Forms ◽  
Representational Practices ◽  
The World ◽  
Cultural Poetics ◽  
The Common ◽  
And Function ◽  
The Way

Literature and PoliticsLiterature is political by representing the world. The production of literature is a contribution to a general cultural poetics where images of reality are constructed and circulated. At the same time, the practice of literature is institutionalized in such a way that the form and function of the images of reality it produces are conceived and used in a distinctive way. In this article, we suggest distinguishing between a general cultural poetics and a specific literary poetics by using Ernst Cassirer’s neo-Kantian concept of »symbolic forms«. We argue that according to this view, the political significance of literary representational practices resides in the way they activate a common cultural repertoire of historical symbolic forms while at the same time deviating from the common ways of treating these forms.

The Loyalist Response to the Queen Caroline Agitations

1995 ◽  
Vol 34 (4) ◽  
pp. 481-502 ◽  
Author(s):  
Jonathan Fulcher
Keyword(s):  
Historical Development ◽  
Main Line ◽  
Radical Politics ◽  
Mass Politics ◽  
Common Thread ◽  
Reform Politics ◽  
The Common ◽  
The Way

It is curious that the unprecedented agitations in support of the rights of Caroline of Brunswick in 1820–21 have been represented as an “affair.” The word seems first to have been used by G. M. Trevelyan and was promptly seized on by Elie Halevy in his 1923 Histoire du peuple anglais au XIXe siècle. The labeling of this popular ebullience as an “affair” has consequently framed the development of its now not inconsiderable historiography. The episode was initially explained as a diversion from some main line of historical development, be it whiggish or Marxisant. More recently, historians have rescued the agitations from this condescension by showing how the radicals identified the king and the government's treatment of the queen as oppression and corruption at work. Since the common thread running through both whig and Marxisant accounts had been a concentration on the effects of the agitations on reform and radical politics, those attempting to put the episode back fully into their narratives emphasized the same factors. This time, however, it was to show that the agitations were not a diversion from the main line of reform politics. What follows is a further contribution to the process of giving greater attention to the queen's cause when telling the story of mass politics in this period, but one which concentrates on other neglected contexts and phenomena important for the explanation of this popular explosion. In the light of this, it may be necessary to change the way we refer to this episode.

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