scholarly journals Queer Indiscipline, Decolonial Revolt: The Production of Undisciplined Knowledges in the Neoliberal Age

2022 ◽  
pp. 129-141
Author(s):  
Tyna Fritschy
Keyword(s):  
Knowledge Production ◽  
Final Section ◽  
Academic Knowledge ◽  
The Social ◽  
Non Linear ◽  
Black Queer ◽  
Neoliberal Restructuring ◽  
The University

As an intervention into a domesticated academic knowledge production and an increasingly normative queer theorizing, Queer Indiscipline, Decolonial Revolt asks for the proliferation of other modalities of thinking and writing. The context of such interrogation is the neoliberal restructuring of the university which comfortably accommodates criticality. Where criticality has lost its sting, this paper calls for a daring indiscipline opposing political, public, and scientific disciplining. This brings practices of doing knowledge and not the knowledges as such into attention. An intimacy between the queer and the undisciplined is established by referencing the resistance to assimilationist politics and practices as queer theory’s principal asset. Yet, undisciplined know¬ledges are not only geared towards challenging the bounds of the discipline(s), but also, and more broadly, towards decolonial futures. Queer Indiscipline, Decolonial Revolt explores various moments of concomitant unlearning and improvisation on and beyond the academic stage. The piece conducts three non-linear explorations. The first part analyzes the making of a hierarchical knowledge machine as part of capitalist modernity and revisits moments of queer and black queer theorizing that challenge the dividing lines between high/low, sensible/nonsensical, intellectual/corporeal, theory/practice, speech/chatter, etc. The second part discusses the masterful subject as the agent of knowledge. While the persistence and the pervasiveness of such master fantasy gets acknowledged, the verve of this paper is oriented towards the modality of queer dispos¬session. The final section gives way to the sabotage inherent in the unruly rhythm of life. Such sabotage is tested to counteract the frameworks, formats and concepts which articulate intellectuality on a more fun¬damental level. This advances the deconstruction of intellectuality to the terrifying and beautiful point where intellectuality is co-extensive with the social.

scholarly journals The Concept of ‘Peasant Embourgeoisement’ in the Perspective of Different Historical Conjunctures

2017 ◽  
Vol 62 (1) ◽  
pp. 85-104 ◽  
Author(s):  
András Vigvári ◽  
Tamás Gerőcs
Keyword(s):  
Knowledge Production ◽  
Social Transformation ◽  
Historical Context ◽  
Historical Analysis ◽  
Political Agenda ◽  
Academic Knowledge ◽  
Ethnographic Studies ◽  
The Social ◽  
Sociological Concept

AbstractThe paper combines the historical analysis of the social transformation of rural Hungary with the evolution of the sociological concept of ‘peasant embourgeoisment’. The authors highlight the long lasting impact of the concept in the understanding of academic knowledge production. The concept was the product of thorough ethnographic studies in the inter- and postwar periods by scholarly intellectuals, whose aim went beyond academic purposes and translated into a political agenda of rural modernization. To make such a methodological combination the authors demonstrate that the global historical context is necessary in the understanding of how knowledge production occurs and interacts at various historical conjunctures, especially during periods of crises.

South Korea

2009 ◽  
Vol 36 (2) ◽  
pp. 162-176 ◽  
Author(s):  
Soon-Kyoung Cho
Keyword(s):  
South Korea ◽  
Social Structure ◽  
Knowledge Production ◽  
Public Sociology ◽  
Third Wave ◽  
Collective Knowledge ◽  
New Paradigm ◽  
Korean Society ◽  
Academic Knowledge ◽  
The Social

Third-wave marketization in South Korea has changed the social structure of academic knowledge production, revealing the dilemmas and limitations of both traditional and organic public sociology. The emergence of collective intellectuals during the candlelight movement points to an alternative relationship between the researcher and the researched. The candlelight vigils that recently rocked Korean society have pointed to new possibilities for a public sociology of labor. This article discusses the conditions for public labor sociology as a new paradigm based on collective knowledge and argues that when facing increasing professionalization of public sociology, the “crisis of labor” calls for a collective public sociology.

scholarly journals An ethnography of old-age homes and senior-citizens in Devghat

2019 ◽  
Vol 2 (2) ◽  
pp. 129-141
Author(s):  
Sharada Devi Sharma
Keyword(s):  
Old Age ◽  
Knowledge Production ◽  
Group Discussion ◽  
The Elderly ◽  
The Social ◽  
Cultural Status ◽  
The University ◽  
Happiness Level ◽  
Elderly Living ◽  
Old Age Homes

Old-age homes are Sanyas Ashrams in Vedic philosophy. Sanyas Ashram is the preparation of death and it teaches the art of death. It is the university of art of death of old and experienced people who can share the knowledge and experiences of their lifetime achievements. The main objective of the study is to examine the socio economic and cultural status of old-age people living in Deveghat pilgrimage areas. It is a mini ethnography study based on field visit observation, focus group discussion and unstructured interview. I conclude that the old-age homes of Devghat are normal in-terms of the lifestyle of the elderly living there, their happiness level and the facility provided to them. Lastly the major reasons behind them coming to the old-age home was rather found to be in a mixed bag form as some came there due to the social reasons and economic reasons and some due to their faith in god and in belief of getting peace after death. But it has long way to go to make like a heaven type of Sanyas Ashram. At least it must be like a Vrindavan with entire worldly facilities of learning and sharing of knowledge production university.

scholarly journals Academic Language, Power and the Impact of Western Knowledge Production on Indigenous Student Learning

2008 ◽  
Vol 37 (1) ◽  
pp. 56-60
Author(s):  
Karen O'Brien
Keyword(s):  
Learning Strategies ◽  
Knowledge Production ◽  
Teaching And Learning ◽  
Scientific Language ◽  
Completion Rates ◽  
Indigenous Students ◽  
Academic Knowledge ◽  
Inclusive Learning ◽  
The University ◽  
The Impact

AbstractThis paper explores the prescriptive, distancing and separating qualities that exist in Western systems of knowledge production. It examines scientific language and how discrimination takes place in the university setting and explores the ways in which academic knowledge production affects the learning experiences, participation and completion rates of Indigenous students. It suggests improving teaching and learning strategies to enhance unacknowledged learning processes towards providing inclusive learning practices, and to strengthen educational outcomes for Indigenous students with the prospect of improving their completion rates at universities.

scholarly journals Personal style and epistemic stance in classroom discussion

2011 ◽  
Vol 20 (3) ◽  
pp. 201-217 ◽  
Author(s):  
Sam Kirkham
Keyword(s):  
Social Practice ◽  
Identity Work ◽  
Classroom Discussion ◽  
Social Categories ◽  
Linguistic Resources ◽  
Epistemic Stance ◽  
Academic Knowledge ◽  
The Social ◽  
Interactional Analysis ◽  
The University

This article reports on an analysis of stance-taking in the university classroom, examining how students position themselves in relation to academic knowledge through the epistemic phrases I don’t know and I think. Analysis of specific interactional moments reveals that the meaning of discourse forms is largely indeterminate without an understanding of (1) the immediate discourse context; (2) the place of linguistic forms in an individual’s stylistic repertoire; and (3) the ideologies and social categories that frame that stylistic repertoire. Differential knowledge distribution amongst the students places constraints on what certain individuals can do with particular linguistic forms and this analysis reveals how they utilize the same linguistic resources in different ways in order to do different identity work. Through detailed interactional analysis, I demonstrate that our ability to evaluate classroom discussion as a social practice relies upon our ability to situate that practice within an understanding of individual speakers’ personal styles and the social ideologies that frame them.

scholarly journals Introduction

2010 ◽  
Vol 3 (3) ◽  
pp. 1-5 ◽  
Author(s):  
Boone Shear ◽  
Susan Brin Hyatt
Keyword(s):  
Higher Education ◽  
International Perspective ◽  
Special Issue ◽  
Group Project ◽  
Learning And Teaching ◽  
The Social ◽  
University Of Massachusetts ◽  
Neoliberal Restructuring ◽  
The University ◽  
John Clarke

The aim of this Special Issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences is to analyse the impacts of neoliberal restructuring on higher education and to explore ways of raising students’ critical awareness of these changes in their own environment. This Special Issue developed out of a symposium that was held at the University of Massachusetts in Spring 2008. Both Susan B. Hyatt and Vincent Lyon-Callo presented earlier drafts of their articles on that occasion, as did Dana-Ain Davis, whose article will appear in a future issue of LATISS. Shear and Zontine were the primary organisers of the symposium, along with other students and faculty at the University of Massachusetts, and in their article, they reflect on the collaborative, yearlong reading group project on neoliberalism from which the symposium emerged. We invited John Clarke to join us in writing for this issue to provide an international perspective on these issues as they are currently playing out in the U.K.

scholarly journals Suvremeni modeli Sveučilišta i regionalni razvoj - primjer Sveučilišta u Zadru

2015 ◽  
Vol 10 (1.) ◽  
Author(s):  
Sven Marelić
Keyword(s):  
Qualitative Research ◽  
Regional Development ◽  
Knowledge Production ◽  
Endogenous Development ◽  
Structured Interviews ◽  
The Social ◽  
Potential Resource ◽  
The University ◽  
Successful Collaboration

The modern university has changed its role of exclusive place of teaching and research toward the networked actor of regional development. Contemporary models of universities emphasize their role as a place of knowledge production which is applicable in the regional development. The paper presents the results of research of local and regional development of stakeholders in Zadar and Zadar County and their attitudes toward the University of Zadar. In the research was conducted qualitative research based on the ten semi-structured interviews. It is shown that regional stakeholders emphasize the economic developmental component and the idea of endogenous development based on developing existing strong branches of the Zadar economy, and university is viewed primarily as a potential resource, rather than as an active stakeholder. The social development is thereby less pronounced, but is perceived as a locus of potential successful collaboration with the University of Zadar.

Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

2002 ◽  
Vol 61 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Céline Darnon ◽  
Céline Buchs ◽  
Fabrizio Butera
Keyword(s):  
Cooperative Learning ◽  
Social Comparison ◽  
Positive Relationship ◽  
Learning Task ◽  
Control Group ◽  
Complementary Information ◽  
Relational Conflict ◽  
The Social ◽  
The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

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