critical theories
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2022 ◽  
Vol 13 (1) ◽  
Benoit Estienne ◽  
Jean-Marie Stéphan ◽  
William Witczak-Krempa

AbstractUnderstanding the fluctuations of observables is one of the main goals in science, be it theoretical or experimental, quantum or classical. We investigate such fluctuations in a subregion of the full system, focusing on geometries with sharp corners. We report that the angle dependence is super-universal: up to a numerical prefactor, this function does not depend on anything, provided the system under study is uniform, isotropic, and correlations do not decay too slowly. The prefactor contains important physical information: we show in particular that it gives access to the long-wavelength limit of the structure factor. We exemplify our findings with fractional quantum Hall states, topological insulators, scale invariant quantum critical theories, and metals. We suggest experimental tests, and anticipate that our findings can be generalized to other spatial dimensions or geometries. In addition, we highlight the similarities of the fluctuation shape dependence with findings relating to quantum entanglement measures.

2022 ◽  
pp. 002214652110661
Nick Graetz ◽  
Courtney E. Boen ◽  
Michael H. Esposito

Quantitative studies of racial health disparities often use static measures of self-reported race and conventional regression estimators, which critics argue is inconsistent with social-constructivist theories of race, racialization, and racism. We demonstrate an alternative counterfactual approach to explain how multiple racialized systems dynamically shape health over time, examining racial inequities in cardiometabolic risk in the National Longitudinal Study of Adolescent to Adult Health. This framework accounts for the dynamics of time-varying confounding and mediation that is required in operationalizing a “race” variable as part of a social process ( racism) rather than a separable, individual characteristic. We decompose the observed disparity into three types of effects: a controlled direct effect (“unobserved racism”), proportions attributable to interaction (“racial discrimination”), and pure indirect effects (“emergent discrimination”). We discuss the limitations of counterfactual approaches while highlighting how they can be combined with critical theories to quantify how interlocking systems produce racial health inequities.

2022 ◽  
pp. 133-145
Mykola Kapitonenko

2022 ◽  
pp. 125-149
Erica Hamilton ◽  
Ebony Cain-Sanschagrin ◽  
Jenifer Crawford

This chapter describes the initial stage of implementing a critical community of practice within a university-based teacher induction program in Southern California. This case highlights how novice critical teachers work together to support one another, engage in problem-solving, and bridge theories to action to address challenges they face in their teaching. Implications for using critical community of practice in academic programs and professional programs to bridge critical theories to equitable practice are presented.

2021 ◽  
Vol 14 (3) ◽  
pp. 599
Jerry Wendell Rocha Salazar ◽  
Marcelo Pagliosa Carvalho

Neste artigo desvela-se as contradições das políticas públicas para a Educação de Pessoas Jovens e Adultas (EPJA) a partir da perspectiva materialista histórico-dialética. Realiza-se uma discussão acerca das políticas públicas federais desenvolvidas no Brasil desde a década de 1950. Trata-se de pesquisa bibliográfica, visto que se constitui por meio do levantamento de literatura especializada. Utiliza-se para análise da EPJA as categorias dialéticas: historicidade, totalidade e contradição. Elege-se como aporte teórico-metodológico as contribuições de Marx e Engels (1989), Mészáros (2008), Frigotto (2005), Saviani (2008), Freire (2002, 2005), Haddad (2002), entre outros. Os resultados nos desafiam a encontrar novas possibilidades para se pensar a EPJA que fundamentalmente esteja compromissada com a emancipação dos sujeitos que dela fazem parte.Palavras-chave: Educação de pessoas jovens e adultas; Políticas públicas para a EPJA; Políticas públicas educacionais.Reflections on teaching young and adult learners: dialogue among critical theories and andragogyABSTRACTThis article reveals the contradictions of public policies for the Education of Young People and Adults (EPJA) from the historical-dialectical materialist perspective. There is a discussion about federal public policies developed in Brazil since the 1950s. This is bibliographical research, as it is constituted through a survey of specialized literature. The following dialectical categories are used to analyze the EPJA: historicity, totality and contradiction. The theoretical-methodological contributions of Marx and Engels (1989), Mészáros (2008), Frigotto (2005), Saviani (2008), Freire (2002, 2005), Haddad (2002), among others, are chosen. The results challenge us to find new possibilities to think about the EPJA that is fundamentally committed to the emancipation of the subjects that are part of it.Keywords: Education of young people and adults; Public policies for EPJA; Educational public policies.Reflectores sobre la educación de personas niñas y adultos: desvelando contradicacionesRESUMENEste artículo revela las contradicciones de las políticas públicas para la Educación de Jóvenes y Adultos (EPJA) desde la perspectiva histórico-dialéctica materialista. Se discute sobre las políticas públicas federales desarrolladas en Brasil desde la década de 1950. Se trata de una investigación bibliográfica, ya que se constituye a través de un relevamiento de la literatura especializada. Para analizar la EPJA se utilizan las siguientes categorías dialécticas: historicidad, totalidad y contradicción. Se eligen los aportes teórico-metodológicos de Marx y Engels (1989), Mészáros (2008), Frigotto (2005), Saviani (2008), Freire (2002, 2005), Haddad (2002), entre otros. Los resultados nos retan a encontrar nuevas posibilidades para pensar en la EPJA que apuesta fundamentalmente por la emancipación de los sujetos que la integran.  Palabras clave: Educación de jóvenes y adultos; Políticas públicas para EPJA; Políticas públicas educativas.

Perspectiva ◽  
2021 ◽  
Vol 39 (4) ◽  
pp. 1-20
Adriana Marrero

In the late 1960s, driven by the increasing capacity of computational data processing, statistics that linked school success with students' social backgrounds became the main argument in favor of the idea that schools -even the public ones- did little more than reproduce class inequalities and legitimize them by attributing school failure to the poor intellectual abilities of subordinate class students. Both in England and France, critical theories about education questioned the curriculum, which they saw as arbitrary and related to the interests and tastes of the privileged classes, as well as the authority of the teacher, transmitter of these contents and legitimizer of educative but especially social failure, of children from low strata. This apparent consensus is explicitly broken with the turn of the century, and authors such as Bernard Charlot in France and Michael FD Young in England, converge on pointing to knowledge as the central factor in educational work. The objective of this article is to examine the approaches of the two authors on this point, to compare both perspectives, and to propose overcoming visions of some distances that separate them. It concludes with a theoretical critique of both perspectives, an attempt of an overcoming synthesis, underlining the value of knowledge as a central factor in educational activities.

2021 ◽  
Vol 5 (1) ◽  
pp. 105-117
Philippe Corcuff

Abstract Critical theory with emancipatory aims today to find a source of regeneration in ordinary cultures, and in particular, in TV series. Certain series can play a role in reinventing critical theories, drawing on the tradition of the Frankfurt School but shifting some of that School’s formulations through contact with current forms of interpretive sociology and pragmatic sociology. This requires a cross-border dialogue between the “language game” of TV series and the “knowledge game” of political theory, to use concepts inspired by Ludwig Wittgenstein. In this article, I will focus on four series: seasons 1 of American Crime (2015) and The Sinner (2017); Sharp Objects (2018); and Unorthodox (2020). The resources provided by these cultural works can help us formulate a critical decoding of important aspects of the current ideological context, in particular, the intersecting identitarian and ultra-conservative tendencies we find in France, Europe, the United States, and Brazil. These critical resources bear affinities to a political philosophy of the opening of being inspired by the ethical reflections of Emmanuel Levinas.

Graciela INDA

These four theoretical bets on the “multitude” (Hardt and Negri), on the political subject as fidelity to an event (Badiou), on the “people” as a hegemonic interaction of heterogeneous demands (Laclau and Mouffe), on the political subject as an emergent subject of an egalitarian irruption (Rancière), illustrate the seek for new political subjectivities after abandoning the Marxist thesis that gives a decisive role to the working-class in the process of social transformation. Apart from this binding nucleus, they present divergences that place the question about the subject of emancipation in a field of confrontations, and bifurcation points. This work aims at delimiting the lines of combat, voices of consent and dissent found in these new critical theories regarding the connection between political subjectivity, and economic relations, the issue of the strategy, the nationalism/internationalism dilemma and the disjunction between statism and anti-statism.

Camilla Dindler ◽  
Bolette B. Blaagaard

This article argues that Danish journalistic boundary producing practices and principles uphold a representation of racial disparity. Based on critical theories of race and racism in journalism and a boundary work framework, we conduct a discursive analysis of two collective case studies that encompass 56 articles and 23 Facebook posts. Focusing mainly on 1) the construction of knowledge about potential racism, 2) who are positioned as authorities on the topic of racism, and 3) who are missing among the potential actors in the stories, we identify meta-journalistic discourses and the (re)establishment of journalistic principles and practices. We conclude that journalistic norms and practices, for now, withstand the challenges posed by minority media’s call for the recognition of race as structure by applying discursive strategies of firstly rejecting racism as structure and secondly asserting principles and practices of specific kinds of objectivity, utilising, for instance, elite sources.

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 24-24
Ernest Gonzales ◽  
Rachel Krutchen ◽  
Cliff Whetung ◽  
Jane Lee

Abstract This PRISMA informed scoping review sought to understand the longitudinal association between workplace demands with cognitive health; and to review how race and ethnicity are investigated in this area of research and evidence of moderating effects. Peer-reviewed articles were drawn from five databases. Inclusion criteria were populations aged 18+, broad conceptualization of workplace demands (e.g., occupational complexity, mental work demands), and cognitive health outcomes (e.g., cognitive functioning, ADRD). The majority of studies drew from theories that did not interrogate heterogeneity and diverse aging experiences. Consequently, the majority of studies (85%) did not investigate inequities by race and ethnicity although variables and methods are available. Cognitive health inequities are evidenced but findings are mixed and more rigorous causal research is needed. We discuss integrating emerging critical theories (e.g. Critical Race Theory, critical gerontology, minority stress) to sharpen the focus on racial health inequities in an emerging area of prevention research.

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