conceptual debate
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2021 ◽  
Vol 26 (6 Edición Especial) ◽  
pp. 29-46
Author(s):  
Arturo Luque González

This paper aims to analyze the attitudes among young Ecuadorians with regard to processes of technological practicality. It seeks to identify the turning points in the decision-making process regarding the transfer of data and to examine the associated conceptual debate surrounding the role of related participants, such as governments, supranational organizations, transnational companies and end-users. Interviews were conducted with 299 university students in the city of Ambato, Ecuador, using quantitative techniques. The participants stated that they were aware of practicality but not of its effects and limitations, indicating that not everyone would be willing to give up part of their privacy in return for benefits in frequently used applications such as Facebook, WhatsApp or Netflix. Generally, participants felt dominated by technology, which often masks the processes of dependency associated with the costs and custody of data surrendered in exchange for a benefit. Issues of fairness and security in the treatment of data and the uneven coverage of services highlight a need for greater regulation of technological platforms.


2021 ◽  
Vol 97 (6) ◽  
pp. 1727-1747
Author(s):  
Joe Burton ◽  
George Christou

Abstract The conceptual debate around the term cyber warfare has dominated the cybersecurity discipline over the last two decades. Much less attention has been given during this period to an equally important question: what constitutes cyber peace? This article draws on the literatures in peace and conflict studies and on desecuritization in critical security studies, to suggest how we might begin to rearticulate the cybersecurity narrative and shift the debate away from securitization and cyberwar to a more academically grounded focus on desecuritization and cyber peace. It is argued that such a move away from a vicious circle where states frame cybersecurity predominantly within a national security narrative and where they seek to perpetually prepare for cyberwar, to a virtual cycle of positive cyber peace, is not only a desirable, but a necessary outcome going forward. We assert that this is particularly important if we are to avoid (continuing) to construct the very vulnerabilities and insecurities that lead to the prioritization of offence and destruction in cyberspace, rather than transformative, human-centred development in information and communications technology innovation.


Author(s):  
Carla Marchant Santiago ◽  
Yerko Monje-Hernández

The mobilization cycle that began in October 2019 represented a crucial moment in the Chilean democratic trajectory. What began as a protest for the rise of 30 Chilean pesos in the Santiago Metro, quickly took on national demand as the horizon exceeded that specific bid, and became a systemic and structural criticism of the democratic institutions and the constitutional, economic, social and cultural structure inherited from the dictatorship. This social awakening in October not only implied transformations associated to material life. Also the conceptual and theoretical tools that were used to understand social phenomena from spaces of intellectual exercise, such as universities were modified. One of these categories is precisely space and territory, which from the nineties with supported and growing socio-environmental movements, was installed in the repertoire of popular demands. A dimension that was also strongly glimpsed in the October protests: the defence of territories as spaces for life. Based on this, a two-dimensional journey is proposed, first a theoretical conceptual debate and on the other hand a historical approach dealing with the emergence of the concept in recent Chilean history, with the interest of understanding a socio-territorial and historical dimension of what happened in October 2019.


Author(s):  
Thomas Block ◽  
Erik Paredis ◽  
Peter Van Aert

COVID-19 reaffirms that we are living out the consequences of the Anthropocene. In terms of education this affirmation has considerable implications: we must overcome the profound divisions between the fields of Natural Sciences and the Social Sciences while at the same time recognizing the political character of educational and scientific practices.Sustainability is an idea that potentially embodies the elements that respond to these two challenges, but only distancing ourselves from a technocratic-instrumental approximation and assuming a political approach to the idea. Post-normal science provides an adequate framework for this because the emerging problems present democratic challenges that demand other academic and educational treatment.Our intention with this text is to contribute didactic material that incentivizes the introduction of this conceptual debate into the classroom setting. Far from proposing a confrontation between the dominant mode of thought, in this paper we propose an argument that seeks to untangle the basic components of our thesis and show the arbitrariness of all the theoretical constructions that result from that. We hope, in this way, to contribute to a transdisciplinary environmental and sustainability education that consists in uncovering the political dimension of this issue, to repoliticize education, transcend the division between relativism and objectivism and, encourage theoretical positioning without determinisms. 


Author(s):  
Dalila P. Coelho ◽  
João Caramelo ◽  
Isabel Menezes

The current text aims to contribute to the conceptual debate on global citizenship education. It does so by presenting empirical results from a survey that aimed for a comprehensive understanding of representations and experiences of participants and practitioners of global citizenship education in Portugal. Specifically, this chapter presents empirical results that depict common imaginaries around “development” in the context of global citizenship education. The authors assert that despite a terminological shift that favours the idea of “global citizenship” over the idea of “development,” and the polysemic and problematic nature of development, the education at stake cannot be fully understood, problematized, or reconfigured without a clear discussion on development. The chapter aims to provide critical insights on this by looking at assumptions and actions connected to “global development”.


2020 ◽  
pp. 1-20 ◽  
Author(s):  
Friederike Enßle ◽  
Ilse Helbrecht

Abstract This article aims to enhance the conceptual debate on diversity in old age by exploring the interplay of diversity in later life and images of old age. We argue that the analysis of images of old age on the micro-level is a fruitful methodology in order to unravel the meaning of diversity in later life. Drawing on findings from qualitative research in Berlin, we explore how new and diverse imaginations, experiences and lifestyles of old age emerge. The conceptual focus on images of old age enables us to investigate further what diversity in later life comprises and how it simultaneously fosters the genesis of new images of old age. The manifold new images we found in our research suggest that prevalent societal discourses about old age on the macro-level are rather deceptive and represent mostly stereotypes such as ‘active agers’ or ‘frail and dependent elders’. We offer three explanations why alternative images of old age are currently barely present in public discourse: (a) the actors transmitting images of age; (b) the institutionalisation of the images; and (c) the challenge to communicate complexity. We conclude by suggesting that images of old age are a promising starting point to explore and make visible both the diversity of social groups within the older generation as well as the heterogeneity of older individuals.


Urban Science ◽  
2020 ◽  
Vol 4 (1) ◽  
pp. 3
Author(s):  
Marius Mlejnek ◽  
Petra Lütke ◽  
Gerald Wood

This article is on imaginaries of the urban. Here, we develop a critical view on urban and regional developments in capitalist countries and scrutinize explanation patterns anchored in a rigid urban–suburban dichotomy that tend to disregard the complex processuality of current urbanization forms. This contribution focusses on the impact societal change has on spatial and societal structures as well as on forms of socialization in urban regional contexts. As a starting point, we deliberately address current debates on suburbanization from which we first derive research desiderata and then conceptually position the debate. The main aim of the paper is to underscore the importance of the conceptual debate on postmodern urban development which is inextricably linked with the so-called LA school of urbanism and in particular with Edward Soja. In the conceptual part of the paper, we start from Edward Soja’s concept (Postmetropolis, 2000) on postmodern urban development in which overarching urbanization processes materialize on a continuum from center to periphery. His theoretical positionings offer a number of possibilities for analyzing and interpreting socio-economic, socio-structural, and socio-cultural urbanization processes. Essentially, we are offering a conceptual discussion of current urban regional processes based on Edward Soja’s theorizations (Soja, 2011) that take the socio-structural, socio-economic, and socio-cultural pluralities and complexity of Regional Urbanization into account. We contend that the seminal contribution of Edward Soja lends itself to a comprehensive and up-to-date understanding of processes of urbanization, including suburban developments.


2020 ◽  
Vol 7 (1) ◽  
pp. 147-161
Author(s):  
Myriam Southwell

Agricultural Family Schools have been the way to concretize a model of pedagogy of alternation, an education modality that has been little investigated from a historical point of view. This article aims to present the emergence of alternating pedagogy in Europe, its influence in the South American territory, and to analyse in more detail its expansion in Argentina from the late 1960s. We are interested in dwelling on these alternative modes of conceiving and building schools not only because of their value as a contribution to agricultural education at the secondary level, but also as a contribution to research on specific historical experiences which constitute areas for inscription of school innovations, pedagogical debates, struggles and resistance (McLeod, 2014). Likewise, we are interested in analysing this alternative modality of schooling from the conceptual debate on the tension between the particular and the universal, which is expressed in this different way of conceiving teaching and learning and analysing the hegemony of the school format (Southwell, 2008). To do this, we carry out a historical analysis of the testimonies that recorded the emergence, debates and expansion of these institutions, as well as the educational concepts that were configured in the historical journey developed until today.


2019 ◽  
Vol 17 (02) ◽  
pp. 25-46
Author(s):  
Thalita Aguiar Siqueira ◽  
Marcelo de Mello

O presente artigo apresenta, inicialmente, uma discussão teórica centrada no conceito de segregação residencial. A partir do debate conceitual realizado, foi evidenciada a existência de cenários marcados por complexidades econômicas e sociais em que a segregação residencial é manifestada. Posteriormente, a partir da realização de trabalhos de campo e da aplicação de questionários, foi investigada a segregação residencial em um bairro caracterizado pela precarização na reprodução da vida de cidadãos que habitam um espaço produzido, na primeira metade do século XX, para abrigar portadores da hanseníase. Trata-se do bairro Novo Paraíso, na cidade de Anápolis (GO), que apresenta uma realidade repleta de ações segregadoras.   SEGREGATION AND LEPROSY: the production of a subnormality in the county of Anápolis (GO) ABSTRACT The present article presents, in first place, a discution about the concept of residencial segregation. Based on the conceptual debate, was evidenced the existence of scenarios marked by economical and social complexities, in wich the residencial segregation is manifested. After, based on the realization of camp works and in the aplication of questionnaires, was investigated the residencial segregation in a neighborhood characterized by precariousness in the reprodution of the life of citizens that live in a space produced, in the first half of the 20th century, to home to leprosy patients. It is the neighborhood Novo Paraíso, in the city of Anápolis, which presents a reality full of segregating actions. Keywords: Historical Process. Segregation. Leprosy.   SEGREGACIÓN Y LEPRA: la produción de una subnormalidad en la ciudad de Anápolis (GO) RESUMEN El presente artículo apresenta, inicialmente, una discusión teórica sobre el concepto de segregación residencial. A partir del debate conceptual realizado, fue evidenciada la existencia de escenarios marcados por complejidades económicas y sociales en que la segregación residencial se manifesta. Enseguida, a partir de la realización de trabajos de campo y de la aplicación de cuestionarios, fue investigada la segregación residencial en un barrio caracterizado por la precarización en la reprodución de la vida de ciudadanos que viven en un espacio producido, en la primera mitad del siglo XX, para albergar a portadores de lepra. Es el barrio Novo Paraíso, en la ciudad de Anápolis, que presenta una realidad repleta de acciones segregadoras. Palabras-clave: Proceso Histórico. Segregación. Lepra.  


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