Israel in the Making: Stickers, Stitches, and Other Critical Practices

2021 ◽  
Vol 33 (2) ◽  
pp. 120-121
Author(s):  
David B. Levy
Keyword(s):  
2017 ◽  
Vol 66 (1) ◽  
pp. 215-231 ◽  
Author(s):  
Rebecca Woodard ◽  
Andrea Vaughan ◽  
Emily Machado

We examine how culturally sustaining pedagogy that fosters linguistic and cultural pluralism might be taken up in writing instruction. Using data collected through semistructured interviews with nine urban elementary and middle school writing teachers, we document teachers’ conceptualizations and enactments of culturally sustaining writing pedagogy. Findings indicate that these teachers tended to make space for explicit discussions of language, culture, and power in the writing curriculum and to problematize expressions of dominant culture, such as an emphasis on official languages. We also explore the tensions that these teachers experienced in their pedagogy while engaging in culturally sustaining methods; for example, we documented teachers’ sense that writing needed to be more formal than speech and instances where their critical practices put them at odds with stakeholders in their schools. This work represents an emerging understanding of how culturally sustaining literacy pedagogy might be implemented in practice.


2018 ◽  
Vol 45 (1-2) ◽  
pp. 38-51
Author(s):  
John Mccumber

Hegel’s account of China, based mainly on the reports of European travelers and missionaries, is hardly trustworthy. Attention to it, however, can illuminate Hegel’s own critical practices. Displacing his claims about China onto the imaginary nation of “Baffinland,” I argue that Hegel’s critical standards derive from the basic nature of his thought, which requires that a good society be one that not merely tolerates but encourages the full development of human diversity. As an example of how this might work, I turn to the Rwandan practice of imihigo, in which an individual publicly spells out the contributions that only he or she can make to the community.


Author(s):  
Dace Dzenovska

Chapter 4 examines critical thinking as the skill that tolerance workers understood to be crucial for cultivating tolerant selves and publics in Latvia. Tolerance workers’ belief that critical thinking would lead to the correct conclusions about how to understand and live with ethnic, racial, and religious diversity coincided with extensive projects of promoting critical thinking in the former socialist world. From the liberal perspective, the former socialist world lacked critical thinking due to the legacies of an authoritarian political system and memorization-based education. This was thought to hinder the postsocialist subjects’ ability to establish the kind of relationship to their collective past that the European moral and political landscape demanded. However, lessons in political liberalism overlooked the multiplicity and heterogeneity of critical practices of former socialist subjects and obfuscated the historical specificity and ideological underpinnings of “critical thinking” as the special truth-producing instrument of actually existing political liberalism.


Author(s):  
Shachar Timor-Shlevin

Abstract Scholars claim that the integration of critical social work into public social services is impossible considering its weak position in the managerialist context of these services. Consequently, critical practice is mainly described as covert and reflective of the hierarchical power dynamics between managerialism and critical professionalism. Thus, the option of integrating critical social work into the institutionalised operation of the profession, which involves engaging in critical practice to the extent possible in the context of public services beyond micro and covert practices, has not been sufficiently described. This study addresses this gap, exploring the process of implementing the critical professional ‘Poverty-Aware Social Work Paradigm’ (PAP) into the Israeli public welfare services. Based on twenty-five interviews with field-level social workers in the PAP programmes, the findings describe critical practices as operating simultaneously at the interpersonal and structural levels, mainly through covert actions. The discussion illustrates the significance of merging the interpersonal and structural levels of critical practice and describes the limited arena in which critical professionalism operates in public services.


1972 ◽  
Vol 6 ◽  
pp. 194-210
Author(s):  
Colin Lyas

In their article ‘The Intentional Fallacy’, Beardsley and Wimsatt raised problems about the legitimacy of certain critical practices. These problems, raised again in later writings and intensively discussed in recent years, remain unsettled and this lecture is intended to throw light upon them.


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