scholarly journals Afrocentricism : situating theories of blackness in education

2021 ◽  
Author(s):  
Hannington Yiga
Keyword(s):  
Critical Analysis ◽  
Educational Context ◽  
Teaching Program ◽  
Major Research ◽  
Alternative Teaching ◽  
Cultural Perspectives ◽  
Theory Of Practice ◽  
Strategic Essentialism ◽  
Social Discourses ◽  
Political Actions

This major research paper will apply theories of postcolonialism with blackness and social spatiality to understand how social discourses on race are reproduced within an educational context. It will argue that the construction of racialized spaces within the school has negatively impacted upon the academic performance of black students. This necessitates a critical analysis of the Eurocentric and racist educational practices and policies that have affected black academic achievement. An exploration of an anti-racist and culturally inclusive Afrocentric curriculum will also be undertaken to determine if an alternative teaching program, which is rooted in African cultural perspectives, can adequately address the effects of internalized oppression. However, Afrocentricism should not be interpreted as a culturally homogenizing theory of practice. It should instead be conceived of as a strategic essentialism. Ultimately, the psychological resistance to anti black racism, provided by Afrocentricism, should be linked to political actions which address socio-economic inequalities.

scholarly journals Afrocentricism : situating theories of blackness in education

2021 ◽  
Author(s):  
Hannington Yiga
Keyword(s):  
Critical Analysis ◽  
Educational Context ◽  
Teaching Program ◽  
Major Research ◽  
Alternative Teaching ◽  
Cultural Perspectives ◽  
Theory Of Practice ◽  
Strategic Essentialism ◽  
Social Discourses ◽  
Political Actions

This major research paper will apply theories of postcolonialism with blackness and social spatiality to understand how social discourses on race are reproduced within an educational context. It will argue that the construction of racialized spaces within the school has negatively impacted upon the academic performance of black students. This necessitates a critical analysis of the Eurocentric and racist educational practices and policies that have affected black academic achievement. An exploration of an anti-racist and culturally inclusive Afrocentric curriculum will also be undertaken to determine if an alternative teaching program, which is rooted in African cultural perspectives, can adequately address the effects of internalized oppression. However, Afrocentricism should not be interpreted as a culturally homogenizing theory of practice. It should instead be conceived of as a strategic essentialism. Ultimately, the psychological resistance to anti black racism, provided by Afrocentricism, should be linked to political actions which address socio-economic inequalities.

Leading Change in Organizations by Incentivizing Teachers to Stimulate Motivation

2013 ◽  
Vol 2 (3) ◽  
pp. 1-14
Author(s):  
Delia Elena Mateias
Keyword(s):  
Conceptual Model ◽  
Critical Analysis ◽  
Dynamic Capabilities ◽  
Present Model ◽  
Educational Context ◽  
Educational Organizations ◽  
Leading Change ◽  
Theoretical Frameworks ◽  
External Market ◽  
Market Requirements

In this article, a conceptual model for the study of motivational dynamics behind leading change in educational organizations is proposed. In support of the present model, this article includes (a) a delineation and critical analysis of the theoretical frameworks in relation to the understanding of the development of motivation concept, and (b) a conceptualization of motivational dynamics by relating the organization’s aims to the external educational context, and, moreover to the external market requirements. Based on the above considerations, a leader’s integrative conceptual model of promoting motivation is presented, anchored within a dynamic capabilities paradigm, emhasizing the importance of motivation toward strategic organizational change.

COVID-19: A Critical Analysis of the Consequences of the Crisis

Diogenes ◽  
2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Dobrin Dobrev ◽  
◽  
◽  
Keyword(s):  
Mental Health ◽  
Media Coverage ◽  
Critical Analysis ◽  
Negative Consequences ◽  
Medical Factors ◽  
Political Actions

The article discusses various aspects of the damage caused by the COVID-19 pandemic. On a critical analysis are subjected the non-medical factors for the negative consequences – such as media coverage and political actions. The article outlines the main threats to mental health posed by the pandemic and prospects for development and change in the treated problems.

scholarly journals The ‘Not so Safe’ Third Country Agreement: An Analysis of the Canada-U.S. Safe Third Country Agreement

2021 ◽  
Author(s):  
Amrit Parhar
Keyword(s):  
United States ◽  
Critical Analysis ◽  
The United States ◽  
Unintended Consequences ◽  
Refugee Crisis ◽  
Major Research ◽  
Donald Trump ◽  
State Security ◽  
The Impact ◽  
Trump Administration

This major research paper examines the impact of the Canada- U.S. Safe Third Country Agreement relating to the current refugee crisis, especially with the current American presidential administration with Donald Trump. The Safe Third Country Agreement between Canada and the United States was implemented on December 29th, 2004 and will be examined in terms of its relations to state security and human security in the current refugee context. The paper provides context to the current refugee crisis with the Safe Third Country Agreement under the Trump Administration. The paper examines the theory of criminalization in relation to the unintended consequences of the Safe Third Country Agreement. The paper also provides a policy analysis and a critical analysis of the Safe Third Country Agreement. The paper also provides possible solutions and recommendations to either suspend or abolish the Safe Third Country Agreement. Key Words: Safe Third Country Agreement, Criminalization, Refugees, Non-Refoulement

scholarly journals Partnership as Educational Policy Imperative: An Unquestioned Good?

2017 ◽  
Vol 7 (3) ◽  
pp. e1814
Author(s):  
John I'Anson ◽  
Sandra Eady
Keyword(s):  
Higher Education ◽  
Longitudinal Study ◽  
Educational Policy ◽  
Critical Analysis ◽  
Higher Education Institutions ◽  
Educational Context ◽  
Local Authorities ◽  
Relational Practices ◽  
Good For ◽  
Signature Event

“Partnership” is often promoted as an unquestioned “good” for higher education institutions in relation to its various stakeholder organizations. This paper seeks to problematize this uncritical valorization through a critical interrogation of the concepts and socio-material practices associated with partnership. In the name of partnership, new forms of governance are inaugurated that have far-reaching effects. More specifically, this paper is concerned with a critical analysis of partnership in relation to a longitudinal study of the relational practices between a university and five local authorities within a Scottish educational context. In particular, we trace how a “signature event” transformed a partnership assemblage, from one characterized by a grammar of participation, to a formal partnership aligned with a set of principles that we characterize as a grammar of representation. We argue that this transition led to a new assemblage that enacted new accountabilities, performativities, and alignments under the sign of partnership.

Where we’ve been: where we need to go

Citizen Now ◽  
2017 ◽  
Author(s):  
Elizabeth C. Matto
Keyword(s):  
Critical Analysis ◽  
Methodological Approach ◽  
Point Of View ◽  
The Political ◽  
Youth Engagement ◽  
Theoretical Frameworks ◽  
Theoretical Perspectives ◽  
The Social ◽  
Key Aspects ◽  
Political Actions

This chapter outlines the theoretical frameworks that scholars have used when seeking to explain, predict, and understand youth political participation as well as the methodologies commonly utilized. The most common theoretical approach in studying youth engagement has been generational and, within this framework, scholars have utilized the social capital, historical, sociological, psychological, and rational choice theoretical perspectives. The methodological approach to studying youth engagement also has been fairly uniform with most relying on survey research (predominantly of college students) and with most scholars focused upon the political actions of individuals rather than issues prompting action or the institutional context in which actions take place. This critical analysis of the literature leads to the conclusion that key aspects of participation aren’t being considered and that the study of youth engagement would benefit from broadening our approach as well as looking at the phenomenon from young adults’ point of view.

scholarly journals The ‘Not so Safe’ Third Country Agreement: An Analysis of the Canada-U.S. Safe Third Country Agreement

2021 ◽  
Author(s):  
Amrit Parhar
Keyword(s):  
United States ◽  
Critical Analysis ◽  
The United States ◽  
Unintended Consequences ◽  
Refugee Crisis ◽  
Major Research ◽  
Donald Trump ◽  
State Security ◽  
The Impact ◽  
Trump Administration

This major research paper examines the impact of the Canada- U.S. Safe Third Country Agreement relating to the current refugee crisis, especially with the current American presidential administration with Donald Trump. The Safe Third Country Agreement between Canada and the United States was implemented on December 29th, 2004 and will be examined in terms of its relations to state security and human security in the current refugee context. The paper provides context to the current refugee crisis with the Safe Third Country Agreement under the Trump Administration. The paper examines the theory of criminalization in relation to the unintended consequences of the Safe Third Country Agreement. The paper also provides a policy analysis and a critical analysis of the Safe Third Country Agreement. The paper also provides possible solutions and recommendations to either suspend or abolish the Safe Third Country Agreement. Key Words: Safe Third Country Agreement, Criminalization, Refugees, Non-Refoulement

scholarly journals Neoliberalism and education: A reformational-pedagogical perspective (part 1)

2017 ◽  
Vol 82 (1) ◽  
Author(s):  
Johannes van der Walt
Keyword(s):  
Christian Education ◽  
South African ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Philosophy Of Education ◽  
Educational Context ◽  
Key Concepts ◽  
The Way

This article forms yet another link in a series of studies and publications from the pens (computers) of South African reformational educationists regarding the so-called –isms deemed to be threats to the Christian (Biblical) orientation to education (including teaching and learning). In this, the first part of the article, a brief overview is given of how these reformational educationists have so far responded to the various “-isms” that they perceived to be threats or challenges to Christian education. This is followed by an attempt to define the concept “neoliberalism” and to indicate what it means in general, and in particular, in the educational context. This part of the article paves the way for a critical analysis of neoliberalism as a “philosophy of education” and of its transcendental preconditions in the second part. Key concepts: liberalism, neoliberalism, education, Christian education, teaching and learning, philosophical preconditions, transcendental foundations Opsomming Die neoliberalisme en opvoeding en onderwys: ‘n reformatories-pedagogiese perspektief (deel 1) Hierdie artikel is ‘n verdere skakel in ‘n reeks studies en publikasies uit die penne (rekenaars) van Suid-Afrikaanse reformatoriese opvoedkundiges wat verband hou met die sogenaamde –ismes wat hulle beskou het as bedreiginge vir die Christelike (Bybelse) siening oor opvoeding (insluitend onderwys in die sin van onderrig en leer). In hierdie deel van die artikel word eerstens ‘n kort oorsig gegee oor hoe die reformatoriese opvoedkundiges tot dusver te werk gegaan het om die “-ismes” wat hulle beskou het as bedreigings vir, of as uitdagings aan die Christelike opvoeding en onderwys, aan die kaak te stel. Dit word gevolg deur ‘n poging om die begrip “neoliberalisme” te omskryf en te stel wat dit breedweg impliseer, veral in ‘n opvoedkundige konteks. Hierdie deel van die artikel berei die weg voor vir ‘n kritiese ontleding van neoliberalisme as ‘n “opvoedingsfilosofie” en van sy transendentale voorwaardes in die tweede deel van die artikel. Kernbegrippe: liberalisme, neoliberalisme, opvoeding, onderwys, Christelike opvoeding en onderwys, onderrig en leer, filosofiese uitgangspunte, transendentale grondslae

Representing Space: Katie's Horse and the Recalcitrant Object

2008 ◽  
Vol 9 (4) ◽  
pp. 275-286 ◽  
Author(s):  
Christina MacRae
Keyword(s):  
Cognitive Development ◽  
Critical Analysis ◽  
Real Difference ◽  
Children's Drawings ◽  
Alternative Account ◽  
Developmental Approach ◽  
The Real ◽  
Social Discourses ◽  
Children’S Drawings ◽  
The World

This article is a practitioner's attempt to resist habitual ways of interpreting and responding to young children's drawings. Early art education as a discipline is shot through with complexities, including wider shifting social discourses. This article specifically explores the continuing and powerful effect that Piaget's developmental approach has had on ways that teachers expect children to represent the world. The critique of Piaget examines how his stages of cognitive development intersect with an account of perspective that naturalises the claims it makes to represent the world. Critical analysis of responses to a child's drawing draws attention to the ways that this normative and perspectival approach frames readings of the drawing. In order to create new ways of thinking about the drawing, the article offers a material critique of the logic of representation. In this alternative account the object that has been drawn stubbornly refuses to stand in for the real. Difference rather than resemblance is introduced into the reading of children's drawings.

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