Personal Troubles, Public Issues, and the Reflexive Practice of Research

1999 ◽  
Vol 9 (1) ◽  
pp. 21-31 ◽  
Author(s):  
Deborah Warr
Author(s):  
Nicholas B. TORRETTA ◽  
Lizette REITSMA

Our contemporary world is organized in a modern/colonial structure. As people, professions and practices engage in cross-country Design for Sustainability (DfS), projects have the potential of sustaining or changing modern/colonial power structures. In such project relations, good intentions in working for sustainability do not directly result in liberation from modern/colonial power structures. In this paper we introduce three approaches in DfS that deal with power relations. Using a Freirean (1970) decolonial perspective, we analyse these approaches to see how they can inform DfS towards being decolonial and anti-oppressive. We conclude that steering DfS to become decolonial or colonizing is a relational issue based on the interplay between the designers’ position in the modern/colonial structure, the design approach chosen, the place and the people involved in DfS. Hence, a continuous critical reflexive practice is needed in order to prevent DfS from becoming yet another colonial tool.


2017 ◽  
Vol 6 (2) ◽  
pp. 85-86
Author(s):  
Justin J. Rudnick

As a reflexive practice, hindsight enables a subject to re-observe how moments in the once-present past come to bear on a now-present future. Such observations enable us to make (new) sense of our life's trajectory, re-casting seemingly inconsequential moments as “prophetic” happenings. In this essay, I revisit a series of connected moments in my past to examine how actions I took as a then-heterosexual man influenced the construction of my now-queer identity.


2019 ◽  
Vol 1 (2) ◽  
pp. 121
Author(s):  
Dody Nur Andriyan

Regional Regulation (Perda) which regulates public issues such as prostitution, alcoholic beverages, gambling, and the relationship between men and women turns out to be identified as a Regional Regulation with nuances of Islamic law. in Banyumas Regency there is a Regional Regulation which if used by the identification of Arfiansyah above, it can be referred to as a Regional Regulation with nuances of Islamic law. The regulation is: Banyumas District Regulation Number 15 of 2014 concerning Control, Supervision and Control of Circulation of Alcoholic Beverages and Regional Regulations of Banyumas Regency Number 16 of 2015 concerning Community Disease Management. This research has two formulations of the first problem related to the results of the content of the analysis on the Perda that are nuanced by Islamic law in Banyumas Regency. Both of the results of the analysis content on the Regional Regulations that are nuanced by Islamic law in Banyumas Regency are not contrary to Law-Invitation Number 12 of 2011? This research is a qualitative-descriptive study. The research method used is normative juridical. The main source of data is the Banyumas District Regulation Number 15 of 2014 concerning Control, Supervision and Control of Circulation of Alcoholic Beverages and Regional Regulations of Banyumas Regency Number 16 of 2015 concerning Community Disease Management. Interviews were also conducted with resource persons. Furthermore, the results of the analysis were carried out. Regional Regulation No. 15 of 2014 is actually a Regional Regulation that has a broad purpose of public interest, for the nation and state. So that the claim that Perda No 15 of 2014 as a Regional Regulation with nuances of Islamic law is not true. Regional Regulation No. 16 of 2015 is actually a Regional Regulation that has a broad purpose of public interest, for the nation and state. So that the claim that Perda No 16 of 2015 as a Regional Regulation with nuances of Islamic law is not true. Both of these Perda (Perda No 15 of 2014 and Perda No. 16 of 2015) are not in conflict with Law No. 12 of 2011 concerning the Establishment of Legislation. Both in terms of content, principles, goals, arrangements, administrative sanctions and criminal sanctions. Formally and procedurally the two Perda are in accordance with Law Number 12 of 2011


2020 ◽  
Vol 81 (3) ◽  
pp. 120-126
Author(s):  
Jennifer Brady

Purpose: To explore dietetic practitioners’ perceptions of their education and training in the knowledge, skills, and confidence to understand social justice issues and to engage in socially just dietetic practice and social justice advocacy. Methods: An online semi-qualitative survey sent to Canadian dietitians. Results: Most respondents (n = 264; 81.5%) felt that knowledge- and skill-based learning about social justice and social justice advocacy should be a part of dietetic education and training. Reasons given by respondents for the importance of social justice learning include: client-centred care and reflexive practice, effecting change to the social and structural determinants of health, preventing dietitian burnout, and relevance of the profession. Yet, over half of respondents either strongly disagreed or disagreed that they were adequately prepared with the knowledge (n = 186; 57.4%), skills (n = 195; 60.2%), or confidence (n = 196; 60.5%) to engage in advocacy related to social justice concerns. Some questioned the practicality of adding social justice learning via additional courses to already full programs, while others proposed infusing a social justice lens across dietetic education and practice areas. Conclusions: Dietetic education and training must do more to prepare dietitians to answer calls for dietitians to engage in social justice issues through practice and advocacy.


2019 ◽  
Vol 5 (1) ◽  
pp. 72-78
Author(s):  
Novita Mulyana ◽  
Made Budiarsa ◽  
Made Sri Satyawati

This research was aimed to find out the types of politeness strategy that is used by 10th grade students to express criticism towards public issues through an anecdote text as well as the implication on the teaching and learning process of anecdote text in SMK TI Bali Global Jimbaran. There were fifteen anecdote texts analyzed in this research and they were collected through a writing test conducted in a 10th grade class in SMK TI Bali Global Jimbaran. The data were classified and analyzed based on the politeness strategy theory proposed by Brown and Levinson (1987) and ethnography of communication theory proposed by Hymes (1973). The result of the analysis shows that from the fifteen anecdote texts collected, there were only two types of politeness strategy found to be used in expressing criticism, they are bald on record strategy and off record strategy. There are ten anecdote texts composed by the students found using bald on record strategy, while the other five anecdotes using off record strategy in expressing criticism towards public issues. In other words, more students still used the more risky way of expressing criticisms, therefore it is important for the teacher to choose or design a better model of learning which can improve the students’ pragmatic competence.


2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Tom Bartlett

AbstractThis paper opens with a problematisation of the notion of real-time in discourse analysis – dissected, as it is, as if time unfolded in a linear and regular procession at the speed of speech. To illustrate this point, the author combines Hasan’s concept of “relevant context” with Bakhtin’s notion of the chronotope to provide an analysis of Sorley MacLean’s poem Hallaig, with its deep-rootedness in space and its dissolution of time. The remainder of the paper is dedicated to following the poem’s metamorphoses and trajectory as it intertwines with Bartlett’s own life and family history, creating a layered simultaneity of meanings orienting to multiple semio-historic centres. In this way the author (pers. comm.) “sets out to illustrate in theory, text analysis and (self-)history the trajectories taken by texts as they cross through time and space; their interconnectedness with social systems at different scales; and the manner in which they are revoiced in order to enhance their legitimacy before the diverse audiences they encounter on their migratory paths.” In this process, Bartlett relates his own story to the socioeconomic concerns of the Hebridean island where his father was raised, and to dialogues between local communities and national and external policy-makers – so echoing Denzin’s call (2014. Interpretive Autoethnography (2nd Edition). Los Angeles: Sage: vii) to “develop a methodology that allows us examine how the private troubles of individuals are connected to public issues and to public responses to these troubles”. Bartlett presents his data through a range of legitimation strategies and voicing techniques, creating transgressive texts that question received notions of identity, authorship, legitimacy and authenticity in academia, the portals of power, and the routines of daily life. The current Abstract is one such example. As with the author’s closing caveat on the potential dangers of self-revelation, offered, no doubt, as a flimsy justification for the extensive focus in the paper on his own life as a chronotope, I leave it for the individual reader to decide if Bartlett’s approach is ultimately ludic or simply ludicrous.


Author(s):  
Catherine G. Campbell ◽  
Shelli D. Rampold

Abstract In many US states, the power to regulate urban agriculture (UA) rests in local governments. Although there has been increased interest in UA, some local governments have been slow to adopt policies or ordinances to foster food production in urban areas or have actively sought to limit UA in their municipalities. To learn more about the disconnect between resident interest and local government policy, University of Florida, Institute of Food and Agricultural Sciences Extension and Center for Public Issues Education conducted a statewide survey of local government stakeholders (LGS) to assess their attitudes toward UA, subjective knowledge of UA, perceived benefits of and barriers to the implementation of UA and educational needs. Responses were collected using 5-point semantic differential and Likert-type scales. Overall, respondents displayed positive attitudes and moderate knowledge of UA, and they identified a number of benefits of and barriers to implementing UA in their communities. The findings of this study support the hypothesis that lack of basic knowledge about UA is one difficulty in fostering UA. Despite being positively disposed toward UA, LGS may not fully understand how to effectively develop and implement policies to foster UA. This finding may also help explain reluctance to adopt local government policies to support UA. Efforts to provide LGS key information and enhance their knowledge of UA may support the development of UA activities.


2021 ◽  
Vol 10 ◽  
pp. 216495612198994 ◽  
Author(s):  
Alison Evans ◽  
Gemma M Griffith ◽  
Rebecca S Crane ◽  
Sophie A Sansom

The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) is a useful framework for supporting teacher development in the context of mindfulness-based supervision (MBS). It offers a framework that enhances clarity, develops reflexive practice, gives a structure for feedback, and supports learning. MBS is a key component of Mindfulness-Based Program (MBP) teacher training and ongoing good practice. Integrating the MBI:TAC within the MBS process adds value in a number of ways including: offering a shared language around MBP teaching skills and processes; framing the core pedagogical features of MBP teaching; enabling assessment of developmental stage; and empowering supervisees to be proactive in their own development. The paper lays out principles for integrating the MBI:TAC framework into MBS. The supervisor needs awareness of the ways in which the tool can add value, and the ways it can inadvertently interrupt learning. The tool enables skills clarification, but the learning process needs to remain open to spontaneous experiential discovery; it can enable structured feedback but space is also needed for open reflective feedback; and it can enable conceptual engagement with the teaching process but space is needed for the supervisee to experientially sense the teaching process. The tool needs to be introduced in a carefully staged way to create optimal conditions for learning at the various stages of the MBP teacher-training journey. Practical guidance is presented to consolidate and develop current practice. The principles and processes discussed can be generalized to other forms of reflective dialogue such as mentoring, tutoring and peer reflection groups.


2021 ◽  
pp. 1097184X2110085
Author(s):  
Sofia Aboim ◽  
Pedro Vasconcelos

Confronted with the centrality of the body for trans-masculine individuals interviewed in the United Kingdom and Portugal, we explore how bodily-reflexive practices are central for doing masculinity. Following Connell’s early insight that bodies needed to come back to the political and sociological agendas, we propose that bodily-reflexive practice is a concept suited to account for the production of trans-masculinities. Although multiple, the journeys of trans-masculine individuals demonstrate how bodily experiences shape and redefine masculinities in ways that illuminate the nexus between bodies, embodiments, and discursive enactments of masculinity. Rather than oppositions between bodily conformity to and transgression of the norms of hegemonic masculinity, often encountered in idealizations of the medicalized transsexual against the genderqueer rebel, lived bodily experiences shape masculinities beyond linear oppositions. Tensions between natural and technological, material and discursive, or feminine and masculine were keys for understanding trans-masculine narratives about the body, embodiment, and identity.


2021 ◽  
pp. 107769902110187
Author(s):  
Michael K. Park

The resurgence of political activism by student-athletes raises the specter of increased constitutional challenges to public university regulations on student-athlete speech. This article explores the special regulatory environment situating student-athletes and gleans the First Amendment values underpinning cases where student-athletes challenge institutional regulations on their freedom of expression. Analysis of the legal discourse suggests that courts are more likely to apply increased scrutiny to university officials’ attempts to regulate expression on public issues versus speech that address personal or private matters. This article ends with some suggestions for practitioners and scholars to consider when evaluating regulations on student-athlete speech.


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