critical approaches
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2022 ◽  
Vol 43 (1) ◽  
Author(s):  
Ana V. Diez Roux

In a context where epidemiologic research has been heavily influenced by a biomedical and individualistic approach, the naming of “social epidemiology” allowed explicit emphasis on the social production of disease as a powerful explanatory paradigm and as critically important for interventions to improve population health. This review briefly highlights key substantive areas of focus in social epidemiology over the past 30 years, reflects on major advances and insights, and identifies challenges and possible future directions. Future opportunities for social epidemiology include grounding research in theoretically based and systemic conceptual models of the fundamental social drivers of health; implementing a scientifically rigorous yet realistic approach to drawing conclusions about social causes; using complementary methods to generate valid explanations and identify effective actions; leveraging the power of harmonization, replication, and big data; extending interdisciplinarity and diversity; advancing emerging critical approaches to understanding the health impacts of systemic racism and its policy implications; going global; and embracing a broad approach to generating socially useful research. Expected final online publication date for the Annual Review of Public Health, Volume 43 is April 2022. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.


2022 ◽  
pp. 1-20
Author(s):  
Esther S. Gross ◽  
Jenifer A. Crawford

Teachers and students in TESOL confront persistent racial, linguistic, economic, and social inequities in English language education. Many universities are striving to enact inclusive teaching that serves their diverse student body. This chapter offers a balanced approach that synthesizes language teaching research, theories, and practices to offer equitable strategies and tools for planning TESOL lessons and an exemplar university English as a Foreign Language lesson. These strategies, tools, and examples provide support for teachers to plan to explore inequities in the sociopolitical and raciolinguistic conditions of language and language learning with their students through lessons that integrate language skills, practices, and content. There is significant research on critical approaches to language education, but this chapter contributes to critical praxis in TESOL by providing detailed guidance for teachers on integrated lesson planning for adult EFL classes.


2022 ◽  
pp. 107-129
Author(s):  
Victor Mawutor Agbo

Conventional tourism and its attendant challenges for nature and communities have necessitated the need for tourism to be more sustainable, equitable, and responsible, hence the introduction of community-based tourism (CBT). CBT was developed as a model and a viable instrument for poverty reduction, offering opportunities for conservation and rural economic development. However, despite the potential of CBT to generate welfare for communities, many initiatives have failed to deliver on their promises. Since tourism and justice issues cannot be separated from each other, concerns over the discussion of justice related issues have emerged as a community concept which requires critical investigation. This chapter presents a theoretical exploration of how justice is conceptualized, with an emphasis on distributive justice in the context of CBT, and how it is shaping the production of CBT. It also explores some critical approaches to tourism studies and practice and how justice for local communities is conceptualized in CBT contexts.


2021 ◽  
Vol 42 (4) ◽  
pp. 7-37
Author(s):  
Felipe Ziotti Narita ◽  
Jeremiah Morelock

In this article, we offer a critical social analysis of crisis in light of capitalist development and, above all, in the post-2008 world. We discuss five approaches in the social sciences that deal with the problem of crisis and develop some theore­tical lines for a critical approach to the theme. We argue that precarity can be an important topic for grasping the current crises via critical approaches. The text also presents the six articles that are part of the issue we edited for Praktyka Teoretyczna entitled “Latency of the crisis.”


2021 ◽  
Vol 1 (2) ◽  
pp. 268-272
Author(s):  
Natasha Behl

Abstract This article focuses on the promise of grounded normative theory in Luis Cabrera’s The Humble Cosmopolitan. The article celebrates Cabrera’s use of grounded normative theory as a way to center the lived experience of politically marginalized groups while also being attentive to the politics of knowledge production. My concern is not with the methodology itself; rather, it is with Cabrera’s partial use of it. I ask, how might the analysis of the book change if the author considered different intellectual histories of citizenship rooted in feminist and critical approaches? How might the theoretical assumptions and justifications of the book change if the author challenged his own assumptions, especially as they relate to the epistemic authority of Dalit women?


2021 ◽  
Vol 3 (1) ◽  
pp. 86-95
Author(s):  
Ina Neddermeyer ◽  
Jürgen Bleibler

Proceeding from the historical question of the regulation of airspace, this essay examines the current and future significance of borders and the central question of statehood, for the special section of this issue, Art & Borders. The authors draw on their experience as curators of the 2021 exhibition Beyond States: The Boundaries of Statehood at the Zeppelin Museum in Friedrichshafen, Germany, to reveal the role of ballooning aviation and critical approaches of artists towards border regimes 


2021 ◽  
Vol 3 ◽  
Author(s):  
Mariana Elisabet Siljamäki ◽  
Eeva Helena Anttila

Purpose: This article is based on a study that explored learning processes related to intercultural competence of PE teacher trainees. The context of the study was the Faculty of Sport and Health Sciences at the University of Jyväskylä, Finland. The study was conducted in connection to two courses that focused on equality in physical education and sport in 2020–2021.Methods: Adopting an interpretive, as well as a critical approach, the authors focused on how the students described their conceptions and learning experiences. Based on their analysis they have then aimed to shed light on how interculturality, equality, equity, and diversity may be addressed in higher education in a more profound manner. The students' accounts were analyzed first through an open reading and subsequently through a more critical lens. The analysis was supported by theories of transformative learning, embodied learning, and intercultural education.Results: Students' initial interest toward equity, equality, and interculturality seemed to expand during the courses. They increasingly reflected on the complexity of these issues and discussed the widening professional responsibilities of future PE teachers in promoting equality and supporting pupils in cultural heterogeneous classes. Discussions and practical activities that involved emotional and embodied elements seemed to be important in facilitating their learning processes. However, it is difficult to foresee how permanent the changes in their habits of mind and subsequent actions are.Discussion: The authors suggest that embodied, practical approaches where the student is fully engaged in the learning process, and where conceptual, reflective, emotional, and affective levels are connected, may be a key in developing teachers' intercultural competence. They also suggest that it is crucial to revise higher education curricula from the perspectives of intercultural competence and structural inequality. In addition to separate courses, equality, equity, and diversity should be seen as red threads throughout higher education.


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