scholarly journals THE PERSONAL PARADIGM OF EDUCATION OF ORPHANS IN THE CONTEXT OF THE SOCIAL CHANGE

2019 ◽  
Vol 18 (1) ◽  
pp. 34-38
Author(s):  
H.M. Lialiuk ◽  
Author(s):  
Michael Germana

Ralph Ellison, Temporal Technologist examines Ralph Ellison’s body of work as an extended and ever-evolving expression of the author’s philosophy of temporality—a philosophy synthesized from the writings of Henri Bergson and Friedrich Nietzsche that anticipates the work of Gilles Deleuze. Taking the view that time is a multiplicity of dynamic processes, rather than a static container for the events of our lives, and an integral force of becoming, rather than a linear groove in which events take place, Ellison articulates a theory of temporality and social change throughout his corpus that flies in the face of all forms of linear causality and historical determinism. Integral to this theory is Ellison’s observation that the social, cultural, and legal processes constitutive of racial formation are embedded in static temporalities reiterated by historians and sociologists. In other words, Ellison’s critique of US racial history is, at bottom, a matter of time. This book reveals how, in his fiction, criticism, and photography, Ellison reclaims technologies through which static time and linear history are formalized in order to reveal intensities implicit in the present that, if actualized, could help us achieve Nietzsche’s goal of acting un-historically. The result is a wholesale reinterpretation of Ellison’s oeuvre, as well as an extension of Ellison’s ideas about the dynamism of becoming and the open-endedness of the future. It, like Ellison’s texts, affirms the chaos of possibility lurking beneath the patterns of living we mistake for enduring certainties.


Author(s):  
Susan E. Whyman

The introduction shows the convergence and intertwining of the Industrial Revolution and the provincial Enlightenment. At the centre of this industrial universe lay Birmingham; and at its centre was Hutton. England’s second city is described in the mid-eighteenth century, and Hutton is used as a lens to explore the book’s themes: the importance of a literate society shared by non-elites; the social category of ‘rough diamonds’; how individuals responded to economic change; political participation in industrial towns; shifts in the modes of authorship; and an analysis of social change. The strategy of using microhistory, biography, and the history of the book is discussed, and exciting new sources are introduced. The discovery that self-education allowed unschooled people to participate in literate society renders visible people who were assumed to be illiterate. This suggests that eighteenth-century literacy was greater than statistics based on formal schooling indicate.


2001 ◽  
Vol 33 (2) ◽  
pp. 257-290 ◽  
Author(s):  
ELLEN GUNNARSDÓTTIR

This article focuses on the changes that occurred within Querétaro's elite from the late Habsburg to the high Bourbon period in colonial Mexico from the perspective of its relationship to the convent of Santa Clara. It explores how creole elite families of landed background with firm roots in the early seventeenth century, tied together through marriage, entrepreneurship and membership in Santa Clara were slowly pushed out of the city's economic and administrative circles by a new Bourbon elite which broke with the social strategies of the past by not sheltering its daughters in the city's most opulent convent.


1986 ◽  
Vol 2 (7) ◽  
pp. 237-242
Author(s):  
Elaine Aston

Even to sympathetic theatrical observers, ‘feminism’ in France at the turn of the century was often regarded as merely incidental to the larger concerns of the ‘social’ drama; and dramatic debate tended to focus on the issue of a woman's assertion of ‘freedom’ versus her presumably ‘natural’ functions as wife and mother. In this article, Elaine Aston illuminates such attitudes, utilizing both the texts of contemporary plays and discussion in journals current at the time. But she also detects early theatrical evidence of a slow shift towards a questioning of prevailing assumptions – and a belief (which today strikes her as enviable) in the power of theatre to effect social change.


2021 ◽  
Vol 10 (2) ◽  
pp. 145-152 ◽  
Author(s):  
Sabrina Moro ◽  
Samita Nandy ◽  
Kiera Obbard ◽  
Andrew Zolides

Using celebrity narratives as a starting point, this Special Issue explores the social significance of storytelling for social change. It builds on the 8th Centre for Media and Celebrity Studies conference, which brought together scholars and media practitioners to explore how narratives inspired by the lives of celebrities, public intellectuals, critics and activists offer useful rhetorical tools to better understand dominant ideologies. This editorial further problematizes what it means to be a popular ‘storyteller’ using the critical lens of celebrity activism and life-writing. Throughout the issue, contributors analyse the politics of representation at play within a wide range of glamourous narratives, including documentaries, memoirs, TED talks, stand-up performances and award acceptance speeches in Hollywood and beyond. The studies show how we can strategically use aesthetic communication to shape identity politics in public personas and bring urgent social change in an image-driven celebrity culture.


2018 ◽  
Vol 4 (2) ◽  
pp. 138-147
Author(s):  
Deirdre P. Dixon ◽  
Ana Maia Wales ◽  
Julia R. Pennington ◽  
Shannon Calega

The social change model (SCM) of leadership development defines all students as potential leaders. Service acts as a powerful means for developing leadership skills within our students. After the 20th anniversary celebration by the International Leadership Association of the SCM, the authors wanted to illustrate how practice can inform research as they applied the model to a 4-year leadership program. The President’s Leadership Fellows is a 4-year program where all students have an opportunity to develop into leaders through classroom and cocurricular leadership experiences. Students actively participate in individual and group activities designed to experience social change and leadership theory on a practical, personal level. The students can then identify with the key elements of the SCM framework. This article outlines this leadership program and how it can help inform further research from practice.


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