scholarly journals LE PARADIGME INCLUSIF À TRAVERS LE PRISME DES RAPPORTS SOCIAUX INÉGALITAIRES

2019 ◽  
Vol 54 (2) ◽  
pp. 194-205
Author(s):  
Renaud Goyer ◽  
Corina Borri-Anadon
Keyword(s):  
Educational Research ◽  
Critical Reflection ◽  
Social Inequalities ◽  
School Context ◽  
Status Quo ◽  
Rapports Sociaux ◽  
The Status

This article aims to build a theoretical and critical reflection on the concept of exclusion and of its use in educational research, particularly on its link with the inclusion paradigm. Following a theoretical proposition that takes into account the various social inequalities that explains exclusion in the school context, an analysis of the presence of these inequalities within the different historical waves of inclusion in school reinforces the notion that the inclusion paradigm, at first associated with integration, has developed in relation with exclusion. In conclusion, the article reiterates that the denunciation of social inequalities is necessary to avoid having the inclusion paradigm leading only to cosmestic changes that reinforce the status quo.

scholarly journals Improving the Utility of Non-Significant Results for Educational Research

2020 ◽  
Author(s):  
Peter Adriaan Edelsbrunner ◽  
Christian Thurn
Keyword(s):  
Educational Research ◽  
Educational Theory ◽  
Status Quo ◽  
Competence Model ◽  
P Values ◽  
Research And Teaching ◽  
Reliable Evidence ◽  
The Status ◽  
Current Practices

Non-significant results have the potential to further our understanding of what does not work in education, and why. We make three contributions to harness this potential and to improve the usage and interpretation of non-significant results. To evaluate current practices, we conduct a review of misinterpretations of non-significant p-values in recent educational research. The review indicates that over 90% of non-significant results are erroneously interpreted as indicating the absence of an effect, or a difference compared to a significant effect. Researchers sometimes link these misinterpretations with potentially erroneous conclusions for educational theory, practice, or policy. To improve the status quo and make non-significant results more informative, we provide a detailed framework based on which researchers can design, conduct, and analyze studies that yield reliable evidence regarding the actual absence of an effect. In addition, we provide a competence model that researchers can use to guide their own research and teaching.

scholarly journals ‘I’m Not that Kind of Doctor’

2019 ◽  
Vol 26 (1) ◽  
pp. 12-20
Author(s):  
Erica Nelson
Keyword(s):  
Latin America ◽  
Global Health ◽  
Critical Reflection ◽  
Sexual And Reproductive Health ◽  
Status Quo ◽  
Health Interventions ◽  
Health Practice ◽  
Transformative Potential ◽  
The Status ◽  
Complex Relationships

Within multi-disciplinary global health interventions, anthropologists find themselves navigating complex relationships of power. In this article, I offer a critical reflection on this negotiated terrain, drawing on my experience as an embedded ethnographer in a four-year adolescent sexual and reproductive health research intervention in Latin America. I critique the notion that the transformative potential of ethnographic work in global health remains unfulfilled. I then go on to argue that an anthropological practice grounded in iterative, inter-subjective and self-reflexive work has the potential to create ‘disturbances’ in the status quo of day-to-day global health practice, which can in turn destabilise some of the problematic hubristic assumptions of health reforms.

The ‘Floating’ Ummah in the Fall of ‘Ahok’ in Indonesia

2018 ◽  
Vol 7 (2) ◽  
pp. 271-290 ◽  
Author(s):  
Vedi R. Hadiz
Keyword(s):  
Cross Section ◽  
Identity Politics ◽  
Social Inequalities ◽  
Status Quo ◽  
Religious Attitudes ◽  
Ethnic Chinese ◽  
The Status ◽  
Islamic Politics ◽  
Dramatic Fall

AbstractThe article examines the idea of a ‘floating’ ummah in Indonesia today that affects the workings of Indonesian Islamic politics and democracy itself. It is asserted that the ummah, or community of believers, are more disconnected from the large mainstream Islamic organisational vehicles in Indonesia than is often claimed. A considerable cross-section of this community has become increasingly disaffected with the status quo, as social inequalities sharpen and educated youths who face uncertain futures find appeal in the tough rhetoric of fringe Islamic organisations. This rhetoric emphasises absolute standards of morality as a solution to social and economic predicaments, thereby resulting in the mainstreaming of rigid religious attitudes. Consequently, organisations seen as guardians of ‘religious moderation’ have also picked up on them in an attempt to remain relevant to their increasingly socially heterogeneous constituencies. The overall result is an Islamic politics that has become more intolerant, especially when identity politics gets absorbed into conflicts between different oligarchic factions. This was seen in the dramatic fall of the ethnic-Chinese and Christian former governor of Jakarta known as ‘Ahok’ in 2017.

scholarly journals The politics of zero-sum thinking: The relationship between political ideology and the belief that life is a zero-sum game

2019 ◽  
Vol 5 (12) ◽  
pp. eaay3761 ◽  
Author(s):  
Shai Davidai ◽  
Martino Ongis
Keyword(s):  
United States ◽  
Political Ideology ◽  
Social Inequalities ◽  
The United States ◽  
Status Quo ◽  
Political Conflicts ◽  
The Status ◽  
Zero Sum ◽  
The Relationship ◽  
Do So

The tendency to see life as zero-sum exacerbates political conflicts. Six studies (N = 3223) examine the relationship between political ideology and zero-sum thinking: the belief that one party’s gains can only be obtained at the expense of another party’s losses. We find that both liberals and conservatives view life as zero-sum when it benefits them to do so. Whereas conservatives exhibit zero-sum thinking when the status quo is challenged, liberals do so when the status quo is being upheld. Consequently, conservatives view social inequalities—where the status quo is frequently challenged—as zero-sum, but liberals view economic inequalities—where the status quo has remained relatively unchallenged in past decades—as such. Overall, these findings suggest potentially important ideological differences in perceptions of conflict—differences that are likely to have implications for understanding political divides in the United States and the difficulty of reaching bipartisan legislation.

scholarly journals Žižekian ideas in critical reflection

2016 ◽  
Vol 8 (1) ◽  
pp. 5-16 ◽  
Author(s):  
Tony Wall
Keyword(s):  
Design Methodology ◽  
Critical Reflection ◽  
Emotional Responses ◽  
Status Quo ◽  
Content Type ◽  
Case Examples ◽  
New Ways Of Working ◽  
The Status ◽  
Key Indicators ◽  
Practical Implications

Purpose The purpose of this paper is to examine how deeper psychosocial structures can be examined utilising a contemporary provocative theory within workplace reflection to generate more radical insights and innovation. Design/methodology/approach This paper outlines a provocative theory and then presents case examples of how deeper structures can be examined at the micro, meso and macro levels. Findings Deeper psychosocial structures are the forces that keep the status quo firmly in place, but deeper examination of these structures enable radical insights and therefore the possibility of innovation. Research limitations/implications Deep psychosocial structures shape and constitute daily action, and so work-based and practitioner researchers can be tricked into thinking they have identified new ways of working, but may be demonstrating the same workplace behaviours/outcomes. Workplace behaviours, including emotional responses to apparent change, are key indicators of deeper structures. Practical implications Ideas and processes for examining deeper structures can be integrated into daily reflective practices by individuals, within organisational processes, and wider, system processes. However, because deeper structures can appear in different forms, we can be tricked into reproducing old structures. Social implications Examining deeper structures increases the possibilities for more radical insights into workplace structures, and therefore, how to potentially mobilise innovations which may better serve people and planet. Originality/value This paper is the first to examine the work of Slavoj Žižek in the context of work-based learning.

scholarly journals Academic, Activist, or Advocate? Angry, Entangled, and Emerging: A Critical Reflection on Autism Knowledge Production

2021 ◽  
Vol 12 ◽  
Author(s):  
Monique Botha
Keyword(s):  
Cultural Values ◽  
Knowledge Production ◽  
Knowledge Creation ◽  
Critical Reflection ◽  
Status Quo ◽  
Call To Action ◽  
Autism Research ◽  
Autistic People ◽  
The Status ◽  
The Face

There has been a focus on autistic-led and participatory research in autism research, but minimal discussion about whether the field is hospitable to autistic involvement. While the focus on participatory and/or autistic-led research is abundantly welcome, a wider conversation should also happen about how autistic people are treated in the process of knowledge creation. As such, I present a critical reflection on my experiences of academia as an autistic autism researcher. I open by questioning whether I am an academic, an activist, or an advocate before discussing my journey through academia, and my exposure to dehumanizing, objectifying, and violent accounts of autism. I highlight how the construction of objectivity has resulted in a failure to question the validity of these dehumanizing accounts of autism, which are regarded as “scientifically-sound” by virtue of their perceived “objectivity.” Furthermore, I discuss how the idea of objectivity is used to side-line autistic expertise in disingenuous ways, especially when this knowledge challenges the status-quo. Despite claiming to be value-free, these dehumanizing accounts of autism embody social and cultural values, with a complete lack of transparency or acknowledgment. I then discuss how these dehumanizing accounts and theories—entangled in values—reverberate into autistic people's lives and come to be ways of constituting us. Following this, I discuss the rationality of the anger autistic people feel when encountering these accounts, and instead of urging people to distance themselves from these emotions, I discuss the value of “leaning-in” as a radical act of dissent in the face of research-based violence. I then make a call to action urging all those who write or speak about autism to engage reflexively with how their values shape their understanding and construction of autistic people. Lastly, I conclude by answering my opening question: I have emerged as an advocate, activist, and academic. For me, belonging to the autistic community, acknowledging our marginalization, and recognizing our suffering within society means that hope for a better and just future has always, and will always underpin my work.

scholarly journals Reimagining OTR during COVID-19 through Transformative Practices

2021 ◽  
Vol 28 (2) ◽  
Author(s):  
Joseph Ratcliff ◽  
Laura Galloway
Keyword(s):  
Transformative Learning ◽  
Transitional Justice ◽  
Critical Reflection ◽  
Status Quo ◽  
Orientation Programs ◽  
Truth Telling ◽  
Student Centered ◽  
Learning Framework ◽  
The Past ◽  
The Status

COVID-19 was a catalyst that provided orientation professionals the opportunity to reimagine their programs and challenge the status quo. AUTHOR INSTITUTION utilized Mezirow’s (1991) transformative learning framework and concepts from Davies’s (2017) work on transitional justice in education to make impactful programmatic changes. Through the process of truth telling, critical reflection, and addressing failures, this article provides an example of applying scholarly frameworks to in-person and virtual orientation programs over the course of three orientation cycles to ensure each program is more equitable and student centered than the past.

Qualität des öffentlichen Schulwesens als Verfassungsgebot?

2019 ◽  
Author(s):  
Stefanie Große
Keyword(s):  
Educational Research ◽  
School System ◽  
School Policy ◽  
Status Quo ◽  
The State ◽  
School Law ◽  
State School ◽  
New Findings ◽  
The Status

Since Germany’s shock at the results of the PISA test in 2001, the quality of the country’s state school system has been the focus of interest in society, politics and academic thinking. At about the same time, school legislators reacted to new findings in educational research and cautiously granted schools a certain degree of independence. In this study, the author links these two topics, which are still central to the discussion on school policy and school law. After analysing the status quo of school autonomy in Germany’s 16 school laws, she deals with the question of whether and to what extent the state is constitutionally obliged to guarantee the quality of the state school system and provide schools with comprehensive autonomy as a means of ensuring that quality. This not least reveals that the findings of other disciplines—namely pedagogics and educational research—can and even must be incorporated into school law.

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