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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Praxis</h1><div class="u-tcGrayDark">16,614 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Praxis</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Praxis">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Praxis/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Praxis/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Praxis/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Praxis">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_72499758" data-work_id="72499758" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/72499758/LHistoire_et_la_question_de_la_modernit%C3%A9_chez_Antonio_Gramsci">L'Histoire et la question de la modernité chez Antonio Gramsci</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized"><a href="https://classiques-garnier.com/l-histoire-et-la-question-de-la-modernite-chez-antonio-gramsci.html" rel="nofollow">https://classiques-garnier.com/l-histoire-et-la-question-de-la-modernite-chez-antonio-gramsci.html</a> Le marxisme ouvert d’Antonio Gramsci permet de redéfinir la philosophie de l’histoire en échappant à tout dogmatisme. Gramsci cherche en... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_72499758" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden"><a href="https://classiques-garnier.com/l-histoire-et-la-question-de-la-modernite-chez-antonio-gramsci.html" rel="nofollow">https://classiques-garnier.com/l-histoire-et-la-question-de-la-modernite-chez-antonio-gramsci.html</a> <br /><br />Le marxisme ouvert d’Antonio Gramsci permet de redéfinir la philosophie de l’histoire en échappant à tout dogmatisme. Gramsci cherche en effet à penser le processus historique dans sa consistance tout en accordant un rôle central à l’activité et aux luttes humaines, en particulier grâce aux notions de praxis, d’hégémonie et de rapports de forces. L’auteur des Cahiers de prison s’attache ainsi à comprendre la complexité de la modernité européenne, depuis ses origines jusqu’à la crise organique qui marque son temps, et s’arrête notamment sur la Renaissance, la Réforme, la Révolution française, le Risorgimento, l’américanisme, le fascisme et le socialisme soviétique.<br /><br />While the very possibility of a philosophy of history has been widely questioned, this book shows that Antonio Gramsci’s open Marxism gives it new life, away from all dogmatism. Gramsci seeks to conceive the historical process in its consistency while giving a central role to human agency and struggles, thanks to notions such as praxis, hegemony and relations of force. His determination to understand both the coherence and the complexity of European modernity leads him to trace its development from its origins to the organic crisis it was undergoing in his time, from the Renaissance and the Reformation to Americanism, Fascism and Soviet socialism, via the French Revolution and the Risorgimento.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/72499758" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2a27510cacd42e99ab30e1a5ead254f9" rel="nofollow" data-download="{"attachment_id":81403264,"asset_id":72499758,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/81403264/download_file?st=MTc0MDU3NjQwMiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="14048306" href="https://u-paris10.academia.edu/YohannDouet">Yohann Douet</a><script data-card-contents-for-user="14048306" type="text/json">{"id":14048306,"first_name":"Yohann","last_name":"Douet","domain_name":"u-paris10","page_name":"YohannDouet","display_name":"Yohann Douet","profile_url":"https://u-paris10.academia.edu/YohannDouet?f_ri=3200","photo":"https://0.academia-photos.com/14048306/4382195/82808761/s65_yohann.douet.png"}</script></span></span></li><li class="js-paper-rank-work_72499758 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="72499758"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 72499758, container: ".js-paper-rank-work_72499758", }); 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(2011). Radical Reflections on Social Work Ethics, Toplum ve Sosyal Hizmet Dergisi/Journal of Society and Social Work, 22(1): 147-164. (Turkish) ÖZET Bu makalenin amacı, sosyal hizmet etiğinde etkili olan Kantçı, Faydacı ve... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3548860" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">HATIBOĞLU, B. (2011). Radical Reflections on Social Work Ethics, Toplum ve Sosyal Hizmet Dergisi/Journal of Society and Social Work, 22(1): 147-164. (Turkish)<br /><br />ÖZET<br />Bu makalenin amacı, sosyal hizmet etiğinde<br />etkili olan Kantçı, Faydacı ve Ortak Ahlakçı<br />yaklaşımları radikal, eleştirel ve baskıkarşıtı<br />anlayış çerçevesinde yeniden değerlendirmektir.<br />Bu nedenle radikal, eleştirel<br />ve baskı-karşıtı yaklaşımların, sosyal hizmet<br />etik değerlendirme sürecinde vurguladığı<br />boyutlar ve geleneksel etik anlayışa getirdiği<br />eleştiriler ele alınmıştır. Böyle bir ele<br />alışın sosyal hizmet uygulamalarında “etik”<br />ya da “etik dışı” kabullerin farklı değerlerle<br />şekillenebileceğini göstermesi açısından<br />önemli olduğu düşünülmektedir. Bu düşünce<br />ise sosyal hizmet uygulamasında karşılaşılan<br />etik ikilemler üzerine odaklanan geleneksel<br />etik anlayışın, artık radikal, eleştirel<br />ve dönüşümsel geleneğe yakın yeni etik yaklaşımlara<br />kaydığı söylemine dayanmaktadır.<br />Anahtar Sözcükler: Sosyal hizmet etiği,<br />ilke temelli etik yaklaşımlar, radikal sosyal<br />hizmet.<br />ABSTRACT<br />The aim of this article is to reevaluate Kantian,<br />Utilitarian and Common Morality ethical<br />approaches which are influential in social<br />work within the framework of radical,<br />critical and anti-oppressive understandings.<br />Because of this, radical, critical and antioppressive<br />approaches are discussed with<br />their impacts emphasized in social work<br />ethical evaluation process and their critics<br />to traditional ethical understanding. It is<br />thought that this kind of framework is crucial<br />to understand how “ethical” or “nonethical”<br />can be shaped with different values<br />in social work practice. This idea is based on<br />the discourse that conception of traditional<br />ethics which focuses on ethical dilemmas<br />encountered within social work practice has<br />slipped to new ethical approaches familiar<br />with radical, critical and reflexive traditions<br />at present.<br />Key Words: Ethics of social work, principal<br />based ethical approaches, radical social<br />work</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3548860" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3ef4357d42d2f512d1a9822e5830a9f7" rel="nofollow" data-download="{"attachment_id":31266457,"asset_id":3548860,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31266457/download_file?st=MTc0MDU3NjQwMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4205501" href="https://hacettepe.academia.edu/BurcuHatibogluEren">Burcu Hatiboglu</a><script data-card-contents-for-user="4205501" type="text/json">{"id":4205501,"first_name":"Burcu","last_name":"Hatiboglu","domain_name":"hacettepe","page_name":"BurcuHatibogluEren","display_name":"Burcu Hatiboglu","profile_url":"https://hacettepe.academia.edu/BurcuHatibogluEren?f_ri=3200","photo":"https://0.academia-photos.com/4205501/1652917/18220265/s65_burcu.hatiboglu.jpg"}</script></span></span></li><li class="js-paper-rank-work_3548860 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3548860"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3548860, container: ".js-paper-rank-work_3548860", }); 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$(".js-view-count[data-work-id=3548860]").text(description); $(".js-view-count-work_3548860").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3548860").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3548860"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3200" rel="nofollow" href="https://www.academia.edu/Documents/in/Praxis">Praxis</a>, <script data-card-contents-for-ri="3200" type="text/json">{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="306918" rel="nofollow" href="https://www.academia.edu/Documents/in/Sosyal_Hizmet">Sosyal Hizmet</a>, <script data-card-contents-for-ri="306918" type="text/json">{"id":306918,"name":"Sosyal Hizmet","url":"https://www.academia.edu/Documents/in/Sosyal_Hizmet?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="459496" rel="nofollow" href="https://www.academia.edu/Documents/in/Elestirel_Pedagoji">Eleştirel Pedagoji</a>, <script data-card-contents-for-ri="459496" type="text/json">{"id":459496,"name":"Eleştirel Pedagoji","url":"https://www.academia.edu/Documents/in/Elestirel_Pedagoji?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="658358" rel="nofollow" href="https://www.academia.edu/Documents/in/SOSYAL_POLITIKA">SOSYAL POLİTİKA</a><script data-card-contents-for-ri="658358" type="text/json">{"id":658358,"name":"SOSYAL POLİTİKA","url":"https://www.academia.edu/Documents/in/SOSYAL_POLITIKA?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3548860]'), work: {"id":3548860,"title":"SOSYAL HİZMET ETİĞİNDE RADİKAL YANSIMALAR/Radical Reflections on Social Work Ethics (Turkish) (2011)","created_at":"2013-05-16T17:12:37.210-07:00","url":"https://www.academia.edu/3548860/SOSYAL_H%C4%B0ZMET_ET%C4%B0%C4%9E%C4%B0NDE_RAD%C4%B0KAL_YANSIMALAR_Radical_Reflections_on_Social_Work_Ethics_Turkish_2011_?f_ri=3200","dom_id":"work_3548860","summary":"HATIBOĞLU, B. (2011). Radical Reflections on Social Work Ethics, Toplum ve Sosyal Hizmet Dergisi/Journal of Society and Social Work, 22(1): 147-164. (Turkish)\n\nÖZET\nBu makalenin amacı, sosyal hizmet etiğinde\netkili olan Kantçı, Faydacı ve Ortak Ahlakçı\nyaklaşımları radikal, eleştirel ve baskıkarşıtı\nanlayış çerçevesinde yeniden değerlendirmektir.\nBu nedenle radikal, eleştirel\nve baskı-karşıtı yaklaşımların, sosyal hizmet\netik değerlendirme sürecinde vurguladığı\nboyutlar ve geleneksel etik anlayışa getirdiği\neleştiriler ele alınmıştır. Böyle bir ele\nalışın sosyal hizmet uygulamalarında “etik”\nya da “etik dışı” kabullerin farklı değerlerle\nşekillenebileceğini göstermesi açısından\nönemli olduğu düşünülmektedir. Bu düşünce\nise sosyal hizmet uygulamasında karşılaşılan\netik ikilemler üzerine odaklanan geleneksel\netik anlayışın, artık radikal, eleştirel\nve dönüşümsel geleneğe yakın yeni etik yaklaşımlara\nkaydığı söylemine dayanmaktadır.\nAnahtar Sözcükler: Sosyal hizmet etiği,\nilke temelli etik yaklaşımlar, radikal sosyal\nhizmet.\nABSTRACT\nThe aim of this article is to reevaluate Kantian,\nUtilitarian and Common Morality ethical\napproaches which are influential in social\nwork within the framework of radical,\ncritical and anti-oppressive understandings.\nBecause of this, radical, critical and antioppressive\napproaches are discussed with\ntheir impacts emphasized in social work\nethical evaluation process and their critics\nto traditional ethical understanding. It is\nthought that this kind of framework is crucial\nto understand how “ethical” or “nonethical”\ncan be shaped with different values\nin social work practice. This idea is based on\nthe discourse that conception of traditional\nethics which focuses on ethical dilemmas\nencountered within social work practice has\nslipped to new ethical approaches familiar\nwith radical, critical and reflexive traditions\nat present.\nKey Words: Ethics of social work, principal\nbased ethical approaches, radical social\nwork","downloadable_attachments":[{"id":31266457,"asset_id":3548860,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4205501,"first_name":"Burcu","last_name":"Hatiboglu","domain_name":"hacettepe","page_name":"BurcuHatibogluEren","display_name":"Burcu Hatiboglu","profile_url":"https://hacettepe.academia.edu/BurcuHatibogluEren?f_ri=3200","photo":"https://0.academia-photos.com/4205501/1652917/18220265/s65_burcu.hatiboglu.jpg"}],"research_interests":[{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true},{"id":306918,"name":"Sosyal Hizmet","url":"https://www.academia.edu/Documents/in/Sosyal_Hizmet?f_ri=3200","nofollow":true},{"id":459496,"name":"Eleştirel Pedagoji","url":"https://www.academia.edu/Documents/in/Elestirel_Pedagoji?f_ri=3200","nofollow":true},{"id":658358,"name":"SOSYAL POLİTİKA","url":"https://www.academia.edu/Documents/in/SOSYAL_POLITIKA?f_ri=3200","nofollow":true},{"id":828487,"name":"Sosyal Hizmet Etiği","url":"https://www.academia.edu/Documents/in/Sosyal_Hizmet_Etigi?f_ri=3200"},{"id":828489,"name":"Eleştirel Sosyal Hizmet","url":"https://www.academia.edu/Documents/in/Elestirel_Sosyal_Hizmet?f_ri=3200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11958275" data-work_id="11958275" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/11958275/Violence_and_Resistance_Beyond_P%C3%B3lemos_Foucault_and_Derrida_Between_Power_and_Unpower">Violence and Resistance Beyond Pólemos: Foucault and Derrida Between Power and Unpower</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">“Power is war, the continuation of war by other means”: Foucault’s reversal of Clausewitz’s formula has become a staple of critical theory — but it remains highly problematic on a conceptual level. Elaborated during Foucault’s 1976... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11958275" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">“Power is war, the continuation of war by other means”: Foucault’s reversal of Clausewitz’s formula has become a staple of critical theory — but it remains highly problematic on a conceptual level. Elaborated during Foucault’s 1976 lectures (“Society Must Be Defended”), this work-hypothesis theorises “basic warfare” [la guerre fondamentale] as the teleological horizon of socio-political relations. Following Boulainvilliers, Foucault champions this polemological approach, conceived as a purely descriptive discourse on “real” politics and war, against the philosophico-juridical conceptuality attached to liberal society (Hobbes’s Leviathan being here the prime example). <br />However, in doing so, Foucault did not interrogate the conceptual validity of notions such as power and war, therefore interlinking them without questioning their ontological status. This problematic conflation was partly rectified in 1982, as Foucault proposed a more dynamic definition of power relations: “actions over potential actions”. <br />I argue, somewhat polemically, that Foucault’s hermeneutics of power still involves a teleological violence, dependent on a polemological representation of human relations as essentially instrumental: this resembles what Derrida names, in “Heidegger’s Ear”, an “anthropolemology”. However, I show that all conceptualisation of power implies its self-deconstruction. This self-deconstructive (or autoimmune) structure supposes an archi-originary unpower prior to power: power presupposes an excess within power, an excessive force, another violence making it both possible and impossible. There is something within power located “beyond the power principle” (Derrida). This (self-)excess signifies a limitless resistantiality co-extensive with power-relationality. It also allows the reversal of pólemos into its opposite, as unpower opens politics and warfare to the messianic call of a pre-political, pre-ontological disruption: the archi-originary force of différance. This force, unconditional, challenges Foucault’s conceptualisations of power, suggesting an originary performativity located before or beyond hermeneutics of power-knowledge, disrupting theoreticity as well as empiricity by pointing to their ontological complicity.<br />The bulk of this essay is dedicated to sketching the theoretical implications of this deconstructive reading of Foucault with respect to the methodology and conceptuality of political science and social theory.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11958275" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8060eb55150edd2039d341aa0bdd1072" rel="nofollow" data-download="{"attachment_id":63286010,"asset_id":11958275,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63286010/download_file?st=MTc0MDU3NjQwMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2357791" rel="nofollow" href="https://uai.academia.edu/T_C_Mercier">Thomas Clément MERCIER</a><script data-card-contents-for-user="2357791" type="text/json">{"id":2357791,"first_name":"Thomas Clément","last_name":"MERCIER","domain_name":"uai","page_name":"T_C_Mercier","display_name":"Thomas Clément MERCIER","profile_url":"https://uai.academia.edu/T_C_Mercier?f_ri=3200","photo":"https://0.academia-photos.com/2357791/743316/55133078/s65_thomas_cl_ment.mercier.jpg"}</script></span></span></li><li class="js-paper-rank-work_11958275 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11958275"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 11958275, container: ".js-paper-rank-work_11958275", }); 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$(".js-view-count[data-work-id=11958275]").text(description); $(".js-view-count-work_11958275").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_11958275").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="11958275"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">257</a>  </div><span class="InlineList-item-text u-textTruncate u-pl11x"><a class="InlineList-item-text" data-has-card-for-ri="8" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Theory">Critical Theory</a>, <script data-card-contents-for-ri="8" type="text/json">{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="94" rel="nofollow" href="https://www.academia.edu/Documents/in/Discourse_Analysis">Discourse Analysis</a>, <script data-card-contents-for-ri="94" type="text/json">{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="184" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociology">Sociology</a>, <script data-card-contents-for-ri="184" type="text/json">{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="188" rel="nofollow" href="https://www.academia.edu/Documents/in/Cultural_Studies">Cultural Studies</a><script data-card-contents-for-ri="188" type="text/json">{"id":188,"name":"Cultural Studies","url":"https://www.academia.edu/Documents/in/Cultural_Studies?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=11958275]'), work: {"id":11958275,"title":"Violence and Resistance Beyond Pólemos: Foucault and Derrida Between Power and Unpower","created_at":"2015-04-15T07:32:39.552-07:00","url":"https://www.academia.edu/11958275/Violence_and_Resistance_Beyond_P%C3%B3lemos_Foucault_and_Derrida_Between_Power_and_Unpower?f_ri=3200","dom_id":"work_11958275","summary":"“Power is war, the continuation of war by other means”: Foucault’s reversal of Clausewitz’s formula has become a staple of critical theory — but it remains highly problematic on a conceptual level. Elaborated during Foucault’s 1976 lectures (“Society Must Be Defended”), this work-hypothesis theorises “basic warfare” [la guerre fondamentale] as the teleological horizon of socio-political relations. Following Boulainvilliers, Foucault champions this polemological approach, conceived as a purely descriptive discourse on “real” politics and war, against the philosophico-juridical conceptuality attached to liberal society (Hobbes’s Leviathan being here the prime example). \nHowever, in doing so, Foucault did not interrogate the conceptual validity of notions such as power and war, therefore interlinking them without questioning their ontological status. This problematic conflation was partly rectified in 1982, as Foucault proposed a more dynamic definition of power relations: “actions over potential actions”. \nI argue, somewhat polemically, that Foucault’s hermeneutics of power still involves a teleological violence, dependent on a polemological representation of human relations as essentially instrumental: this resembles what Derrida names, in “Heidegger’s Ear”, an “anthropolemology”. However, I show that all conceptualisation of power implies its self-deconstruction. This self-deconstructive (or autoimmune) structure supposes an archi-originary unpower prior to power: power presupposes an excess within power, an excessive force, another violence making it both possible and impossible. There is something within power located “beyond the power principle” (Derrida). This (self-)excess signifies a limitless resistantiality co-extensive with power-relationality. It also allows the reversal of pólemos into its opposite, as unpower opens politics and warfare to the messianic call of a pre-political, pre-ontological disruption: the archi-originary force of différance. This force, unconditional, challenges Foucault’s conceptualisations of power, suggesting an originary performativity located before or beyond hermeneutics of power-knowledge, disrupting theoreticity as well as empiricity by pointing to their ontological complicity.\nThe bulk of this essay is dedicated to sketching the theoretical implications of this deconstructive reading of Foucault with respect to the methodology and conceptuality of political science and social theory.","downloadable_attachments":[{"id":63286010,"asset_id":11958275,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2357791,"first_name":"Thomas Clément","last_name":"MERCIER","domain_name":"uai","page_name":"T_C_Mercier","display_name":"Thomas Clément MERCIER","profile_url":"https://uai.academia.edu/T_C_Mercier?f_ri=3200","photo":"https://0.academia-photos.com/2357791/743316/55133078/s65_thomas_cl_ment.mercier.jpg"}],"research_interests":[{"id":8,"name":"Critical 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Hauntology","url":"https://www.academia.edu/Documents/in/Derrida_Hauntology?f_ri=3200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_78823197" data-work_id="78823197" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/78823197/J%C4%99zyk_praksja_i_r%C4%99czno%C5%9B%C4%87_delikatna_triada_z_perspektywy_lewor%C4%99czno%C5%9Bci">Język, praksja i ręczność: delikatna triada z perspektywy leworęczności</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Współczesne prace neuroobrazowe ujawniają istnienie, niezależnych od ręczności, różnych fenotypów rozkładu funkcji mózgowych, za którymi stoją złożone i wielowymiarowe obwody neuronalne. Eksplorację i wyjaśnienie przejść pomiędzy... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_78823197" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Współczesne prace neuroobrazowe ujawniają istnienie, niezależnych od ręczności, różnych fenotypów rozkładu funkcji mózgowych, za którymi stoją złożone i wielowymiarowe obwody neuronalne. Eksplorację i wyjaśnienie przejść pomiędzy odmiennymi fenotypami funkcji może ułatwić badanie osób leworęcznych, wśród których znacznie częściej występują przypadki nietypowe. Szczególnie pomocne jest badanie funkcji, które są ze sobą ściśle powiązane. Dociekanie siły związków oraz kierunków segregacji funkcji jest tym bardziej informatywne, im więcej nietypowych przypadków powiązań i rozdzielności da się wykryć. Niniejsza praca przedstawia badania, które mogą dać nowy wgląd w organizację funkcjonalną mózgu na przykładzie lateralizacji/organizacji języka oraz praksji i ich skomplikowanych związków z ręcznością.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/78823197" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c27bd9ab2849fae50a588212837252c4" rel="nofollow" data-download="{"attachment_id":85731570,"asset_id":78823197,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/85731570/download_file?st=MTc0MDU3NjQwMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="141178914" href="https://ethz.academia.edu/WeronikaPotok">Weronika Potok</a><script data-card-contents-for-user="141178914" type="text/json">{"id":141178914,"first_name":"Weronika","last_name":"Potok","domain_name":"ethz","page_name":"WeronikaPotok","display_name":"Weronika Potok","profile_url":"https://ethz.academia.edu/WeronikaPotok?f_ri=3200","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_78823197 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="78823197"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 78823197, container: ".js-paper-rank-work_78823197", }); 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$(".js-view-count[data-work-id=78823197]").text(description); $(".js-view-count-work_78823197").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_78823197").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="78823197"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3200" rel="nofollow" href="https://www.academia.edu/Documents/in/Praxis">Praxis</a>, <script data-card-contents-for-ri="3200" type="text/json">{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9727" rel="nofollow" href="https://www.academia.edu/Documents/in/Handedness">Handedness</a>, <script data-card-contents-for-ri="9727" type="text/json">{"id":9727,"name":"Handedness","url":"https://www.academia.edu/Documents/in/Handedness?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="33890" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Processing">Language Processing</a><script data-card-contents-for-ri="33890" type="text/json">{"id":33890,"name":"Language Processing","url":"https://www.academia.edu/Documents/in/Language_Processing?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=78823197]'), work: {"id":78823197,"title":"Język, praksja i ręczność: delikatna triada z perspektywy leworęczności","created_at":"2022-05-09T01:04:21.813-07:00","url":"https://www.academia.edu/78823197/J%C4%99zyk_praksja_i_r%C4%99czno%C5%9B%C4%87_delikatna_triada_z_perspektywy_lewor%C4%99czno%C5%9Bci?f_ri=3200","dom_id":"work_78823197","summary":"Współczesne prace neuroobrazowe ujawniają istnienie, niezależnych od ręczności, różnych fenotypów rozkładu funkcji mózgowych, za którymi stoją złożone i wielowymiarowe obwody neuronalne. Eksplorację i wyjaśnienie przejść pomiędzy odmiennymi fenotypami funkcji może ułatwić badanie osób leworęcznych, wśród których znacznie częściej występują przypadki nietypowe. Szczególnie pomocne jest badanie funkcji, które są ze sobą ściśle powiązane. Dociekanie siły związków oraz kierunków segregacji funkcji jest tym bardziej informatywne, im więcej nietypowych przypadków powiązań i rozdzielności da się wykryć. Niniejsza praca przedstawia badania, które mogą dać nowy wgląd w organizację funkcjonalną mózgu na przykładzie lateralizacji/organizacji języka oraz praksji i ich skomplikowanych związków z ręcznością.","downloadable_attachments":[{"id":85731570,"asset_id":78823197,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":141178914,"first_name":"Weronika","last_name":"Potok","domain_name":"ethz","page_name":"WeronikaPotok","display_name":"Weronika Potok","profile_url":"https://ethz.academia.edu/WeronikaPotok?f_ri=3200","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=3200","nofollow":true},{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true},{"id":9727,"name":"Handedness","url":"https://www.academia.edu/Documents/in/Handedness?f_ri=3200","nofollow":true},{"id":33890,"name":"Language Processing","url":"https://www.academia.edu/Documents/in/Language_Processing?f_ri=3200","nofollow":true},{"id":99800,"name":"Left-Handedness","url":"https://www.academia.edu/Documents/in/Left-Handedness?f_ri=3200"},{"id":631686,"name":"Kosmos","url":"https://www.academia.edu/Documents/in/Kosmos?f_ri=3200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_55246641" data-work_id="55246641" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/55246641/Start_Making_Sense_Applying_a_salutogenic_model_to_architectural_design_for_psychiatric_care">Start Making Sense: Applying a salutogenic model to architectural design for psychiatric care</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Purpose-This paper aims to look into the significance of architectural design in psychiatric care facilities. There is a strong correlation between perceptual dysfunction and psychiatric illness, and also between the patient and his... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_55246641" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Purpose-This paper aims to look into the significance of architectural design in psychiatric care facilities. There is a strong correlation between perceptual dysfunction and psychiatric illness, and also between the patient and his environment. As such, even minor design choices can be of great consequence in a psychiatric facility. It is of critical importance, therefore, that a psychiatric milieu is sympathetic and does not exacerbate the psychosis. Design/methodology/approach-This paper analyses the architectural elements that may influence mental health, using an architectural extrapolation of Antonovsky's salutogenic theory, which states that better health results from a state of mind which has a fortified sense of coherence. According to the theory, a sense of coherence is fostered by a patient's ability to comprehend the environment (comprehensibility), to be effective in his actions (manageability) and to find meaning (meaningfullness). Findings-Salutogenic theory can be extrapolated in an architectural context to inform design choices when designing for a stress-sensitive client base. Research limitations/implications-In the paper an architectural extrapolation of salutogenic theory is presented as a practical method for making design decisions (in praxis) when evidence is not available. As demonstrated, the results appear to reflect what evidence is available, but real evidence is always desirable over rationalist speculation. The method suggested here cannot prove the efficacy or appropriateness of design decisions and is not intended to do so. Practical implications-The design of mental health facilities has long been dominated by unsubstantiated policy and normative opinions that do not always serve the client population. This method establishes a practical theoretical model for generating architectural design guidelines for mental health facilities. Originality/value-The paper will prove to be helpful in several ways. First, salutogenic theory is a useful framework for improving health outcomes, but in the past the theory has never been applied in a methodological way. Second, there have been few insights into how the architecture itself can improve the functionality of a mental health facility other than improve the secondary functions of hospital services.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/55246641" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5a9c9c1bafc791eb9053c4095e8a9dbd" rel="nofollow" data-download="{"attachment_id":71207610,"asset_id":55246641,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/71207610/download_file?st=MTc0MDU3NjQwMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="249191" href="https://bilkent.academia.edu/JanGolembiewski">Jan A Golembiewski</a><script data-card-contents-for-user="249191" type="text/json">{"id":249191,"first_name":"Jan","last_name":"Golembiewski","domain_name":"bilkent","page_name":"JanGolembiewski","display_name":"Jan A Golembiewski","profile_url":"https://bilkent.academia.edu/JanGolembiewski?f_ri=3200","photo":"https://0.academia-photos.com/249191/337767/401012/s65_jan.golembiewski.jpg"}</script></span></span></li><li class="js-paper-rank-work_55246641 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="55246641"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 55246641, container: ".js-paper-rank-work_55246641", }); 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$(".js-view-count[data-work-id=55246641]").text(description); $(".js-view-count-work_55246641").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_55246641").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="55246641"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">17</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="635" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychiatry">Psychiatry</a>, <script data-card-contents-for-ri="635" type="text/json">{"id":635,"name":"Psychiatry","url":"https://www.academia.edu/Documents/in/Psychiatry?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="867" rel="nofollow" href="https://www.academia.edu/Documents/in/Perception">Perception</a>, <script data-card-contents-for-ri="867" type="text/json">{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="988" rel="nofollow" href="https://www.academia.edu/Documents/in/Design">Design</a><script data-card-contents-for-ri="988" type="text/json">{"id":988,"name":"Design","url":"https://www.academia.edu/Documents/in/Design?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=55246641]'), work: {"id":55246641,"title":"Start Making Sense: Applying a salutogenic model to architectural design for psychiatric care","created_at":"2021-10-03T14:58:17.223-07:00","url":"https://www.academia.edu/55246641/Start_Making_Sense_Applying_a_salutogenic_model_to_architectural_design_for_psychiatric_care?f_ri=3200","dom_id":"work_55246641","summary":"Purpose-This paper aims to look into the significance of architectural design in psychiatric care facilities. There is a strong correlation between perceptual dysfunction and psychiatric illness, and also between the patient and his environment. As such, even minor design choices can be of great consequence in a psychiatric facility. It is of critical importance, therefore, that a psychiatric milieu is sympathetic and does not exacerbate the psychosis. Design/methodology/approach-This paper analyses the architectural elements that may influence mental health, using an architectural extrapolation of Antonovsky's salutogenic theory, which states that better health results from a state of mind which has a fortified sense of coherence. According to the theory, a sense of coherence is fostered by a patient's ability to comprehend the environment (comprehensibility), to be effective in his actions (manageability) and to find meaning (meaningfullness). Findings-Salutogenic theory can be extrapolated in an architectural context to inform design choices when designing for a stress-sensitive client base. Research limitations/implications-In the paper an architectural extrapolation of salutogenic theory is presented as a practical method for making design decisions (in praxis) when evidence is not available. As demonstrated, the results appear to reflect what evidence is available, but real evidence is always desirable over rationalist speculation. The method suggested here cannot prove the efficacy or appropriateness of design decisions and is not intended to do so. Practical implications-The design of mental health facilities has long been dominated by unsubstantiated policy and normative opinions that do not always serve the client population. This method establishes a practical theoretical model for generating architectural design guidelines for mental health facilities. Originality/value-The paper will prove to be helpful in several ways. First, salutogenic theory is a useful framework for improving health outcomes, but in the past the theory has never been applied in a methodological way. Second, there have been few insights into how the architecture itself can improve the functionality of a mental health facility other than improve the secondary functions of hospital services.","downloadable_attachments":[{"id":71207610,"asset_id":55246641,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":249191,"first_name":"Jan","last_name":"Golembiewski","domain_name":"bilkent","page_name":"JanGolembiewski","display_name":"Jan A Golembiewski","profile_url":"https://bilkent.academia.edu/JanGolembiewski?f_ri=3200","photo":"https://0.academia-photos.com/249191/337767/401012/s65_jan.golembiewski.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=3200","nofollow":true},{"id":635,"name":"Psychiatry","url":"https://www.academia.edu/Documents/in/Psychiatry?f_ri=3200","nofollow":true},{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception?f_ri=3200","nofollow":true},{"id":988,"name":"Design","url":"https://www.academia.edu/Documents/in/Design?f_ri=3200","nofollow":true},{"id":1372,"name":"Architecture","url":"https://www.academia.edu/Documents/in/Architecture?f_ri=3200"},{"id":2827,"name":"Mental Health","url":"https://www.academia.edu/Documents/in/Mental_Health?f_ri=3200"},{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200"},{"id":9363,"name":"Design Innovation","url":"https://www.academia.edu/Documents/in/Design_Innovation?f_ri=3200"},{"id":25648,"name":"Health Facility Design","url":"https://www.academia.edu/Documents/in/Health_Facility_Design?f_ri=3200"},{"id":41786,"name":"Salutogenics","url":"https://www.academia.edu/Documents/in/Salutogenics?f_ri=3200"},{"id":72544,"name":"Health Design","url":"https://www.academia.edu/Documents/in/Health_Design?f_ri=3200"},{"id":73149,"name":"Business and Management","url":"https://www.academia.edu/Documents/in/Business_and_Management?f_ri=3200"},{"id":101782,"name":"Building","url":"https://www.academia.edu/Documents/in/Building?f_ri=3200"},{"id":128522,"name":"Meaningfulness","url":"https://www.academia.edu/Documents/in/Meaningfulness?f_ri=3200"},{"id":159665,"name":"Facilities","url":"https://www.academia.edu/Documents/in/Facilities?f_ri=3200"},{"id":179024,"name":"Comprehensibility","url":"https://www.academia.edu/Documents/in/Comprehensibility?f_ri=3200"},{"id":179028,"name":"Coherence","url":"https://www.academia.edu/Documents/in/Coherence?f_ri=3200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35820969" data-work_id="35820969" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35820969/THE_IDEA_OF_FEMINISM_IN_FAY_WELDONS_PRAXIS">THE IDEA OF FEMINISM IN FAY WELDON'S PRAXIS</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Fay Weldon, as a feminist writer, reflects the problems of women in patriarchal societies by referring to the conflicts between women and men. She criticizes the prejudice of the male-dominated society against women and underlines the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35820969" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Fay Weldon, as a feminist writer, reflects the problems of women in patriarchal societies by referring to the conflicts between women and men. She criticizes the prejudice of the male-dominated society against women and underlines the necessity to eliminate the oppression imposed upon the female and to change the perspective of society towards women. In this sense, in her novel Praxis, Weldon explores the unexplored about the female identity and the struggles of women with society. The protagonist, Praxis, and the other female characters, portray the sufferings of women under the control of the male-dominated society. Thus, the importance freedom and equality in the lives of women is stressed through the experiences of Praxis and her relationship with the patriarchal society. The aim of this article is to emphasize how Weldon questions the secondary position of women and how she encourages women to challenge repression and restrictions exercised by the patriarchal society through her female characters in her novel. FAY WELDON'IN PRAXIS ADLI ESERİNDE FEMİNİZM ANLAYIŞI Özet Fay Weldon, feminist bir yazar olarak, kadınlar ver erkekler arasındaki çatışmalara değinerek, ataerkil toplumlardaki kadınların problemlerini yansıtır. Ataerkil toplumun kadınlara karşı önyargısını eleştirir ve kadına uygulanan eziyetin yok edilmesinin, kadınlara karşı bakış açısının değiştirilmesinin gerekliliğinin altını çizer. Bu bağlamda, Praxis adlı romanında, Weldon kadın kimliği ve kadınların toplumla olan mücadelesi ile ilgili keşfedilmemiş olan noktaları keşfeder. Ana karakter, Praxis ve diğer kadın karakterler, ataerkil toplumların kontrolü altında, kadınların çektiği sıkıntıları sergiler. Böylece, özgürlük ve eşitliğin kadınların hayatındaki önemi, Praxis'in deneyimleri ve ataerkil toplumla olan ilişkisi aracılığıyla vurgulanır. Bu makalenin amacı, kadınların ikincil konumunu, Weldon " ın, eserinde nasıl sorguladığını ve romanındaki kadın karakterler aracılığıyla, ataerkil toplum tarafından kadınlara uygulanan baskı ve kısıtlamalara karşı mücadele etmeleri için kadınları nasıl cesaretlendirdiğini vurgulamaktır. Widely known as a feminist postmodern writer dealing with the issues related to women and their position in society, Fay Weldon, herself, experiences the misery and the suffering many women have been faced with due to the oppression of the male-dominated world. Being a single mother, she has to cope with financial problems and the hardships of life, as a result of which she begins to write about the problems of women. Therefore, her biography is compatible with her works in which she refers to the troubles of women and the oppression inflicted upon them. Moreover, being brought up in a house full of women, she finds the opportunity to witness the</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35820969" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e28b0c62878c981f964d6c519401060d" rel="nofollow" data-download="{"attachment_id":55698045,"asset_id":35820969,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55698045/download_file?st=MTc0MDU3NjQwMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2713041" href="https://kocaeli.academia.edu/BernaKoseoglu">Assoc.Prof.Dr.Berna Köseoğlu</a><script data-card-contents-for-user="2713041" type="text/json">{"id":2713041,"first_name":"Assoc.Prof.Dr.Berna","last_name":"Köseoğlu","domain_name":"kocaeli","page_name":"BernaKoseoglu","display_name":"Assoc.Prof.Dr.Berna Köseoğlu","profile_url":"https://kocaeli.academia.edu/BernaKoseoglu?f_ri=3200","photo":"https://0.academia-photos.com/2713041/872723/85244833/s65_berna.k_seo_lu.jpg"}</script></span></span></li><li class="js-paper-rank-work_35820969 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35820969"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35820969, container: ".js-paper-rank-work_35820969", }); 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$(".js-view-count[data-work-id=35820969]").text(description); $(".js-view-count-work_35820969").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35820969").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35820969"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3200" rel="nofollow" href="https://www.academia.edu/Documents/in/Praxis">Praxis</a>, <script data-card-contents-for-ri="3200" type="text/json">{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10453" rel="nofollow" href="https://www.academia.edu/Documents/in/Feminism">Feminism</a><script data-card-contents-for-ri="10453" type="text/json">{"id":10453,"name":"Feminism","url":"https://www.academia.edu/Documents/in/Feminism?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35820969]'), work: {"id":35820969,"title":"THE IDEA OF FEMINISM IN FAY WELDON'S PRAXIS","created_at":"2018-02-02T01:01:04.052-08:00","url":"https://www.academia.edu/35820969/THE_IDEA_OF_FEMINISM_IN_FAY_WELDONS_PRAXIS?f_ri=3200","dom_id":"work_35820969","summary":"Fay Weldon, as a feminist writer, reflects the problems of women in patriarchal societies by referring to the conflicts between women and men. She criticizes the prejudice of the male-dominated society against women and underlines the necessity to eliminate the oppression imposed upon the female and to change the perspective of society towards women. In this sense, in her novel Praxis, Weldon explores the unexplored about the female identity and the struggles of women with society. The protagonist, Praxis, and the other female characters, portray the sufferings of women under the control of the male-dominated society. Thus, the importance freedom and equality in the lives of women is stressed through the experiences of Praxis and her relationship with the patriarchal society. The aim of this article is to emphasize how Weldon questions the secondary position of women and how she encourages women to challenge repression and restrictions exercised by the patriarchal society through her female characters in her novel. FAY WELDON'IN PRAXIS ADLI ESERİNDE FEMİNİZM ANLAYIŞI Özet Fay Weldon, feminist bir yazar olarak, kadınlar ver erkekler arasındaki çatışmalara değinerek, ataerkil toplumlardaki kadınların problemlerini yansıtır. Ataerkil toplumun kadınlara karşı önyargısını eleştirir ve kadına uygulanan eziyetin yok edilmesinin, kadınlara karşı bakış açısının değiştirilmesinin gerekliliğinin altını çizer. Bu bağlamda, Praxis adlı romanında, Weldon kadın kimliği ve kadınların toplumla olan mücadelesi ile ilgili keşfedilmemiş olan noktaları keşfeder. Ana karakter, Praxis ve diğer kadın karakterler, ataerkil toplumların kontrolü altında, kadınların çektiği sıkıntıları sergiler. Böylece, özgürlük ve eşitliğin kadınların hayatındaki önemi, Praxis'in deneyimleri ve ataerkil toplumla olan ilişkisi aracılığıyla vurgulanır. Bu makalenin amacı, kadınların ikincil konumunu, Weldon \" ın, eserinde nasıl sorguladığını ve romanındaki kadın karakterler aracılığıyla, ataerkil toplum tarafından kadınlara uygulanan baskı ve kısıtlamalara karşı mücadele etmeleri için kadınları nasıl cesaretlendirdiğini vurgulamaktır. Widely known as a feminist postmodern writer dealing with the issues related to women and their position in society, Fay Weldon, herself, experiences the misery and the suffering many women have been faced with due to the oppression of the male-dominated world. Being a single mother, she has to cope with financial problems and the hardships of life, as a result of which she begins to write about the problems of women. Therefore, her biography is compatible with her works in which she refers to the troubles of women and the oppression inflicted upon them. Moreover, being brought up in a house full of women, she finds the opportunity to witness the","downloadable_attachments":[{"id":55698045,"asset_id":35820969,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2713041,"first_name":"Assoc.Prof.Dr.Berna","last_name":"Köseoğlu","domain_name":"kocaeli","page_name":"BernaKoseoglu","display_name":"Assoc.Prof.Dr.Berna Köseoğlu","profile_url":"https://kocaeli.academia.edu/BernaKoseoglu?f_ri=3200","photo":"https://0.academia-photos.com/2713041/872723/85244833/s65_berna.k_seo_lu.jpg"}],"research_interests":[{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true},{"id":10453,"name":"Feminism","url":"https://www.academia.edu/Documents/in/Feminism?f_ri=3200","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_14419247 coauthored" data-work_id="14419247" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/14419247/Final_ruminations_on_the_unseen_half">Final ruminations on the 'unseen half' </a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">To move the discussion and practice forward, we stress the affordances of exposing crucial, potentially ‘unseen’ links between sociological theory (theory with a capital ‘T’) and pre-service teachers’ perceptions about a particular social... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_14419247" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">To move the discussion and practice forward, we stress the affordances of exposing crucial, potentially ‘unseen’ links between sociological theory (theory with a capital ‘T’) and pre-service teachers’ perceptions about a particular social phenomenon that impacts learners (theory with a lowercase ‘t’) (Kessels & Korthagen, 1996).  In line with Korthagen (2010a), we believe working from a place of personal idea-building or theorising is a natural, easy inroad to fluency with sociological theory.  Ongoing reflective and reflexive practices that are explicitly informed by sociological theories, not only develop understanding and a deeper sensitivity to the diverse lived experiences of young people, but bridge the unproductive gap between theory as a standalone body of knowledge and praxis itself.  It is to this link between teachers’ reflective and reflexive practice and sociological theory that this discussion now turns.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button 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u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="26531683" href="https://independent.academia.edu/TFerfolja">Tania Ferfolja</a><script data-card-contents-for-user="26531683" type="text/json">{"id":26531683,"first_name":"Tania","last_name":"Ferfolja","domain_name":"independent","page_name":"TFerfolja","display_name":"Tania Ferfolja","profile_url":"https://independent.academia.edu/TFerfolja?f_ri=3200","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-14419247">+2</span><div class="hidden js-additional-users-14419247"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://westernsydney.academia.edu/JacquelineUllman">Jacqueline Ullman</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://westernsydney.academia.edu/CrissJonesDiaz">Criss Jones-Diaz</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-14419247'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-14419247').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_14419247 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="14419247"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 14419247, container: ".js-paper-rank-work_14419247", }); });</script></li><li class="js-percentile-work_14419247 InlineList-item 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" + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=14419247]").text(description); $(".js-view-count-work_14419247").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_14419247").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="14419247"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3200" rel="nofollow" href="https://www.academia.edu/Documents/in/Praxis">Praxis</a>, <script data-card-contents-for-ri="3200" type="text/json">{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14464" rel="nofollow" href="https://www.academia.edu/Documents/in/Marginalized_Identities">Marginalized Identities</a>, <script data-card-contents-for-ri="14464" type="text/json">{"id":14464,"name":"Marginalized Identities","url":"https://www.academia.edu/Documents/in/Marginalized_Identities?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="60843" rel="nofollow" href="https://www.academia.edu/Documents/in/Reflective_Teaching">Reflective Teaching</a><script data-card-contents-for-ri="60843" type="text/json">{"id":60843,"name":"Reflective Teaching","url":"https://www.academia.edu/Documents/in/Reflective_Teaching?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=14419247]'), work: {"id":14419247,"title":"Final ruminations on the 'unseen half' ","created_at":"2015-07-26T21:14:09.146-07:00","url":"https://www.academia.edu/14419247/Final_ruminations_on_the_unseen_half?f_ri=3200","dom_id":"work_14419247","summary":"To move the discussion and practice forward, we stress the affordances of exposing crucial, potentially ‘unseen’ links between sociological theory (theory with a capital ‘T’) and pre-service teachers’ perceptions about a particular social phenomenon that impacts learners (theory with a lowercase ‘t’) (Kessels \u0026 Korthagen, 1996). In line with Korthagen (2010a), we believe working from a place of personal idea-building or theorising is a natural, easy inroad to fluency with sociological theory. Ongoing reflective and reflexive practices that are explicitly informed by sociological theories, not only develop understanding and a deeper sensitivity to the diverse lived experiences of young people, but bridge the unproductive gap between theory as a standalone body of knowledge and praxis itself. It is to this link between teachers’ reflective and reflexive practice and sociological theory that this discussion now turns.","downloadable_attachments":[{"id":38301490,"asset_id":14419247,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":26531683,"first_name":"Tania","last_name":"Ferfolja","domain_name":"independent","page_name":"TFerfolja","display_name":"Tania Ferfolja","profile_url":"https://independent.academia.edu/TFerfolja?f_ri=3200","photo":"/images/s65_no_pic.png"},{"id":266078,"first_name":"Jacqueline","last_name":"Ullman","domain_name":"westernsydney","page_name":"JacquelineUllman","display_name":"Jacqueline Ullman","profile_url":"https://westernsydney.academia.edu/JacquelineUllman?f_ri=3200","photo":"https://0.academia-photos.com/266078/65424/13253709/s65_jacqueline.ullman.jpg"},{"id":33544985,"first_name":"Criss","last_name":"Jones-Diaz","domain_name":"westernsydney","page_name":"CrissJonesDiaz","display_name":"Criss Jones-Diaz","profile_url":"https://westernsydney.academia.edu/CrissJonesDiaz?f_ri=3200","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true},{"id":14464,"name":"Marginalized Identities","url":"https://www.academia.edu/Documents/in/Marginalized_Identities?f_ri=3200","nofollow":true},{"id":60843,"name":"Reflective Teaching","url":"https://www.academia.edu/Documents/in/Reflective_Teaching?f_ri=3200","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41683704" data-work_id="41683704" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41683704/The_work_of_university_research_administrators_Praxis_and_professionalization">The work of university research administrators: Praxis and professionalization</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">As part of a project on the social production of social science research, 19 research administrators (RAs) in five Canadian universities were interviewed about work, careers, and professionalization. While rarely featured in the higher... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41683704" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">As part of a project on the social production of social science research, 19 research administrators (RAs) in five Canadian universities were interviewed about work, careers, and professionalization. While rarely featured in the higher education literature, RAs have become an important source of assistance to academics, who are increasingly expected to obtain and manage external research funding. RAs perform multiple roles, notably assisting with the complexities of grant-hunting as well as managing ethical clearance, knowledge mobilization, and related activities. Aspects normally associated with professionalization include organizations that control entry, higher degrees in the field, and clear career paths, all of which are somewhat compromised in the case of RAs. Nevertheless, most of the participants regard research administration as a profession, and we argue that it is more important to focus on the sensemaking and identity formation of these mostly female staff than to apply abstract criteria. Although their efforts do little to challenge a culture of performativity in the academy, and indeed may be regarded as supporting it, the RAs have defined for themselves a praxis dedicated to easing the burdens of the academics, helping one another, and contributing to the greater good of the university and the research enterprise.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41683704" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="82519157f398c77dc50e0673b07f3b07" rel="nofollow" data-download="{"attachment_id":61839776,"asset_id":41683704,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61839776/download_file?st=MTc0MDU3NjQwMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="53422925" href="https://utoronto.academia.edu/CaitlinCampisi">Caitlin Campisi</a><script data-card-contents-for-user="53422925" type="text/json">{"id":53422925,"first_name":"Caitlin","last_name":"Campisi","domain_name":"utoronto","page_name":"CaitlinCampisi","display_name":"Caitlin Campisi","profile_url":"https://utoronto.academia.edu/CaitlinCampisi?f_ri=3200","photo":"https://0.academia-photos.com/53422925/27979836/32920138/s65_caitlin.campisi.jpg"}</script></span></span></li><li class="js-paper-rank-work_41683704 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41683704"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41683704, container: ".js-paper-rank-work_41683704", }); 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$(".js-view-count[data-work-id=41683704]").text(description); $(".js-view-count-work_41683704").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41683704").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41683704"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2621" rel="nofollow" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3200" rel="nofollow" href="https://www.academia.edu/Documents/in/Praxis">Praxis</a>, <script data-card-contents-for-ri="3200" type="text/json">{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="30464" rel="nofollow" href="https://www.academia.edu/Documents/in/Research_Administration">Research Administration</a><script data-card-contents-for-ri="30464" type="text/json">{"id":30464,"name":"Research Administration","url":"https://www.academia.edu/Documents/in/Research_Administration?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41683704]'), work: {"id":41683704,"title":"The work of university research administrators: Praxis and professionalization","created_at":"2020-01-20T09:16:15.532-08:00","url":"https://www.academia.edu/41683704/The_work_of_university_research_administrators_Praxis_and_professionalization?f_ri=3200","dom_id":"work_41683704","summary":"As part of a project on the social production of social science research, 19 research administrators (RAs) in five Canadian universities were interviewed about work, careers, and professionalization. While rarely featured in the higher education literature, RAs have become an important source of assistance to academics, who are increasingly expected to obtain and manage external research funding. RAs perform multiple roles, notably assisting with the complexities of grant-hunting as well as managing ethical clearance, knowledge mobilization, and related activities. Aspects normally associated with professionalization include organizations that control entry, higher degrees in the field, and clear career paths, all of which are somewhat compromised in the case of RAs. Nevertheless, most of the participants regard research administration as a profession, and we argue that it is more important to focus on the sensemaking and identity formation of these mostly female staff than to apply abstract criteria. Although their efforts do little to challenge a culture of performativity in the academy, and indeed may be regarded as supporting it, the RAs have defined for themselves a praxis dedicated to easing the burdens of the academics, helping one another, and contributing to the greater good of the university and the research enterprise.","downloadable_attachments":[{"id":61839776,"asset_id":41683704,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":53422925,"first_name":"Caitlin","last_name":"Campisi","domain_name":"utoronto","page_name":"CaitlinCampisi","display_name":"Caitlin Campisi","profile_url":"https://utoronto.academia.edu/CaitlinCampisi?f_ri=3200","photo":"https://0.academia-photos.com/53422925/27979836/32920138/s65_caitlin.campisi.jpg"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=3200","nofollow":true},{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true},{"id":30464,"name":"Research Administration","url":"https://www.academia.edu/Documents/in/Research_Administration?f_ri=3200","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_52829654" data-work_id="52829654" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/52829654/Zur_historischen_und_systematischen_Rekonstruktion_des_Materialismusstreits_in_der_deutschen_Vereinigung_der_Naturforscher_und_%C3%84rzte_sowie_einer_Grundlegung_in_kritischer_Absicht">Zur historischen und systematischen Rekonstruktion des Materialismusstreits in der deutschen Vereinigung der Naturforscher und Ärzte sowie einer Grundlegung in kritischer Absicht</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Der Materialismusstreit Mitte des 19. Jahrhunderts markierte die Selbstbehauptung und den Erfolg der Naturwissenschaften und der nun von einigen Wissenschaftlern formulierte Anspruch, die bereits im Niedergang befindliche idealistische... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_52829654" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Der Materialismusstreit Mitte des 19. Jahrhunderts markierte die Selbstbehauptung und den Erfolg der Naturwissenschaften und der nun von einigen Wissenschaftlern formulierte Anspruch, die bereits im Niedergang befindliche idealistische Philosophie in ihrer Deutungshoheit anzugreifen. Als Tribüne dieses Kampfes diente die 1822 in Leipzig von dem Naturforscher und Arzt Lorenz Oken gegründete „Gesellschaft Deutscher Naturforscher und Ärzte“ (DVNÄ), die zu dem Zweck gegründet wurde, einen interdisziplinären Austausch von Naturforschung und Applikation derselben zu fördern. Im Laufe der Jahre ließ jedoch der Streit um die Frage nach der Originarität und Genese des menschlichen Geistes und der Natur, und damit auch nach den theologischen Überzeugungen des Christentums, welche nach der idealistischen Philosophie wieder eröffnet war, einige Forscher mit dem Selbstbewusstsein hervortreten, dass nun diese Frage durch die damalige methodische Neubegründung der Biologie, auch eine Neubegründung und Beantwortung dieser Fragen durch die Naturwissenschaften (die damals noch Naturforschung war, denn der Begriff Wissenschaft blieb der Apodiktion vorbehalten) möglich machte.<br /><br />Dieser Streit teilt sich in drei: Zum einen der Materialismus-Streit der 1850er Jahre, in der die klassischen metaphysischen Fragen durch die Vertreter des Materialismus neu verhandelt werden sollen. Dieser „deutsche Materialismus“ hat jedoch nicht die gleichen „radikalen“ Ansprüche wie bspw. der französische, da seine Vertreter Der Begriff der Materie spielt dabei eine wichtige Rolle: Es geht um die Frage, was das Medium sei, welches als Referenz und Grundlage naturwissenschaftliche Erklärungen von Natur & Geist möglich werden lässt. Daraus leitet sich entsprechend die Frage nach der Richtigkeit der christlichen Seelenlehre ab bzw. die Möglichkeit, einer naturwissenschaftlichen Beschreibung und damit Sterblichkeit dieser. Weiterhin bildet damit der Zweck-Begriff einen wichtigen Streitpunkt: Denn die damalige Physiktheologie, die man als Kooperation oder Symbiose zwischen Naturwissenschaften und Theologie bezeichnen kann, fasste den Zweckgedanken eines Weltschöpfers in die Vorgänge der kausalen Prozesse der Natur. <br /><br />Weiter ist da der Darwinismus-Streit der 1860/70er Jahre, der als Fortführung des Materialismus-Streits gelten kann, der die methodische Neubegründung der Biologie mit Darwin und Lamarck versuchte, in den Materialismus-Streit einzubringen. Nun stand der Mensch in seiner Einzigartigkeit im Zentrum, da er nun nicht mehr als Gottes Ebenbild geschaffen, nun selbst ein Bestandteil des Naturprozesses und der Evolution ist, was sich ebenso auf Fragen der Moral und Kultur ausdehnte. <br /><br />Der letzte Teil dieses Streits wurde durch eine Rede des Physiologen Emil Du Bois-Reymond 1872 auf der 45. Versammlung der DVNÄ unter dem Titel „Grenzen der Naturerkenntnis“ ausgelöst. Dieser Streit ging als Ignorabimus-Streit in die Geschichte ein und bezeichnet die kantische Position, dass es im Erkennen, aufgrund der Verfasstheit und Struktur der menschlichen Vernunft, es Fragen geben wird, die, unabhängig vom wissenschaftlichen Fortschritt, niemals beantwortet werden können. Dieser Streit war letztlich das Merkmal für die sich anbahnende Ausdifferenzierung von Philosophie und Naturwissenschaft, bzw. unterteilt später in Geistes- und Naturwissenschaft.<br /><br />Diese Arbeit soll sich im ersten Teil zunächst der historischen und systematischen Rekonstruktion widmen. Dabei werden Systematik und Historie gemeinsam und zugleich betrachtet. Ferner betrachte ich diese drei unterschiedenen Dispute gemeinsam, weshalb ich auch in dieser Arbeit auch immer von dem Materialismus-Streit, der alle drei Dispute beinhaltet, sprechen werde. Es soll im Verlauf der Arbeit gezeigt werden, dass alle drei Dispute letztlich ein- und denselben Gegenstand zum Inhalt haben, nämlich, das Verhältnis des Menschen zur Natur.<br /><br />Im zweiten Teil möchte ich eine grobe Skizze von Philosophie entwerfen, mit den Erfahrungen der Geschichte ausgerüstet, wie sie meiner Ansicht nach, in Tradition der kritischen Philosophie Kants, sich für die Gegenwart aufstellen muss. Dabei wollen wir zunächst bestimmen, was das Eigentümliche der Philosophie im Verhältnis zu anderen Wissenschaften ausmache. Weiterhin möchte ich einen Vorschlag der Typisierung von Begriffen und Sätzen machen, und inwieweit sie Theorien und Strukturen innerhalb dieser konstituieren. Im Anschluss daran wollen wir eine formale Rekonstruktion der transzendentalen Kategorien und Urteile bewerkstelligen, die auf dem Rücken der modernen Logik und Mengenlehre präzisere Betrachtungen dieser zulassen, die uns auch gestatten, die Antinomien, als eine aus den Kategorien und den Urteilen heraustreibende Motivation nach Vollständigkeit, zu betrachten.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/52829654" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f67f38c07224ac214610f8cfd5341945" rel="nofollow" data-download="{"attachment_id":69904880,"asset_id":52829654,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/69904880/download_file?st=MTc0MDU3NjQwMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="47250162" href="https://sfb-trr-62.academia.edu/NicoJ%C3%BChe">Nico Jühe</a><script data-card-contents-for-user="47250162" type="text/json">{"id":47250162,"first_name":"Nico","last_name":"Jühe","domain_name":"sfb-trr-62","page_name":"NicoJühe","display_name":"Nico Jühe","profile_url":"https://sfb-trr-62.academia.edu/NicoJ%C3%BChe?f_ri=3200","photo":"https://0.academia-photos.com/47250162/12472135/161324439/s65_nico.j_he.jpg"}</script></span></span></li><li class="js-paper-rank-work_52829654 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="52829654"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 52829654, container: ".js-paper-rank-work_52829654", }); });</script></li><li class="js-percentile-work_52829654 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 52829654; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_52829654"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_52829654 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="52829654"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 52829654; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=52829654]").text(description); $(".js-view-count-work_52829654").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_52829654").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="52829654"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3200" rel="nofollow" href="https://www.academia.edu/Documents/in/Praxis">Praxis</a>, <script data-card-contents-for-ri="3200" type="text/json">{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="16031" rel="nofollow" href="https://www.academia.edu/Documents/in/Immanuel_Kant">Immanuel Kant</a>, <script data-card-contents-for-ri="16031" type="text/json">{"id":16031,"name":"Immanuel Kant","url":"https://www.academia.edu/Documents/in/Immanuel_Kant?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="18108" rel="nofollow" href="https://www.academia.edu/Documents/in/G.W.F._Hegel">G.W.F. Hegel</a>, <script data-card-contents-for-ri="18108" type="text/json">{"id":18108,"name":"G.W.F. Hegel","url":"https://www.academia.edu/Documents/in/G.W.F._Hegel?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="65432" rel="nofollow" href="https://www.academia.edu/Documents/in/Deutscher_Idealismus">Deutscher Idealismus</a><script data-card-contents-for-ri="65432" type="text/json">{"id":65432,"name":"Deutscher Idealismus","url":"https://www.academia.edu/Documents/in/Deutscher_Idealismus?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=52829654]'), work: {"id":52829654,"title":"Zur historischen und systematischen Rekonstruktion des Materialismusstreits in der deutschen Vereinigung der Naturforscher und Ärzte sowie einer Grundlegung in kritischer Absicht","created_at":"2021-09-19T05:53:53.637-07:00","url":"https://www.academia.edu/52829654/Zur_historischen_und_systematischen_Rekonstruktion_des_Materialismusstreits_in_der_deutschen_Vereinigung_der_Naturforscher_und_%C3%84rzte_sowie_einer_Grundlegung_in_kritischer_Absicht?f_ri=3200","dom_id":"work_52829654","summary":"Der Materialismusstreit Mitte des 19. Jahrhunderts markierte die Selbstbehauptung und den Erfolg der Naturwissenschaften und der nun von einigen Wissenschaftlern formulierte Anspruch, die bereits im Niedergang befindliche idealistische Philosophie in ihrer Deutungshoheit anzugreifen. Als Tribüne dieses Kampfes diente die 1822 in Leipzig von dem Naturforscher und Arzt Lorenz Oken gegründete „Gesellschaft Deutscher Naturforscher und Ärzte“ (DVNÄ), die zu dem Zweck gegründet wurde, einen interdisziplinären Austausch von Naturforschung und Applikation derselben zu fördern. Im Laufe der Jahre ließ jedoch der Streit um die Frage nach der Originarität und Genese des menschlichen Geistes und der Natur, und damit auch nach den theologischen Überzeugungen des Christentums, welche nach der idealistischen Philosophie wieder eröffnet war, einige Forscher mit dem Selbstbewusstsein hervortreten, dass nun diese Frage durch die damalige methodische Neubegründung der Biologie, auch eine Neubegründung und Beantwortung dieser Fragen durch die Naturwissenschaften (die damals noch Naturforschung war, denn der Begriff Wissenschaft blieb der Apodiktion vorbehalten) möglich machte.\n\nDieser Streit teilt sich in drei: Zum einen der Materialismus-Streit der 1850er Jahre, in der die klassischen metaphysischen Fragen durch die Vertreter des Materialismus neu verhandelt werden sollen. Dieser „deutsche Materialismus“ hat jedoch nicht die gleichen „radikalen“ Ansprüche wie bspw. der französische, da seine Vertreter Der Begriff der Materie spielt dabei eine wichtige Rolle: Es geht um die Frage, was das Medium sei, welches als Referenz und Grundlage naturwissenschaftliche Erklärungen von Natur \u0026 Geist möglich werden lässt. Daraus leitet sich entsprechend die Frage nach der Richtigkeit der christlichen Seelenlehre ab bzw. die Möglichkeit, einer naturwissenschaftlichen Beschreibung und damit Sterblichkeit dieser. Weiterhin bildet damit der Zweck-Begriff einen wichtigen Streitpunkt: Denn die damalige Physiktheologie, die man als Kooperation oder Symbiose zwischen Naturwissenschaften und Theologie bezeichnen kann, fasste den Zweckgedanken eines Weltschöpfers in die Vorgänge der kausalen Prozesse der Natur. \n\nWeiter ist da der Darwinismus-Streit der 1860/70er Jahre, der als Fortführung des Materialismus-Streits gelten kann, der die methodische Neubegründung der Biologie mit Darwin und Lamarck versuchte, in den Materialismus-Streit einzubringen. Nun stand der Mensch in seiner Einzigartigkeit im Zentrum, da er nun nicht mehr als Gottes Ebenbild geschaffen, nun selbst ein Bestandteil des Naturprozesses und der Evolution ist, was sich ebenso auf Fragen der Moral und Kultur ausdehnte. \n\nDer letzte Teil dieses Streits wurde durch eine Rede des Physiologen Emil Du Bois-Reymond 1872 auf der 45. Versammlung der DVNÄ unter dem Titel „Grenzen der Naturerkenntnis“ ausgelöst. Dieser Streit ging als Ignorabimus-Streit in die Geschichte ein und bezeichnet die kantische Position, dass es im Erkennen, aufgrund der Verfasstheit und Struktur der menschlichen Vernunft, es Fragen geben wird, die, unabhängig vom wissenschaftlichen Fortschritt, niemals beantwortet werden können. Dieser Streit war letztlich das Merkmal für die sich anbahnende Ausdifferenzierung von Philosophie und Naturwissenschaft, bzw. unterteilt später in Geistes- und Naturwissenschaft.\n\nDiese Arbeit soll sich im ersten Teil zunächst der historischen und systematischen Rekonstruktion widmen. Dabei werden Systematik und Historie gemeinsam und zugleich betrachtet. Ferner betrachte ich diese drei unterschiedenen Dispute gemeinsam, weshalb ich auch in dieser Arbeit auch immer von dem Materialismus-Streit, der alle drei Dispute beinhaltet, sprechen werde. Es soll im Verlauf der Arbeit gezeigt werden, dass alle drei Dispute letztlich ein- und denselben Gegenstand zum Inhalt haben, nämlich, das Verhältnis des Menschen zur Natur.\n\nIm zweiten Teil möchte ich eine grobe Skizze von Philosophie entwerfen, mit den Erfahrungen der Geschichte ausgerüstet, wie sie meiner Ansicht nach, in Tradition der kritischen Philosophie Kants, sich für die Gegenwart aufstellen muss. Dabei wollen wir zunächst bestimmen, was das Eigentümliche der Philosophie im Verhältnis zu anderen Wissenschaften ausmache. Weiterhin möchte ich einen Vorschlag der Typisierung von Begriffen und Sätzen machen, und inwieweit sie Theorien und Strukturen innerhalb dieser konstituieren. Im Anschluss daran wollen wir eine formale Rekonstruktion der transzendentalen Kategorien und Urteile bewerkstelligen, die auf dem Rücken der modernen Logik und Mengenlehre präzisere Betrachtungen dieser zulassen, die uns auch gestatten, die Antinomien, als eine aus den Kategorien und den Urteilen heraustreibende Motivation nach Vollständigkeit, zu betrachten. ","downloadable_attachments":[{"id":69904880,"asset_id":52829654,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":47250162,"first_name":"Nico","last_name":"Jühe","domain_name":"sfb-trr-62","page_name":"NicoJühe","display_name":"Nico Jühe","profile_url":"https://sfb-trr-62.academia.edu/NicoJ%C3%BChe?f_ri=3200","photo":"https://0.academia-photos.com/47250162/12472135/161324439/s65_nico.j_he.jpg"}],"research_interests":[{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true},{"id":16031,"name":"Immanuel Kant","url":"https://www.academia.edu/Documents/in/Immanuel_Kant?f_ri=3200","nofollow":true},{"id":18108,"name":"G.W.F. Hegel","url":"https://www.academia.edu/Documents/in/G.W.F._Hegel?f_ri=3200","nofollow":true},{"id":65432,"name":"Deutscher Idealismus","url":"https://www.academia.edu/Documents/in/Deutscher_Idealismus?f_ri=3200","nofollow":true},{"id":132929,"name":"Aristoteles","url":"https://www.academia.edu/Documents/in/Aristoteles?f_ri=3200"},{"id":196661,"name":"Platón","url":"https://www.academia.edu/Documents/in/Plat%C3%B3n?f_ri=3200"},{"id":1693869,"name":"Kantian Antinomies","url":"https://www.academia.edu/Documents/in/Kantian_Antinomies?f_ri=3200"},{"id":2807577,"name":"Widerspiegelung","url":"https://www.academia.edu/Documents/in/Widerspiegelung?f_ri=3200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_731452" data-work_id="731452" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/731452/Knowledge_building_Educational_studies_in_Legitimation_Code_Theory">Knowledge-building: Educational studies in Legitimation Code Theory</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">This tour-de-force will set the agenda for the future of the sociology of education. Maton's writing is always engaging and thought-provoking. .. a 'must-read'.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/731452" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="df579377c75c283052e9362ac9311318" rel="nofollow" data-download="{"attachment_id":86433373,"asset_id":731452,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/86433373/download_file?st=MTc0MDU3NjQwMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2825" href="https://sydney.academia.edu/KarlMaton">Karl Maton</a><script data-card-contents-for-user="2825" type="text/json">{"id":2825,"first_name":"Karl","last_name":"Maton","domain_name":"sydney","page_name":"KarlMaton","display_name":"Karl Maton","profile_url":"https://sydney.academia.edu/KarlMaton?f_ri=3200","photo":"https://0.academia-photos.com/2825/1238/142190496/s65_karl.maton.jpeg"}</script></span></span></li><li class="js-paper-rank-work_731452 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="731452"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 731452, container: ".js-paper-rank-work_731452", }); 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Might jargon mask authenticity; conversations censor criticism; affirmationism avoid... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43299078" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Might image have replaced substance; illusions substituted for ideas; language overwhelmed experience; text obfuscated world; now ignored the past? Might jargon mask authenticity; conversations censor criticism; affirmationism avoid argumentation; rhetoric swamp reality? Epistemology (and its methodologies) misunderstand ontology? Theory dominate practice? Mind overpower matter? Idealism deflate realism? North colonize South? At a recent academic conference in the South, nine of us grappled for four days with these “old” questions and their presence within the “new” discourse of “post” environmental education research. We struggled for an additional six-month period of email exchange to see and feel these questions in our own research. That slow, rich, and deeper academic exchange, as politics of judiciously engaging a collective form of criticism, culminated in identifying the research problem, and questions, of this specially assembled issue of The Journal of Environmental Education (JEE) about the role and place of allegedly new theory in the global discourse of allegedly post environmental education research. In translating our collective thought processes to a special issue (SI), we anticipate the reflexivity of the field will be critically advanced through engaging a number of emerging debates identified in the Introduction of the SI and in three “sample” articles specially written by Isabel Carvalho, Carlos Steil & Francisco Abraão Gonzaga, Louise Sund & Karen Pashby, and Phillip Payne, and an “in process” Conclusion written by Cae Rodrigues. There remains much work to do. This SI is only a start of reengaging overdue debates about the post.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43299078" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="36bfaaabd68ec1154fa8cab73da40c9d" rel="nofollow" data-download="{"attachment_id":63576937,"asset_id":43299078,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63576937/download_file?st=MTc0MDU3NjQwMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2495316" href="https://ufs-br.academia.edu/CaeRodrigues">Cae Rodrigues</a><script data-card-contents-for-user="2495316" type="text/json">{"id":2495316,"first_name":"Cae","last_name":"Rodrigues","domain_name":"ufs-br","page_name":"CaeRodrigues","display_name":"Cae Rodrigues","profile_url":"https://ufs-br.academia.edu/CaeRodrigues?f_ri=3200","photo":"https://0.academia-photos.com/2495316/779761/21221174/s65_cae.rodrigues.jpg"}</script></span></span></li><li class="js-paper-rank-work_43299078 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43299078"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43299078, container: ".js-paper-rank-work_43299078", }); 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illusions substituted for ideas; language overwhelmed experience; text obfuscated world; now ignored the past? Might jargon mask authenticity; conversations censor criticism; affirmationism avoid argumentation; rhetoric swamp reality? Epistemology (and its methodologies) misunderstand ontology? Theory dominate practice? Mind overpower matter? Idealism deflate realism? North colonize South? At a recent academic conference in the South, nine of us grappled for four days with these “old” questions and their presence within the “new” discourse of “post” environmental education research. We struggled for an additional six-month period of email exchange to see and feel these questions in our own research. That slow, rich, and deeper academic exchange, as politics of judiciously engaging a collective form of criticism, culminated in identifying the research problem, and questions, of this specially assembled issue of The Journal of Environmental Education (JEE) about the role and place of allegedly new theory in the global discourse of allegedly post environmental education research. In translating our collective thought processes to a special issue (SI), we anticipate the reflexivity of the field will be critically advanced through engaging a number of emerging debates identified in the Introduction of the SI and in three “sample” articles specially written by Isabel Carvalho, Carlos Steil \u0026 Francisco Abraão Gonzaga, Louise Sund \u0026 Karen Pashby, and Phillip Payne, and an “in process” Conclusion written by Cae Rodrigues. There remains much work to do. This SI is only a start of reengaging overdue debates about the post.\n","downloadable_attachments":[{"id":63576937,"asset_id":43299078,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2495316,"first_name":"Cae","last_name":"Rodrigues","domain_name":"ufs-br","page_name":"CaeRodrigues","display_name":"Cae Rodrigues","profile_url":"https://ufs-br.academia.edu/CaeRodrigues?f_ri=3200","photo":"https://0.academia-photos.com/2495316/779761/21221174/s65_cae.rodrigues.jpg"}],"research_interests":[{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=3200","nofollow":true},{"id":815,"name":"Epistemology","url":"https://www.academia.edu/Documents/in/Epistemology?f_ri=3200","nofollow":true},{"id":1063,"name":"Environmental Education","url":"https://www.academia.edu/Documents/in/Environmental_Education?f_ri=3200","nofollow":true},{"id":3115,"name":"Posthumanism","url":"https://www.academia.edu/Documents/in/Posthumanism?f_ri=3200","nofollow":true},{"id":3126,"name":"Political Ecology","url":"https://www.academia.edu/Documents/in/Political_Ecology?f_ri=3200"},{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200"},{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=3200"},{"id":3407,"name":"Environmental Studies","url":"https://www.academia.edu/Documents/in/Environmental_Studies?f_ri=3200"},{"id":3722,"name":"Environmental History","url":"https://www.academia.edu/Documents/in/Environmental_History?f_ri=3200"},{"id":4474,"name":"Critical Thinking","url":"https://www.academia.edu/Documents/in/Critical_Thinking?f_ri=3200"},{"id":6556,"name":"Colonialism","url":"https://www.academia.edu/Documents/in/Colonialism?f_ri=3200"},{"id":10101,"name":"Critical Posthumanism","url":"https://www.academia.edu/Documents/in/Critical_Posthumanism?f_ri=3200"},{"id":18845,"name":"Environmental Sustainability","url":"https://www.academia.edu/Documents/in/Environmental_Sustainability?f_ri=3200"},{"id":57723,"name":"Educación Ambiental","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n_Ambiental?f_ri=3200"},{"id":62084,"name":"Educação Ambiental","url":"https://www.academia.edu/Documents/in/Educa%C3%A7%C3%A3o_Ambiental?f_ri=3200"},{"id":76626,"name":"New Materialism","url":"https://www.academia.edu/Documents/in/New_Materialism?f_ri=3200"},{"id":94708,"name":"Meio Ambiente","url":"https://www.academia.edu/Documents/in/Meio_Ambiente?f_ri=3200"},{"id":105667,"name":"Medio Ambiente","url":"https://www.academia.edu/Documents/in/Medio_Ambiente?f_ri=3200"},{"id":141542,"name":"Politics of knowledge production","url":"https://www.academia.edu/Documents/in/Politics_of_knowledge_production?f_ri=3200"},{"id":248985,"name":"New Materialisms","url":"https://www.academia.edu/Documents/in/New_Materialisms?f_ri=3200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38266501" data-work_id="38266501" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38266501/Krisendiagnostik_und_existentielle_Problem_F%C3%BCr_eine_Soziologie_der_Kapazit%C3%A4ten">Krisendiagnostik und existentielle Problem. Für eine Soziologie der Kapazitäten.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Der Vortrag entwirft eine Soziologie der Kapazitäten inklusive zentraler Konzepte: Vollzugs-, Bezugs- und existentielle Probleme; ausgestattete und eingestellte Apparate der Problembearbeitung; Operationalisierung der Problemarbeit qua... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38266501" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Der Vortrag entwirft eine Soziologie der Kapazitäten inklusive zentraler Konzepte: Vollzugs-, Bezugs- und existentielle Probleme; ausgestattete und eingestellte Apparate der Problembearbeitung; Operationalisierung der Problemarbeit qua formativer Objekte; bedingte Kapazitäten.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38266501" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6d51c41b629553f02c6b799078a52b8d" rel="nofollow" data-download="{"attachment_id":58310570,"asset_id":38266501,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58310570/download_file?st=MTc0MDU3NjQwMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="316620" href="https://uni-frankfurt.academia.edu/ThomasScheffer">Thomas Scheffer</a><script data-card-contents-for-user="316620" type="text/json">{"id":316620,"first_name":"Thomas","last_name":"Scheffer","domain_name":"uni-frankfurt","page_name":"ThomasScheffer","display_name":"Thomas Scheffer","profile_url":"https://uni-frankfurt.academia.edu/ThomasScheffer?f_ri=3200","photo":"https://0.academia-photos.com/316620/63447/14594640/s65_thomas.scheffer.jpeg"}</script></span></span></li><li class="js-paper-rank-work_38266501 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38266501"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38266501, container: ".js-paper-rank-work_38266501", }); });</script></li><li class="js-percentile-work_38266501 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38266501; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_38266501"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_38266501 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="38266501"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38266501; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38266501]").text(description); $(".js-view-count-work_38266501").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38266501").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38266501"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2065" rel="nofollow" href="https://www.academia.edu/Documents/in/Research_Methodology">Research Methodology</a>, <script data-card-contents-for-ri="2065" type="text/json">{"id":2065,"name":"Research Methodology","url":"https://www.academia.edu/Documents/in/Research_Methodology?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3200" rel="nofollow" href="https://www.academia.edu/Documents/in/Praxis">Praxis</a>, <script data-card-contents-for-ri="3200" type="text/json">{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="12351" rel="nofollow" href="https://www.academia.edu/Documents/in/Ethnomethodology">Ethnomethodology</a>, <script data-card-contents-for-ri="12351" type="text/json">{"id":12351,"name":"Ethnomethodology","url":"https://www.academia.edu/Documents/in/Ethnomethodology?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="178842" rel="nofollow" href="https://www.academia.edu/Documents/in/Soziologie">Soziologie</a><script data-card-contents-for-ri="178842" type="text/json">{"id":178842,"name":"Soziologie","url":"https://www.academia.edu/Documents/in/Soziologie?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38266501]'), work: {"id":38266501,"title":"Krisendiagnostik und existentielle Problem. 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","downloadable_attachments":[{"id":58310570,"asset_id":38266501,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":316620,"first_name":"Thomas","last_name":"Scheffer","domain_name":"uni-frankfurt","page_name":"ThomasScheffer","display_name":"Thomas Scheffer","profile_url":"https://uni-frankfurt.academia.edu/ThomasScheffer?f_ri=3200","photo":"https://0.academia-photos.com/316620/63447/14594640/s65_thomas.scheffer.jpeg"}],"research_interests":[{"id":2065,"name":"Research Methodology","url":"https://www.academia.edu/Documents/in/Research_Methodology?f_ri=3200","nofollow":true},{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true},{"id":12351,"name":"Ethnomethodology","url":"https://www.academia.edu/Documents/in/Ethnomethodology?f_ri=3200","nofollow":true},{"id":178842,"name":"Soziologie","url":"https://www.academia.edu/Documents/in/Soziologie?f_ri=3200","nofollow":true},{"id":784698,"name":"Kritik","url":"https://www.academia.edu/Documents/in/Kritik?f_ri=3200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44088543 coauthored" data-work_id="44088543" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44088543/Chapter_6_Reenvisioning_Second_Language_Teacher_Education_Through_Translanguaging_Praxis">Chapter 6 Reenvisioning Second Language Teacher Education Through Translanguaging Praxis</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this chapter, we present two case studies of a pre-service and in-service teacher as they make sense of translanguaging as theory and pedagogy with particular attention to their adoption of a translanguaging stance. Specifically, we... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44088543" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this chapter, we present two case studies of a pre-service and in-service teacher as they make sense of translanguaging as theory and pedagogy with particular attention to their adoption of a translanguaging stance. Specifically, we asked: What course and field experiences support PST and ISTs' adoption of a translan-guaging stance as a part of their knowledge and dispositions as TESOL educators? Our data, comprised of multimodal discussion posts, teaching artifacts, and reflective journals, reveal that through the interplay of coursework and field experiences, Elle and Katie problematize their personal language ideologies, confront resistance to translanguaging at the school, district, and state levels, and recognize the interplay between their individual convictions and the systemic barriers in schooling. At the close of our chapter, we outline the implications of this work for teacher education programs that are committed to having their students engage in translanguaging praxis. We conclude with examples and recommendations for structuring course and fieldwork to support teacher preparation and education through a translanguag-ing lens.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44088543" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5c8a0f044ae904296c5eeaed99ffd341" rel="nofollow" data-download="{"attachment_id":64434605,"asset_id":44088543,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64434605/download_file?st=MTc0MDU3NjQwMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="37845685" href="https://independent.academia.edu/PeterDeCosta">Peter De Costa</a><script data-card-contents-for-user="37845685" type="text/json">{"id":37845685,"first_name":"Peter","last_name":"De Costa","domain_name":"independent","page_name":"PeterDeCosta","display_name":"Peter De Costa","profile_url":"https://independent.academia.edu/PeterDeCosta?f_ri=3200","photo":"https://0.academia-photos.com/37845685/19178705/19124536/s65_peter.de_costa.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-44088543">+2</span><div class="hidden js-additional-users-44088543"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/DerooMatthew">Matthew Deroo</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://michiganstate.academia.edu/ChristinaPonzio">Christina M . Ponzio</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-44088543'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-44088543').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_44088543 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44088543"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44088543, container: ".js-paper-rank-work_44088543", }); });</script></li><li class="js-percentile-work_44088543 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44088543; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_44088543"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_44088543 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="44088543"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44088543; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44088543]").text(description); $(".js-view-count-work_44088543").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44088543").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44088543"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3200" rel="nofollow" href="https://www.academia.edu/Documents/in/Praxis">Praxis</a>, <script data-card-contents-for-ri="3200" type="text/json">{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10831" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Language_Teacher_Education">Second Language Teacher Education</a>, <script data-card-contents-for-ri="10831" type="text/json">{"id":10831,"name":"Second Language Teacher Education","url":"https://www.academia.edu/Documents/in/Second_Language_Teacher_Education?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="973080" rel="nofollow" href="https://www.academia.edu/Documents/in/Translanguaging">Translanguaging</a><script data-card-contents-for-ri="973080" type="text/json">{"id":973080,"name":"Translanguaging","url":"https://www.academia.edu/Documents/in/Translanguaging?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44088543]'), work: {"id":44088543,"title":"Chapter 6 Reenvisioning Second Language Teacher Education Through Translanguaging Praxis","created_at":"2020-09-14T19:21:12.990-07:00","url":"https://www.academia.edu/44088543/Chapter_6_Reenvisioning_Second_Language_Teacher_Education_Through_Translanguaging_Praxis?f_ri=3200","dom_id":"work_44088543","summary":"In this chapter, we present two case studies of a pre-service and in-service teacher as they make sense of translanguaging as theory and pedagogy with particular attention to their adoption of a translanguaging stance. 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We conclude with examples and recommendations for structuring course and fieldwork to support teacher preparation and education through a translanguag-ing lens.","downloadable_attachments":[{"id":64434605,"asset_id":44088543,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":37845685,"first_name":"Peter","last_name":"De Costa","domain_name":"independent","page_name":"PeterDeCosta","display_name":"Peter De Costa","profile_url":"https://independent.academia.edu/PeterDeCosta?f_ri=3200","photo":"https://0.academia-photos.com/37845685/19178705/19124536/s65_peter.de_costa.png"},{"id":122993414,"first_name":"Matthew","last_name":"Deroo","domain_name":"independent","page_name":"DerooMatthew","display_name":"Matthew Deroo","profile_url":"https://independent.academia.edu/DerooMatthew?f_ri=3200","photo":"/images/s65_no_pic.png"},{"id":29206747,"first_name":"Christina","last_name":"Ponzio","domain_name":"michiganstate","page_name":"ChristinaPonzio","display_name":"Christina M . Ponzio","profile_url":"https://michiganstate.academia.edu/ChristinaPonzio?f_ri=3200","photo":"https://0.academia-photos.com/29206747/14952079/20785810/s65_christina.ponzio.jpg"}],"research_interests":[{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true},{"id":10831,"name":"Second Language Teacher Education","url":"https://www.academia.edu/Documents/in/Second_Language_Teacher_Education?f_ri=3200","nofollow":true},{"id":973080,"name":"Translanguaging","url":"https://www.academia.edu/Documents/in/Translanguaging?f_ri=3200","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36417457" data-work_id="36417457" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36417457/Introducing_Cardinal_Cardijns_See_Judge_Act_as_an_Interdisciplinary_Method_to_Move_Theory_into_Practice">Introducing Cardinal Cardijn's See–Judge–Act as an Interdisciplinary Method to Move Theory into Practice</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Interdisciplinary dialogues find researchers seeking better understandings of theories and concepts, such colonialism and capitalism, and the means through which these concepts impact both local and global cultures. The results of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36417457" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Interdisciplinary dialogues find researchers seeking better understandings of theories and concepts, such colonialism and capitalism, and the means through which these concepts impact both local and global cultures. The results of explorations such as these raise the question of how to translate the theories that are created by these dialogues into practice. Moreover, they ask where we can take these conversations, how can we focus them toward specific aims, and how can we effectively enact them as one collective group. This article introduces and proposes Joseph Cardinal Cardijn's See–Judge–Act method as a possible framework to better enable these discussions to move from theory to praxis. It proposes that such a theory may also allow the theoretical portions of these interdisciplinary dialogues to happen without any discipline ceding or 'shaving away' the core principles that respectively identify each discipline. The article begins by exploring Cardinal Cardijn's original articulation of the method. Then, it describes how the liberation theologians Leonardo Boff and Clodovis Boff employed the method in their development of a theological framework. Finally, this article explores how the See–Judge–Act method might be useful for other disciplines, such as African thought and philosophy, and critical theory. The issues of economic, social, and political inequality clearly span across writing genres and academic discourses. This is seen throughout this special issue, and especially in its subtitle: 'African Thought, Critical Theory, and Liberation Theology in Dialogue'. Indeed, each of these disciplines approach the concept of inequality from specific and important angles: African thought/philosophy employs a critical deconstruction that decolonizes prevailing socioeconomic systems that persist in controlling how Africans should think and live. Critical theory's socioeconomic analysis likewise attempts to uncover the presumed structures of society that promote and legitimize the hegemonies targeted by African thought's decolonizing efforts. Liberation theology, in turn, takes these critiques and analyses, and employs them through a praxis-based theology in pursuit of not just material liberation, but a spiritual one as well. The scope of this special issue is to bring these disciplines together to create an encounter from which future discussions may arise. This encounter was premised by the notion that each discipline focuses upon oppression and possible liberation: oppression resulting from a myriad of events that become conceptualized through colonialism, capitalism, and social hegemony. Furthermore, it was also premised by the idea that we need to bring together these disciplines because these issues cannot be solved by a lone theory or discourse; we need to band together ideas and concepts from various discourses to address these mammoth problems. Yet this banding together, as it were, raises a new problem: how should we proceed as an interdisciplinary group without talking past each other? Where can we take these conversations, how</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36417457" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8ff1b1b66ef33349182b76ac4504ff1a" rel="nofollow" data-download="{"attachment_id":56330058,"asset_id":36417457,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56330058/download_file?st=MTc0MDU3NjQwMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4563656" href="https://ufs.academia.edu/JustinSands">Justin Sands</a><script data-card-contents-for-user="4563656" type="text/json">{"id":4563656,"first_name":"Justin","last_name":"Sands","domain_name":"ufs","page_name":"JustinSands","display_name":"Justin Sands","profile_url":"https://ufs.academia.edu/JustinSands?f_ri=3200","photo":"https://0.academia-photos.com/4563656/1894184/11854324/s65_justin.sands.jpg"}</script></span></span></li><li class="js-paper-rank-work_36417457 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36417457"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36417457, container: ".js-paper-rank-work_36417457", }); 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The results of explorations such as these raise the question of how to translate the theories that are created by these dialogues into practice. Moreover, they ask where we can take these conversations, how can we focus them toward specific aims, and how can we effectively enact them as one collective group. This article introduces and proposes Joseph Cardinal Cardijn's See–Judge–Act method as a possible framework to better enable these discussions to move from theory to praxis. It proposes that such a theory may also allow the theoretical portions of these interdisciplinary dialogues to happen without any discipline ceding or 'shaving away' the core principles that respectively identify each discipline. The article begins by exploring Cardinal Cardijn's original articulation of the method. Then, it describes how the liberation theologians Leonardo Boff and Clodovis Boff employed the method in their development of a theological framework. Finally, this article explores how the See–Judge–Act method might be useful for other disciplines, such as African thought and philosophy, and critical theory. The issues of economic, social, and political inequality clearly span across writing genres and academic discourses. This is seen throughout this special issue, and especially in its subtitle: 'African Thought, Critical Theory, and Liberation Theology in Dialogue'. Indeed, each of these disciplines approach the concept of inequality from specific and important angles: African thought/philosophy employs a critical deconstruction that decolonizes prevailing socioeconomic systems that persist in controlling how Africans should think and live. Critical theory's socioeconomic analysis likewise attempts to uncover the presumed structures of society that promote and legitimize the hegemonies targeted by African thought's decolonizing efforts. Liberation theology, in turn, takes these critiques and analyses, and employs them through a praxis-based theology in pursuit of not just material liberation, but a spiritual one as well. The scope of this special issue is to bring these disciplines together to create an encounter from which future discussions may arise. This encounter was premised by the notion that each discipline focuses upon oppression and possible liberation: oppression resulting from a myriad of events that become conceptualized through colonialism, capitalism, and social hegemony. Furthermore, it was also premised by the idea that we need to bring together these disciplines because these issues cannot be solved by a lone theory or discourse; we need to band together ideas and concepts from various discourses to address these mammoth problems. Yet this banding together, as it were, raises a new problem: how should we proceed as an interdisciplinary group without talking past each other? Where can we take these conversations, how","downloadable_attachments":[{"id":56330058,"asset_id":36417457,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4563656,"first_name":"Justin","last_name":"Sands","domain_name":"ufs","page_name":"JustinSands","display_name":"Justin Sands","profile_url":"https://ufs.academia.edu/JustinSands?f_ri=3200","photo":"https://0.academia-photos.com/4563656/1894184/11854324/s65_justin.sands.jpg"}],"research_interests":[{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=3200","nofollow":true},{"id":2065,"name":"Research Methodology","url":"https://www.academia.edu/Documents/in/Research_Methodology?f_ri=3200","nofollow":true},{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true},{"id":3597,"name":"Contextual Theologies","url":"https://www.academia.edu/Documents/in/Contextual_Theologies?f_ri=3200","nofollow":true},{"id":5338,"name":"Liberation Theology","url":"https://www.academia.edu/Documents/in/Liberation_Theology?f_ri=3200"},{"id":6645,"name":"Catholic Social Teaching","url":"https://www.academia.edu/Documents/in/Catholic_Social_Teaching?f_ri=3200"},{"id":10695,"name":"Catholic Theology","url":"https://www.academia.edu/Documents/in/Catholic_Theology?f_ri=3200"},{"id":26510,"name":"Interdisciplinary Studies","url":"https://www.academia.edu/Documents/in/Interdisciplinary_Studies?f_ri=3200"},{"id":61866,"name":"South Africa","url":"https://www.academia.edu/Documents/in/South_Africa?f_ri=3200"},{"id":77281,"name":"Decolonization","url":"https://www.academia.edu/Documents/in/Decolonization?f_ri=3200"},{"id":1015784,"name":"Cardijn","url":"https://www.academia.edu/Documents/in/Cardijn?f_ri=3200"},{"id":2935757,"name":"Joseph Cardinal Cardijn","url":"https://www.academia.edu/Documents/in/Joseph_Cardinal_Cardijn?f_ri=3200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_32321648 coauthored" data-work_id="32321648" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/32321648/Polizeilicher_Kommunitarismus_Eine_Praxisforschung_urbaner_Kriminalpr%C3%A4vention">Polizeilicher Kommunitarismus. Eine Praxisforschung urbaner Kriminalprävention</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In urbanen Ballungsräumen treffen Bevölkerungsgruppen, Szenen und Milieus mit unterschiedlichen Praktiken und Wertvorstellungen aufeinander. Lokale Verhältnisse und Sicherheitslagen werden unübersichtlicher. Hier sieht sich die Polizei... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_32321648" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In urbanen Ballungsräumen treffen Bevölkerungsgruppen, Szenen und Milieus mit unterschiedlichen Praktiken und Wertvorstellungen aufeinander. Lokale Verhältnisse und Sicherheitslagen werden unübersichtlicher. Hier sieht sich die Polizei gefordert, mit Wissens-, Vertrauens- und Beziehungsarbeit Abhilfe zu schaffen. Neben ihrem Kerngeschäft, der Verfolgung von Straftaten und der Gefahrenabwehr, etabliert sie die Präventionsarbeit. Unterschiedliche Formen dieser spezifischen polizeilichen Arbeit werden in dem Band durch ethnografische Praxisforschung vorgestellt.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/32321648" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6cff3ead1b854ad6ff90b01ae3ab2158" rel="nofollow" data-download="{"attachment_id":52532925,"asset_id":32321648,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/52532925/download_file?st=MTc0MDU3NjQwMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4300719" href="https://unibw.academia.edu/YannikPorsch%C3%A9">Yannik Porsché</a><script data-card-contents-for-user="4300719" type="text/json">{"id":4300719,"first_name":"Yannik","last_name":"Porsché","domain_name":"unibw","page_name":"YannikPorsché","display_name":"Yannik Porsché","profile_url":"https://unibw.academia.edu/YannikPorsch%C3%A9?f_ri=3200","photo":"https://0.academia-photos.com/4300719/1719325/80358560/s65_yannik.porsch_.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-32321648">+4</span><div class="hidden js-additional-users-32321648"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uni-frankfurt.academia.edu/ThomasScheffer">Thomas Scheffer</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://hu-berlin.academia.edu/ChristianeHowe">Christiane Howe</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://hu-berlin.academia.edu/EvaKiefer">Eva Kiefer</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/NegnalD%C3%B6rte">Negnal, Dörte</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-32321648'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-32321648').html(); 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Unterschiedliche Formen dieser spezifischen polizeilichen Arbeit werden in dem Band durch ethnografische Praxisforschung vorgestellt.","downloadable_attachments":[{"id":52532925,"asset_id":32321648,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4300719,"first_name":"Yannik","last_name":"Porsché","domain_name":"unibw","page_name":"YannikPorsché","display_name":"Yannik Porsché","profile_url":"https://unibw.academia.edu/YannikPorsch%C3%A9?f_ri=3200","photo":"https://0.academia-photos.com/4300719/1719325/80358560/s65_yannik.porsch_.jpg"},{"id":316620,"first_name":"Thomas","last_name":"Scheffer","domain_name":"uni-frankfurt","page_name":"ThomasScheffer","display_name":"Thomas Scheffer","profile_url":"https://uni-frankfurt.academia.edu/ThomasScheffer?f_ri=3200","photo":"https://0.academia-photos.com/316620/63447/14594640/s65_thomas.scheffer.jpeg"},{"id":20408320,"first_name":"Christiane","last_name":"Howe","domain_name":"hu-berlin","page_name":"ChristianeHowe","display_name":"Christiane Howe","profile_url":"https://hu-berlin.academia.edu/ChristianeHowe?f_ri=3200","photo":"/images/s65_no_pic.png"},{"id":3435053,"first_name":"Eva","last_name":"Kiefer","domain_name":"hu-berlin","page_name":"EvaKiefer","display_name":"Eva Kiefer","profile_url":"https://hu-berlin.academia.edu/EvaKiefer?f_ri=3200","photo":"https://0.academia-photos.com/3435053/18538731/18506737/s65_eva.kiefer.jpg"},{"id":62808242,"first_name":"Negnal,","last_name":"Dörte","domain_name":"independent","page_name":"NegnalDörte","display_name":"Negnal, Dörte","profile_url":"https://independent.academia.edu/NegnalD%C3%B6rte?f_ri=3200","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true},{"id":71265,"name":"Ethnomethodologie","url":"https://www.academia.edu/Documents/in/Ethnomethodologie?f_ri=3200","nofollow":true},{"id":178842,"name":"Soziologie","url":"https://www.academia.edu/Documents/in/Soziologie?f_ri=3200","nofollow":true},{"id":602369,"name":"Ethnografie","url":"https://www.academia.edu/Documents/in/Ethnografie?f_ri=3200","nofollow":true},{"id":643386,"name":"Arbeitssoziologie","url":"https://www.academia.edu/Documents/in/Arbeitssoziologie?f_ri=3200"},{"id":875780,"name":"Prävention","url":"https://www.academia.edu/Documents/in/Pravention?f_ri=3200"},{"id":1134153,"name":"Polizei","url":"https://www.academia.edu/Documents/in/Polizei?f_ri=3200"},{"id":1277194,"name":"Soziologie der Praxis","url":"https://www.academia.edu/Documents/in/Soziologie_der_Praxis?f_ri=3200"},{"id":1642892,"name":"Praxisforschung","url":"https://www.academia.edu/Documents/in/Praxisforschung?f_ri=3200"},{"id":2676633,"name":"Mikrosoziologie","url":"https://www.academia.edu/Documents/in/Mikrosoziologie?f_ri=3200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_16037865" data-work_id="16037865" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/16037865/The_Canonical_Self_and_Politicized_Praxis">The Canonical Self and Politicized Praxis</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article maps various conceptualizations of the self and praxis in child and youth care theory. With specific reference to the curriculum and pedagogy developed at the School of Child and Youth Care at the University of Victoria, the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_16037865" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article maps various conceptualizations of the self and praxis in child and youth care theory. With specific reference to the curriculum and pedagogy developed at the School of Child and Youth Care at the University of Victoria, the shift from the knowledge, skills, self (KSS) model to the praxis framework is argued to exemplify a move to a more dynamic and politically nuanced rendering of the concept of the self relative to its more canonical expressions. The canonical self of CYC is proposed here as an aggregate of the writings of a small group of CYC theorists that together constitute the dominant conceptualization of the self in the field's literature. Historical and philosophic context is provided for the articulation of the self in the canonical literature and a brief . He works as a clinical counsellor and youth worker. Scott's research focus is related to politicized CYC praxis and how concepts of the self, identity, and subjectivity are circulated in CYC curricula.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/16037865" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1a0a1de223e4e263fc76ae01c231c6eb" rel="nofollow" data-download="{"attachment_id":38855717,"asset_id":16037865,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38855717/download_file?st=MTc0MDU3NjQwMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="24673727" href="https://uvic.academia.edu/ScottKouri">Scott Kouri</a><script data-card-contents-for-user="24673727" type="text/json">{"id":24673727,"first_name":"Scott","last_name":"Kouri","domain_name":"uvic","page_name":"ScottKouri","display_name":"Scott Kouri","profile_url":"https://uvic.academia.edu/ScottKouri?f_ri=3200","photo":"https://0.academia-photos.com/24673727/6673193/7539933/s65_scott.kouri.jpg"}</script></span></span></li><li class="js-paper-rank-work_16037865 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="16037865"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 16037865, container: ".js-paper-rank-work_16037865", }); 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With specific reference to the curriculum and pedagogy developed at the School of Child and Youth Care at the University of Victoria, the shift from the knowledge, skills, self (KSS) model to the praxis framework is argued to exemplify a move to a more dynamic and politically nuanced rendering of the concept of the self relative to its more canonical expressions. The canonical self of CYC is proposed here as an aggregate of the writings of a small group of CYC theorists that together constitute the dominant conceptualization of the self in the field's literature. Historical and philosophic context is provided for the articulation of the self in the canonical literature and a brief . He works as a clinical counsellor and youth worker. Scott's research focus is related to politicized CYC praxis and how concepts of the self, identity, and subjectivity are circulated in CYC curricula.","downloadable_attachments":[{"id":38855717,"asset_id":16037865,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":24673727,"first_name":"Scott","last_name":"Kouri","domain_name":"uvic","page_name":"ScottKouri","display_name":"Scott Kouri","profile_url":"https://uvic.academia.edu/ScottKouri?f_ri=3200","photo":"https://0.academia-photos.com/24673727/6673193/7539933/s65_scott.kouri.jpg"}],"research_interests":[{"id":972,"name":"Self and Identity","url":"https://www.academia.edu/Documents/in/Self_and_Identity?f_ri=3200","nofollow":true},{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true},{"id":77724,"name":"Philosophy of Praxis","url":"https://www.academia.edu/Documents/in/Philosophy_of_Praxis?f_ri=3200","nofollow":true},{"id":833155,"name":"Child and Youth Care","url":"https://www.academia.edu/Documents/in/Child_and_Youth_Care?f_ri=3200","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35566900" data-work_id="35566900" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35566900/_Deleuze_In_Practice_">"Deleuze: In Practice"</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">"Introduction" to _Practising with Deleuze: Design, Dance, Art, Writing, Philosophy_, a book on the relationship between Deleuze's philosophy and artistic practice, written by Suzie Attiwill, Terri Bird, Andrea Eckersley, Antonia Pont,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35566900" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">"Introduction" to _Practising with Deleuze: Design, Dance, Art, Writing, Philosophy_, a book on the relationship between Deleuze's philosophy and artistic practice, written by Suzie Attiwill, Terri Bird, Andrea Eckersley, Antonia Pont, Jon Roffe, and Philipa Rothfield. My introduction inquires into what Deleuze himself means by practice.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35566900" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9f9edea06ecf60d7cb66b37f3325cbdb" rel="nofollow" data-download="{"attachment_id":55432984,"asset_id":35566900,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55432984/download_file?st=MTc0MDU3NjQwMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4016466" href="https://unc.academia.edu/GregoryFlaxman">Gregory Flaxman</a><script data-card-contents-for-user="4016466" type="text/json">{"id":4016466,"first_name":"Gregory","last_name":"Flaxman","domain_name":"unc","page_name":"GregoryFlaxman","display_name":"Gregory Flaxman","profile_url":"https://unc.academia.edu/GregoryFlaxman?f_ri=3200","photo":"https://0.academia-photos.com/4016466/3043375/18728549/s65_gregory.flaxman.jpg"}</script></span></span></li><li class="js-paper-rank-work_35566900 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35566900"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35566900, container: ".js-paper-rank-work_35566900", }); 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$(".js-view-count[data-work-id=35566900]").text(description); $(".js-view-count-work_35566900").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35566900").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35566900"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="808" rel="nofollow" href="https://www.academia.edu/Documents/in/Aesthetics">Aesthetics</a>, <script data-card-contents-for-ri="808" type="text/json">{"id":808,"name":"Aesthetics","url":"https://www.academia.edu/Documents/in/Aesthetics?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2019" rel="nofollow" href="https://www.academia.edu/Documents/in/Aristotle">Aristotle</a>, <script data-card-contents-for-ri="2019" type="text/json">{"id":2019,"name":"Aristotle","url":"https://www.academia.edu/Documents/in/Aristotle?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2061" rel="nofollow" href="https://www.academia.edu/Documents/in/Genealogy">Genealogy</a>, <script data-card-contents-for-ri="2061" type="text/json">{"id":2061,"name":"Genealogy","url":"https://www.academia.edu/Documents/in/Genealogy?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3200" rel="nofollow" href="https://www.academia.edu/Documents/in/Praxis">Praxis</a><script data-card-contents-for-ri="3200" type="text/json">{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35566900]'), work: {"id":35566900,"title":"\"Deleuze: In Practice\"","created_at":"2018-01-03T04:45:12.990-08:00","url":"https://www.academia.edu/35566900/_Deleuze_In_Practice_?f_ri=3200","dom_id":"work_35566900","summary":"\"Introduction\" to _Practising with Deleuze: Design, Dance, Art, Writing, Philosophy_, a book on the relationship between Deleuze's philosophy and artistic practice, written by Suzie Attiwill, Terri Bird, Andrea Eckersley, Antonia Pont, Jon Roffe, and Philipa Rothfield. My introduction inquires into what Deleuze himself means by practice. ","downloadable_attachments":[{"id":55432984,"asset_id":35566900,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4016466,"first_name":"Gregory","last_name":"Flaxman","domain_name":"unc","page_name":"GregoryFlaxman","display_name":"Gregory Flaxman","profile_url":"https://unc.academia.edu/GregoryFlaxman?f_ri=3200","photo":"https://0.academia-photos.com/4016466/3043375/18728549/s65_gregory.flaxman.jpg"}],"research_interests":[{"id":808,"name":"Aesthetics","url":"https://www.academia.edu/Documents/in/Aesthetics?f_ri=3200","nofollow":true},{"id":2019,"name":"Aristotle","url":"https://www.academia.edu/Documents/in/Aristotle?f_ri=3200","nofollow":true},{"id":2061,"name":"Genealogy","url":"https://www.academia.edu/Documents/in/Genealogy?f_ri=3200","nofollow":true},{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true},{"id":8302,"name":"Gilles Deleuze","url":"https://www.academia.edu/Documents/in/Gilles_Deleuze?f_ri=3200"},{"id":8487,"name":"Sigmund Freud","url":"https://www.academia.edu/Documents/in/Sigmund_Freud?f_ri=3200"},{"id":10806,"name":"Marxist theory","url":"https://www.academia.edu/Documents/in/Marxist_theory?f_ri=3200"},{"id":15342,"name":"Aesthetics and Politics","url":"https://www.academia.edu/Documents/in/Aesthetics_and_Politics?f_ri=3200"},{"id":19915,"name":"Gilles Deleuze and Felix Guattari","url":"https://www.academia.edu/Documents/in/Gilles_Deleuze_and_Felix_Guattari?f_ri=3200"},{"id":24868,"name":"Social Practice","url":"https://www.academia.edu/Documents/in/Social_Practice?f_ri=3200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_654372" data-work_id="654372" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/654372/Pragmatism_a_Guide_for_the_Perplexed">Pragmatism: a Guide for the Perplexed</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/654372" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2c4099606be71532d9cdc0087d71d78e" rel="nofollow" data-download="{"attachment_id":3611216,"asset_id":654372,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/3611216/download_file?st=MTc0MDU3NjQwMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="65953" href="https://vanderbilt.academia.edu/RobertTalisse">Robert Talisse</a><script data-card-contents-for-user="65953" type="text/json">{"id":65953,"first_name":"Robert","last_name":"Talisse","domain_name":"vanderbilt","page_name":"RobertTalisse","display_name":"Robert Talisse","profile_url":"https://vanderbilt.academia.edu/RobertTalisse?f_ri=3200","photo":"https://0.academia-photos.com/65953/18569/33143061/s65_robert.talisse.jpeg"}</script></span></span></li><li class="js-paper-rank-work_654372 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="654372"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 654372, container: ".js-paper-rank-work_654372", }); 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$(".js-view-count[data-work-id=654372]").text(description); $(".js-view-count-work_654372").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_654372").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="654372"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="3200" rel="nofollow" href="https://www.academia.edu/Documents/in/Praxis">Praxis</a><script data-card-contents-for-ri="3200" type="text/json">{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=654372]'), work: {"id":654372,"title":"Pragmatism: a Guide for the Perplexed","created_at":"2011-06-09T03:23:48.499-07:00","url":"https://www.academia.edu/654372/Pragmatism_a_Guide_for_the_Perplexed?f_ri=3200","dom_id":"work_654372","summary":null,"downloadable_attachments":[{"id":3611216,"asset_id":654372,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":65953,"first_name":"Robert","last_name":"Talisse","domain_name":"vanderbilt","page_name":"RobertTalisse","display_name":"Robert Talisse","profile_url":"https://vanderbilt.academia.edu/RobertTalisse?f_ri=3200","photo":"https://0.academia-photos.com/65953/18569/33143061/s65_robert.talisse.jpeg"}],"research_interests":[{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_30898815" data-work_id="30898815" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/30898815/An_Examination_of_African_American_Student_Praxis_I_Preparation_Practices_and_Their_Impact_on_Matriculation_at_a_Historically_Black_University">An Examination of African American Student Praxis I Preparation Practices and Their Impact on Matriculation at a Historically Black University</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">While the number of African American and other minority students increases in public schools nationwide, the number of African American teachers is in a state of decline. Historically Black Colleges and Universities have played a major... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_30898815" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">While the number of African American and other minority students increases in public schools nationwide, the number of African American teachers is in a state of decline. Historically Black Colleges and Universities have played a major role in preparing African American teachers and have been identified as critical in meeting the demand for new teachers of color. While these institutions continue to produce a significant percentage of the nations' African American teachers, many African American students are unable to complete their matriculation due to their performance on certification examinations. This research study examined student preparation practices, performance on the Praxis I exam, and the effects of student performance on the Praxis I exam on the matriculation of 100 teacher education students attending a Historically Black University.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/30898815" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b4ca09d8d423c1af8b64969a0b2c953a" rel="nofollow" data-download="{"attachment_id":51324517,"asset_id":30898815,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51324517/download_file?st=MTc0MDU3NjQwMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="58740646" href="https://jsums.academia.edu/TonyLatiker">Tony Latiker</a><script data-card-contents-for-user="58740646" type="text/json">{"id":58740646,"first_name":"Tony","last_name":"Latiker","domain_name":"jsums","page_name":"TonyLatiker","display_name":"Tony Latiker","profile_url":"https://jsums.academia.edu/TonyLatiker?f_ri=3200","photo":"https://0.academia-photos.com/58740646/19962490/19756076/s65_tony.latiker.jpg"}</script></span></span></li><li class="js-paper-rank-work_30898815 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="30898815"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 30898815, container: ".js-paper-rank-work_30898815", }); 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$(".js-view-count[data-work-id=30898815]").text(description); $(".js-view-count-work_30898815").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_30898815").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="30898815"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3200" rel="nofollow" href="https://www.academia.edu/Documents/in/Praxis">Praxis</a>, <script data-card-contents-for-ri="3200" type="text/json">{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="13545" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Training">Teacher Training</a>, <script data-card-contents-for-ri="13545" type="text/json">{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1492304" rel="nofollow" href="https://www.academia.edu/Documents/in/Recruitment_and_Retention_at_HBCUs">Recruitment and Retention at HBCUs</a><script data-card-contents-for-ri="1492304" type="text/json">{"id":1492304,"name":"Recruitment and Retention at HBCUs","url":"https://www.academia.edu/Documents/in/Recruitment_and_Retention_at_HBCUs?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=30898815]'), work: {"id":30898815,"title":"An Examination of African American Student Praxis I Preparation Practices and Their Impact on Matriculation at a Historically Black University","created_at":"2017-01-12T13:57:54.876-08:00","url":"https://www.academia.edu/30898815/An_Examination_of_African_American_Student_Praxis_I_Preparation_Practices_and_Their_Impact_on_Matriculation_at_a_Historically_Black_University?f_ri=3200","dom_id":"work_30898815","summary":"While the number of African American and other minority students increases in public schools nationwide, the number of African American teachers is in a state of decline. Historically Black Colleges and Universities have played a major role in preparing African American teachers and have been identified as critical in meeting the demand for new teachers of color. While these institutions continue to produce a significant percentage of the nations' African American teachers, many African American students are unable to complete their matriculation due to their performance on certification examinations. This research study examined student preparation practices, performance on the Praxis I exam, and the effects of student performance on the Praxis I exam on the matriculation of 100 teacher education students attending a Historically Black University.","downloadable_attachments":[{"id":51324517,"asset_id":30898815,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":58740646,"first_name":"Tony","last_name":"Latiker","domain_name":"jsums","page_name":"TonyLatiker","display_name":"Tony Latiker","profile_url":"https://jsums.academia.edu/TonyLatiker?f_ri=3200","photo":"https://0.academia-photos.com/58740646/19962490/19756076/s65_tony.latiker.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=3200","nofollow":true},{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true},{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=3200","nofollow":true},{"id":1492304,"name":"Recruitment and Retention at HBCUs","url":"https://www.academia.edu/Documents/in/Recruitment_and_Retention_at_HBCUs?f_ri=3200","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_52803471" data-work_id="52803471" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/52803471/La_praxis_instituante">La praxis instituante</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Les formes actuelles du travail manifestent une perte radicale d’autonomie des travailleurs tout en jouant, comme jamais peut-être, sur le ressort de leur activité personnelle. Jamais n’a été aussi vraie la considération énoncée par... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_52803471" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Les formes actuelles du travail manifestent une perte radicale d’autonomie des travailleurs tout en jouant, comme jamais peut-être, sur le ressort de leur activité personnelle. Jamais n’a été aussi vraie la considération énoncée par Castoriadis (1979, p. 105  et suiv.) concernant la contradiction fondamentale dans laquelle est prise l’entreprise capitaliste moderne : d’un côté, elle doit solliciter la mobilisation et la participation des salariés, de l’autre elle les réduit à de simples exécutants obéissant à une logique qui reste extérieure à l’accomplissement de leur activité.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/52803471" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f82e777cb04adf358a7a2f873477cdd6" rel="nofollow" data-download="{"attachment_id":69891949,"asset_id":52803471,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/69891949/download_file?st=MTc0MDU3NjQwMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2967964" href="https://independent.academia.edu/DardotPierre">Dardot Pierre</a><script data-card-contents-for-user="2967964" type="text/json">{"id":2967964,"first_name":"Dardot","last_name":"Pierre","domain_name":"independent","page_name":"DardotPierre","display_name":"Dardot Pierre","profile_url":"https://independent.academia.edu/DardotPierre?f_ri=3200","photo":"https://0.academia-photos.com/2967964/19974381/19765054/s65_dardot.pierre.png"}</script></span></span></li><li class="js-paper-rank-work_52803471 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="52803471"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 52803471, container: ".js-paper-rank-work_52803471", }); 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Jamais n’a été aussi vraie la considération énoncée par Castoriadis (1979, p. 105 et suiv.) concernant la contradiction fondamentale dans laquelle est prise l’entreprise capitaliste moderne : d’un côté, elle doit solliciter la mobilisation et la participation des salariés, de l’autre elle les réduit à de simples exécutants obéissant à une logique qui reste extérieure à l’accomplissement de leur activité.","downloadable_attachments":[{"id":69891949,"asset_id":52803471,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2967964,"first_name":"Dardot","last_name":"Pierre","domain_name":"independent","page_name":"DardotPierre","display_name":"Dardot Pierre","profile_url":"https://independent.academia.edu/DardotPierre?f_ri=3200","photo":"https://0.academia-photos.com/2967964/19974381/19765054/s65_dardot.pierre.png"}],"research_interests":[{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true},{"id":63804,"name":"Institutions","url":"https://www.academia.edu/Documents/in/Institutions?f_ri=3200","nofollow":true},{"id":345039,"name":"Sociologie du travail","url":"https://www.academia.edu/Documents/in/Sociologie_du_travail?f_ri=3200","nofollow":true},{"id":700713,"name":"Pratiques Instituantes","url":"https://www.academia.edu/Documents/in/Pratiques_Instituantes?f_ri=3200","nofollow":true},{"id":1593478,"name":"Activité","url":"https://www.academia.edu/Documents/in/Activite?f_ri=3200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40220831" data-work_id="40220831" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40220831/Remixing_as_Praxis_Arnstein_s_Ladder_Through_the_Grassroots_Preservationist_s_Lens">Remixing as Praxis: Arnstein’s Ladder Through the Grassroots Preservationist’s Lens</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">ABSTRACT Problem, research strategy, and findings: When Arnstein created the ladder of participation, local gov- ernments engaged predominately urban African-American neighborhoods through federally funded pro- grams. Fifty years later,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40220831" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">ABSTRACT<br />Problem, research strategy, and findings: When Arnstein created the ladder of participation, local <br />gov-<br />ernments engaged predominately urban African-American neighborhoods through federally funded pro-<br />grams. Fifty years later, preservationists and heritage conservationists pursuing participatory <br />engagement<br />models in these communities find sustaining interest difficult. Absent from planning literature is <br />guidance<br />on how to ensure grassroots preservationists of color retain control during engagement. In this <br />study we<br />ask practitioners and scholars to consider the optimum approach to researching or preservation <br />planning<br />in this context. Through participatory action and ethnographic research, one of us (Roberts) helped<br />design a hybrid forum-style symposium dedicated to preserving historic Black settlement heritage. <br />As a<br />researcher and symposium co-planner, I documented local preservation knowledge using questionnaires<br />and performative storytelling while helping descendants of historic African-American settlements <br />identify<br />shared priorities and challenges. Findings suggest action researchers and preservationists must <br />“remix”<br />roles and the rungs of Arnstein’s ladder of participation to sustain and center stakeholder <br />involvement<br />when planning with marginalized communities. Remixing consists of strategically sampling, looping, <br />and<br />layering promising local knowledge with that of experts to support citizen-centered preservation <br />plan-<br />ning. By centering culturally informed planning approaches and negotiating with stakeholders, <br />professio-<br />nals can create the conditions for participation that support sustained involvement. Symposium co-<br />organizing and data collection catalyzed the ethical coproduction of knowledge and fostered ongoing<br />research and collaborative projects after study completion.<br />Takeaway for practice: Remixing as praxis offers a framework for engaged preservation and heritage<br />conservation that reinforces citizen empowerment through identification and application of <br />innovative<br />practices rooted in local knowledge. Identifying local practices that foster attachment and break <br />down<br />the hierarchy between expert and grassroots practitioners is essential to achieving praxis.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40220831" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2c691158b59eeabd1a9db76b0c45257e" rel="nofollow" data-download="{"attachment_id":60449353,"asset_id":40220831,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/60449353/download_file?st=MTc0MDU3NjQwMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="850104" href="https://virginia.academia.edu/AndreaRoberts">Andrea R Roberts</a><script data-card-contents-for-user="850104" type="text/json">{"id":850104,"first_name":"Andrea","last_name":"Roberts","domain_name":"virginia","page_name":"AndreaRoberts","display_name":"Andrea R Roberts","profile_url":"https://virginia.academia.edu/AndreaRoberts?f_ri=3200","photo":"https://0.academia-photos.com/850104/301554/107844626/s65_andrea.roberts.jpg"}</script></span></span></li><li class="js-paper-rank-work_40220831 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40220831"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40220831, container: ".js-paper-rank-work_40220831", }); 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Fifty years later, preservationists and heritage conservationists pursuing participatory \nengagement\nmodels in these communities find sustaining interest difficult. Absent from planning literature is \nguidance\non how to ensure grassroots preservationists of color retain control during engagement. In this \nstudy we\nask practitioners and scholars to consider the optimum approach to researching or preservation \nplanning\nin this context. Through participatory action and ethnographic research, one of us (Roberts) helped\ndesign a hybrid forum-style symposium dedicated to preserving historic Black settlement heritage. \nAs a\nresearcher and symposium co-planner, I documented local preservation knowledge using questionnaires\nand performative storytelling while helping descendants of historic African-American settlements \nidentify\nshared priorities and challenges. Findings suggest action researchers and preservationists must \n“remix”\nroles and the rungs of Arnstein’s ladder of participation to sustain and center stakeholder \ninvolvement\nwhen planning with marginalized communities. Remixing consists of strategically sampling, looping, \nand\nlayering promising local knowledge with that of experts to support citizen-centered preservation \nplan-\nning. By centering culturally informed planning approaches and negotiating with stakeholders, \nprofessio-\nnals can create the conditions for participation that support sustained involvement. Symposium co-\norganizing and data collection catalyzed the ethical coproduction of knowledge and fostered ongoing\nresearch and collaborative projects after study completion.\nTakeaway for practice: Remixing as praxis offers a framework for engaged preservation and heritage\nconservation that reinforces citizen empowerment through identification and application of \ninnovative\npractices rooted in local knowledge. Identifying local practices that foster attachment and break \ndown\nthe hierarchy between expert and grassroots practitioners is essential to achieving praxis.\n","downloadable_attachments":[{"id":60449353,"asset_id":40220831,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":850104,"first_name":"Andrea","last_name":"Roberts","domain_name":"virginia","page_name":"AndreaRoberts","display_name":"Andrea R Roberts","profile_url":"https://virginia.academia.edu/AndreaRoberts?f_ri=3200","photo":"https://0.academia-photos.com/850104/301554/107844626/s65_andrea.roberts.jpg"}],"research_interests":[{"id":296,"name":"Black Studies Or African American Studies","url":"https://www.academia.edu/Documents/in/Black_Studies_Or_African_American_Studies?f_ri=3200","nofollow":true},{"id":850,"name":"Testimony","url":"https://www.academia.edu/Documents/in/Testimony?f_ri=3200","nofollow":true},{"id":1607,"name":"Participatory Action Research","url":"https://www.academia.edu/Documents/in/Participatory_Action_Research?f_ri=3200","nofollow":true},{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true},{"id":3608,"name":"Historic Preservation","url":"https://www.academia.edu/Documents/in/Historic_Preservation?f_ri=3200"},{"id":3870,"name":"African Diaspora Studies","url":"https://www.academia.edu/Documents/in/African_Diaspora_Studies?f_ri=3200"},{"id":4071,"name":"Heritage Tourism","url":"https://www.academia.edu/Documents/in/Heritage_Tourism?f_ri=3200"},{"id":6492,"name":"Storytelling","url":"https://www.academia.edu/Documents/in/Storytelling?f_ri=3200"},{"id":7082,"name":"Performance Ethnography","url":"https://www.academia.edu/Documents/in/Performance_Ethnography?f_ri=3200"},{"id":12986,"name":"Texas History","url":"https://www.academia.edu/Documents/in/Texas_History?f_ri=3200"},{"id":19014,"name":"Black Church Studies","url":"https://www.academia.edu/Documents/in/Black_Church_Studies?f_ri=3200"},{"id":20436,"name":"Urban And Regional Planning","url":"https://www.academia.edu/Documents/in/Urban_And_Regional_Planning?f_ri=3200"},{"id":22540,"name":"Qualitative Research Methods","url":"https://www.academia.edu/Documents/in/Qualitative_Research_Methods?f_ri=3200"},{"id":106018,"name":"Framing and agenda setting research","url":"https://www.academia.edu/Documents/in/Framing_and_agenda_setting_research?f_ri=3200"},{"id":340620,"name":"Rural studies","url":"https://www.academia.edu/Documents/in/Rural_studies?f_ri=3200"},{"id":545153,"name":"Critical Heritage Studies","url":"https://www.academia.edu/Documents/in/Critical_Heritage_Studies?f_ri=3200"},{"id":655397,"name":"Remix Studies","url":"https://www.academia.edu/Documents/in/Remix_Studies?f_ri=3200"},{"id":982763,"name":"Black Settlements","url":"https://www.academia.edu/Documents/in/Black_Settlements?f_ri=3200"},{"id":998633,"name":"Reflexive Praxis","url":"https://www.academia.edu/Documents/in/Reflexive_Praxis?f_ri=3200"},{"id":2207696,"name":"African American Texas History","url":"https://www.academia.edu/Documents/in/African_American_Texas_History?f_ri=3200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43754352" data-work_id="43754352" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43754352/Las_pr%C3%A1cticas_del_profesorado_sus_aportes_a_la_investigaci%C3%B3n_y_a_la_did%C3%A1ctica_2016_">Las prácticas del profesorado: sus aportes a la investigación y a la didáctica (2016)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">La presente investigación enfoca la práctica de la enseñanza -objeto de estudio de la Didáctica- y tiene como objetivo analizar las prácticas que obstruyen el aprendizaje. Nuestros estudiantes se insertan en las... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43754352" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">La  presente  investigación  enfoca  la práctica  de  la  enseñanza  -objeto  de estudio  de  la  Didáctica-  y  tiene  como objetivo  analizar  las  prácticas  que obstruyen  el  aprendizaje.  Nuestros estudiantes  se  insertan  en  las  aulas del  secundario  y  emplean  el  Dispositivo de  Análisis  de  Clases  (D.A.C.)  para grabar  las  prácticas.  Los  resultados de  este  análisis  permiten  reconocer  la aparición  de  la  enseñanza  irrelevante caracterizada  por  mediaciones discursivas  heteroestructurantes, banalización  del  saber,  pérdida  de  la comprensión  y  de  la  experiencia  y  la resultante  fi nal  de  la  pérdida  del  sujeto. De  esta  manera,  esa  enseñanza  no  se compromete  con  el  aprendizaje,  ni  lo custodia  a  través  de  la  evaluación  por  lo que  no  detecta  los  obstáculos  habilitando el  fracaso.  El  reconocimiento  de  las dimensiones  de  la  enseñanza  irrelevante permitirá  a  los  docentes  y  estudiantes comprometerse  con  la  mejora.  La incorporación  de  la  investigación  a las  prácticas  curriculares  enriquece la  formación  y  la  profesionalización docente,  a  la  vez  que  favorece  la producción de conocimiento didáctico.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43754352" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="812ebf4956a8e862d37738c9b95156f8" rel="nofollow" data-download="{"attachment_id":64066101,"asset_id":43754352,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64066101/download_file?st=MTc0MDU3NjQwMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="46086193" href="https://unlpam.academia.edu/VilmaPruzzodeDiPego">Vilma Pruzzo de Di Pego</a><script data-card-contents-for-user="46086193" type="text/json">{"id":46086193,"first_name":"Vilma","last_name":"Pruzzo de Di Pego","domain_name":"unlpam","page_name":"VilmaPruzzodeDiPego","display_name":"Vilma Pruzzo de Di Pego","profile_url":"https://unlpam.academia.edu/VilmaPruzzodeDiPego?f_ri=3200","photo":"https://0.academia-photos.com/46086193/12205760/13592924/s65_vilma.pruzzo.jpg"}</script></span></span></li><li class="js-paper-rank-work_43754352 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43754352"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43754352, container: ".js-paper-rank-work_43754352", }); });</script></li><li class="js-percentile-work_43754352 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43754352; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_43754352"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_43754352 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="43754352"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43754352; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43754352]").text(description); $(".js-view-count-work_43754352").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43754352").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43754352"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3200" rel="nofollow" href="https://www.academia.edu/Documents/in/Praxis">Praxis</a>, <script data-card-contents-for-ri="3200" type="text/json">{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="133665" rel="nofollow" href="https://www.academia.edu/Documents/in/Didactica">Didactica</a>, <script data-card-contents-for-ri="133665" type="text/json">{"id":133665,"name":"Didactica","url":"https://www.academia.edu/Documents/in/Didactica?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="399720" rel="nofollow" href="https://www.academia.edu/Documents/in/Poiesis">Poiesis</a><script data-card-contents-for-ri="399720" type="text/json">{"id":399720,"name":"Poiesis","url":"https://www.academia.edu/Documents/in/Poiesis?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43754352]'), work: {"id":43754352,"title":"Las prácticas del profesorado: sus aportes a la investigación y a la didáctica (2016)","created_at":"2020-07-31T09:20:31.696-07:00","url":"https://www.academia.edu/43754352/Las_pr%C3%A1cticas_del_profesorado_sus_aportes_a_la_investigaci%C3%B3n_y_a_la_did%C3%A1ctica_2016_?f_ri=3200","dom_id":"work_43754352","summary":"La presente investigación enfoca la práctica de la enseñanza -objeto de estudio de la Didáctica- y tiene como objetivo analizar las prácticas que obstruyen el aprendizaje. Nuestros estudiantes se insertan en las aulas del secundario y emplean el Dispositivo de Análisis de Clases (D.A.C.) para grabar las prácticas. Los resultados de este análisis permiten reconocer la aparición de la enseñanza irrelevante caracterizada por mediaciones discursivas heteroestructurantes, banalización del saber, pérdida de la comprensión y de la experiencia y la resultante fi nal de la pérdida del sujeto. De esta manera, esa enseñanza no se compromete con el aprendizaje, ni lo custodia a través de la evaluación por lo que no detecta los obstáculos habilitando el fracaso. El reconocimiento de las dimensiones de la enseñanza irrelevante permitirá a los docentes y estudiantes comprometerse con la mejora. La incorporación de la investigación a las prácticas curriculares enriquece la formación y la profesionalización docente, a la vez que favorece la producción de conocimiento didáctico.","downloadable_attachments":[{"id":64066101,"asset_id":43754352,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":46086193,"first_name":"Vilma","last_name":"Pruzzo de Di Pego","domain_name":"unlpam","page_name":"VilmaPruzzodeDiPego","display_name":"Vilma Pruzzo de Di Pego","profile_url":"https://unlpam.academia.edu/VilmaPruzzodeDiPego?f_ri=3200","photo":"https://0.academia-photos.com/46086193/12205760/13592924/s65_vilma.pruzzo.jpg"}],"research_interests":[{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true},{"id":133665,"name":"Didactica","url":"https://www.academia.edu/Documents/in/Didactica?f_ri=3200","nofollow":true},{"id":399720,"name":"Poiesis","url":"https://www.academia.edu/Documents/in/Poiesis?f_ri=3200","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_39217600 coauthored" data-work_id="39217600" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/39217600/Castoriadis_et_les_sciences_sociales_Introduction">Castoriadis et les sciences sociales - Introduction</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39217600" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5d1c73482657fd5033cb47075cd689ec" rel="nofollow" data-download="{"attachment_id":59346856,"asset_id":39217600,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button 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Tranchant","profile_url":"https://usherbrooke.academia.edu/ThibaultTranchant?f_ri=3200","photo":"https://0.academia-photos.com/60323255/15938275/35538434/s65_thibault.tranchant.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-39217600">+1</span><div class="hidden js-additional-users-39217600"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uottawa.academia.edu/Genevi%C3%A8veGendreau">Geneviève Gendreau</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-39217600'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-39217600').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_39217600 InlineList-item InlineList-item--bordered hidden"><span 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class="js-view-count-work_39217600 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="39217600"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39217600; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39217600]").text(description); $(".js-view-count-work_39217600").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_39217600").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="39217600"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3200" rel="nofollow" href="https://www.academia.edu/Documents/in/Praxis">Praxis</a>, <script data-card-contents-for-ri="3200" type="text/json">{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10444" rel="nofollow" href="https://www.academia.edu/Documents/in/Postmodernism">Postmodernism</a>, <script data-card-contents-for-ri="10444" type="text/json">{"id":10444,"name":"Postmodernism","url":"https://www.academia.edu/Documents/in/Postmodernism?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11848" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Ontology">Social Ontology</a>, <script data-card-contents-for-ri="11848" type="text/json">{"id":11848,"name":"Social Ontology","url":"https://www.academia.edu/Documents/in/Social_Ontology?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="21989" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Imaginaries">Social Imaginaries</a><script data-card-contents-for-ri="21989" type="text/json">{"id":21989,"name":"Social Imaginaries","url":"https://www.academia.edu/Documents/in/Social_Imaginaries?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=39217600]'), work: {"id":39217600,"title":"Castoriadis et les sciences sociales - 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Gendreau","profile_url":"https://uottawa.academia.edu/Genevi%C3%A8veGendreau?f_ri=3200","photo":"https://0.academia-photos.com/3781878/2865621/23798517/s65_genevi_ve.gendreau.jpg"}],"research_interests":[{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true},{"id":10444,"name":"Postmodernism","url":"https://www.academia.edu/Documents/in/Postmodernism?f_ri=3200","nofollow":true},{"id":11848,"name":"Social Ontology","url":"https://www.academia.edu/Documents/in/Social_Ontology?f_ri=3200","nofollow":true},{"id":21989,"name":"Social Imaginaries","url":"https://www.academia.edu/Documents/in/Social_Imaginaries?f_ri=3200","nofollow":true},{"id":39592,"name":"Cornelius Castoriadis","url":"https://www.academia.edu/Documents/in/Cornelius_Castoriadis?f_ri=3200"},{"id":211172,"name":"Michel Freitag","url":"https://www.academia.edu/Documents/in/Michel_Freitag?f_ri=3200"},{"id":348201,"name":"Socialisme Ou Barbarie","url":"https://www.academia.edu/Documents/in/Socialisme_Ou_Barbarie?f_ri=3200"},{"id":688713,"name":"Imaginaire Social","url":"https://www.academia.edu/Documents/in/Imaginaire_Social?f_ri=3200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1001885" data-work_id="1001885" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1001885/To_EBP_or_Not_To_EBP_Social_Works_Dilemma_with_Evidence_Based_Practice">To EBP or Not To EBP?: Social Work's Dilemma with Evidence Based Practice</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Evidence-based practice (EBP) continues to be a widely debated and tentatively accepted movement in social work. Although there is a great deal of discussion of evidence-based practice within the professional literature, mainstream social... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1001885" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Evidence-based practice (EBP) continues to be a widely debated and tentatively accepted movement in social work. Although there is a great deal of discussion of evidence-based practice within the professional literature, mainstream social work seems to be generally unaltered by this movement. This paper explores the history and evolution of social work knowledge development and the relationship between social work knowledge and practice in the context of the evidence-based practice movement. Evidence-based practice can be a useful framework to guide social work toward meeting the challenges of the profession, more effectively helping our clients and being better positioned to confront social problems. Adopting evidence-based practice will not be easy; there are a number of challenges, implications and choices that need to be considered. Critically considering evidence-based practice in the field of social work will put us in a better position to evaluate how we practice, and challenge us to do better.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1001885" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d969b15dd704263e705b327bc4f10dcb" rel="nofollow" data-download="{"attachment_id":6131463,"asset_id":1001885,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/6131463/download_file?st=MTc0MDU3NjQwMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="834979" href="https://slu.academia.edu/BrandyMaynard">Brandy R Maynard</a><script data-card-contents-for-user="834979" type="text/json">{"id":834979,"first_name":"Brandy","last_name":"Maynard","domain_name":"slu","page_name":"BrandyMaynard","display_name":"Brandy R Maynard","profile_url":"https://slu.academia.edu/BrandyMaynard?f_ri=3200","photo":"https://0.academia-photos.com/834979/292893/152055469/s65_brandy.maynard.png"}</script></span></span></li><li class="js-paper-rank-work_1001885 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1001885"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1001885, container: ".js-paper-rank-work_1001885", }); });</script></li><li class="js-percentile-work_1001885 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1001885; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_1001885"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_1001885 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="1001885"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1001885; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1001885]").text(description); $(".js-view-count-work_1001885").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1001885").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1001885"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="3200" rel="nofollow" href="https://www.academia.edu/Documents/in/Praxis">Praxis</a><script data-card-contents-for-ri="3200" type="text/json">{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1001885]'), work: {"id":1001885,"title":"To EBP or Not To EBP?: Social Work's Dilemma with Evidence Based Practice","created_at":"2011-10-11T23:43:49.471-07:00","url":"https://www.academia.edu/1001885/To_EBP_or_Not_To_EBP_Social_Works_Dilemma_with_Evidence_Based_Practice?f_ri=3200","dom_id":"work_1001885","summary":"Evidence-based practice (EBP) continues to be a widely debated and tentatively accepted movement in social work. Although there is a great deal of discussion of evidence-based practice within the professional literature, mainstream social work seems to be generally unaltered by this movement. This paper explores the history and evolution of social work knowledge development and the relationship between social work knowledge and practice in the context of the evidence-based practice movement. Evidence-based practice can be a useful framework to guide social work toward meeting the challenges of the profession, more effectively helping our clients and being better positioned to confront social problems. Adopting evidence-based practice will not be easy; there are a number of challenges, implications and choices that need to be considered. Critically considering evidence-based practice in the field of social work will put us in a better position to evaluate how we practice, and challenge us to do better.","downloadable_attachments":[{"id":6131463,"asset_id":1001885,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":834979,"first_name":"Brandy","last_name":"Maynard","domain_name":"slu","page_name":"BrandyMaynard","display_name":"Brandy R Maynard","profile_url":"https://slu.academia.edu/BrandyMaynard?f_ri=3200","photo":"https://0.academia-photos.com/834979/292893/152055469/s65_brandy.maynard.png"}],"research_interests":[{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_19807251" data-work_id="19807251" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/19807251/Before_Architecture_Archai_Architects_and_Architectonics_in_Plato_and_Aristotle">Before Architecture: Archai, Architects and Architectonics in Plato and Aristotle</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">"This study gathers and interprets the earliest extant references to architects in ancient Greek philosophy, as found in select works of Plato and Aristotle. Throughout this review, Plato and Aristotle [are] shown to consistently present... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_19807251" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">"This study gathers and interprets the earliest extant references to architects in ancient Greek philosophy, as found in select works of Plato and Aristotle.  Throughout this review, Plato and Aristotle [are] shown to consistently present architectonic agents as exemplary civic and intellectual leaders, acting in awareness of their own (and others’) limits, with knowledge of the most appropriate archē, and with a view to the most comprehensive aims—the common good. This discloses an alternative and more accurate etymology of architects: not as master-builders but as leaders and makers of beginnings (archai). The aim of this essay has been not only to rediscover the discursive beginnings for a renewed philosophy of architecture, but to suggest how these philosophical 'archai' might help present-day architects reimagine the full relevance of their still contested role."</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/19807251" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e4a09eed1d8c141c32dd2b729a126ca3" rel="nofollow" data-download="{"attachment_id":40856001,"asset_id":19807251,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40856001/download_file?st=MTc0MDU3NjQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3363697" href="https://torontomu.academia.edu/LisaLandrum">Lisa Landrum</a><script data-card-contents-for-user="3363697" type="text/json">{"id":3363697,"first_name":"Lisa","last_name":"Landrum","domain_name":"torontomu","page_name":"LisaLandrum","display_name":"Lisa Landrum","profile_url":"https://torontomu.academia.edu/LisaLandrum?f_ri=3200","photo":"https://0.academia-photos.com/3363697/1130063/113794300/s65_lisa.landrum.jpg"}</script></span></span></li><li class="js-paper-rank-work_19807251 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="19807251"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 19807251, container: ".js-paper-rank-work_19807251", }); 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$(".js-view-count[data-work-id=19807251]").text(description); $(".js-view-count-work_19807251").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_19807251").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="19807251"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">116</a>  </div><span class="InlineList-item-text u-textTruncate u-pl11x"><a class="InlineList-item-text" data-has-card-for-ri="8" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Theory">Critical Theory</a>, <script data-card-contents-for-ri="8" type="text/json">{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="209" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Theory">Social Theory</a>, <script data-card-contents-for-ri="209" type="text/json">{"id":209,"name":"Social Theory","url":"https://www.academia.edu/Documents/in/Social_Theory?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="813" rel="nofollow" href="https://www.academia.edu/Documents/in/Political_Philosophy">Political Philosophy</a>, <script data-card-contents-for-ri="813" type="text/json">{"id":813,"name":"Political Philosophy","url":"https://www.academia.edu/Documents/in/Political_Philosophy?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="839" rel="nofollow" href="https://www.academia.edu/Documents/in/Aristophanes">Aristophanes</a><script data-card-contents-for-ri="839" type="text/json">{"id":839,"name":"Aristophanes","url":"https://www.academia.edu/Documents/in/Aristophanes?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=19807251]'), work: {"id":19807251,"title":"Before Architecture: Archai, Architects and Architectonics in Plato and Aristotle","created_at":"2015-12-23T12:56:56.020-08:00","url":"https://www.academia.edu/19807251/Before_Architecture_Archai_Architects_and_Architectonics_in_Plato_and_Aristotle?f_ri=3200","dom_id":"work_19807251","summary":"\"This study gathers and interprets the earliest extant references to architects in ancient Greek philosophy, as found in select works of Plato and Aristotle. Throughout this review, Plato and Aristotle [are] shown to consistently present architectonic agents as exemplary civic and intellectual leaders, acting in awareness of their own (and others’) limits, with knowledge of the most appropriate archē, and with a view to the most comprehensive aims—the common good. This discloses an alternative and more accurate etymology of architects: not as master-builders but as leaders and makers of beginnings (archai). The aim of this essay has been not only to rediscover the discursive beginnings for a renewed philosophy of architecture, but to suggest how these philosophical 'archai' might help present-day architects reimagine the full relevance of their still contested role.\" ","downloadable_attachments":[{"id":40856001,"asset_id":19807251,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3363697,"first_name":"Lisa","last_name":"Landrum","domain_name":"torontomu","page_name":"LisaLandrum","display_name":"Lisa Landrum","profile_url":"https://torontomu.academia.edu/LisaLandrum?f_ri=3200","photo":"https://0.academia-photos.com/3363697/1130063/113794300/s65_lisa.landrum.jpg"}],"research_interests":[{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=3200","nofollow":true},{"id":209,"name":"Social Theory","url":"https://www.academia.edu/Documents/in/Social_Theory?f_ri=3200","nofollow":true},{"id":813,"name":"Political 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Rethinking Nishida's Practical Philosophy</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In reply to critics who summarily dismiss Nishida's philosophy as weakened on the historical front by excessive attention to the mind and interiority, in this essay I provide textual proof of a major shift in Nishida's late work based on... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1448632" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In reply to critics who summarily dismiss Nishida's philosophy as weakened on the historical front by excessive attention to the mind and interiority, in this essay I provide textual proof of a major shift in Nishida's late work based on the attept to overcome the dichotomy between the "within" and the "without". This is accomplished by applying a "dialectic of the historical world" to the mutual self-expression of the world and the things that make it up, including but not restricted to conscious subjects. I see here the core of Nishida's complementary ideas of praxis and poiesis, and from there discuss the revised notions of politics, technology, morality and history. I conclude by displacing a blanket rejection of Nishida's view of history with a particular critique aimed at an overly abstract and optimistic tendency that kept Nishida from recognizing the darker side of technology and the relationships of humans to their natural and social world.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1448632" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0daae46dde00afd8fd447085db195fe3" rel="nofollow" data-download="{"attachment_id":31276513,"asset_id":1448632,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31276513/download_file?st=MTc0MDU3NjQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="691601" href="https://unito.academia.edu/MatteoCestari">Matteo Cestari</a><script data-card-contents-for-user="691601" type="text/json">{"id":691601,"first_name":"Matteo","last_name":"Cestari","domain_name":"unito","page_name":"MatteoCestari","display_name":"Matteo Cestari","profile_url":"https://unito.academia.edu/MatteoCestari?f_ri=3200","photo":"https://0.academia-photos.com/691601/461506/26439789/s65_matteo.cestari.png"}</script></span></span></li><li class="js-paper-rank-work_1448632 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1448632"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1448632, container: ".js-paper-rank-work_1448632", }); 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$(".js-view-count[data-work-id=1448632]").text(description); $(".js-view-count-work_1448632").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1448632").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1448632"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="855" rel="nofollow" href="https://www.academia.edu/Documents/in/Philosophy_of_Technology">Philosophy of Technology</a>, <script data-card-contents-for-ri="855" type="text/json">{"id":855,"name":"Philosophy of Technology","url":"https://www.academia.edu/Documents/in/Philosophy_of_Technology?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1223" rel="nofollow" href="https://www.academia.edu/Documents/in/Japanese_Philosophy">Japanese Philosophy</a>, <script data-card-contents-for-ri="1223" type="text/json">{"id":1223,"name":"Japanese Philosophy","url":"https://www.academia.edu/Documents/in/Japanese_Philosophy?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3200" rel="nofollow" href="https://www.academia.edu/Documents/in/Praxis">Praxis</a>, <script data-card-contents-for-ri="3200" type="text/json">{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7216" rel="nofollow" href="https://www.academia.edu/Documents/in/The_Body">The Body</a><script data-card-contents-for-ri="7216" type="text/json">{"id":7216,"name":"The Body","url":"https://www.academia.edu/Documents/in/The_Body?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1448632]'), work: {"id":1448632,"title":"From Seeing to Acting. Rethinking Nishida's Practical Philosophy","created_at":"2012-02-29T20:10:51.603-08:00","url":"https://www.academia.edu/1448632/From_Seeing_to_Acting_Rethinking_Nishidas_Practical_Philosophy?f_ri=3200","dom_id":"work_1448632","summary":"In reply to critics who summarily dismiss Nishida's philosophy as weakened on the historical front by excessive attention to the mind and interiority, in this essay I provide textual proof of a major shift in Nishida's late work based on the attept to overcome the dichotomy between the \"within\" and the \"without\". This is accomplished by applying a \"dialectic of the historical world\" to the mutual self-expression of the world and the things that make it up, including but not restricted to conscious subjects. I see here the core of Nishida's complementary ideas of praxis and poiesis, and from there discuss the revised notions of politics, technology, morality and history. I conclude by displacing a blanket rejection of Nishida's view of history with a particular critique aimed at an overly abstract and optimistic tendency that kept Nishida from recognizing the darker side of technology and the relationships of humans to their natural and social world.","downloadable_attachments":[{"id":31276513,"asset_id":1448632,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":691601,"first_name":"Matteo","last_name":"Cestari","domain_name":"unito","page_name":"MatteoCestari","display_name":"Matteo Cestari","profile_url":"https://unito.academia.edu/MatteoCestari?f_ri=3200","photo":"https://0.academia-photos.com/691601/461506/26439789/s65_matteo.cestari.png"}],"research_interests":[{"id":855,"name":"Philosophy of Technology","url":"https://www.academia.edu/Documents/in/Philosophy_of_Technology?f_ri=3200","nofollow":true},{"id":1223,"name":"Japanese Philosophy","url":"https://www.academia.edu/Documents/in/Japanese_Philosophy?f_ri=3200","nofollow":true},{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true},{"id":7216,"name":"The Body","url":"https://www.academia.edu/Documents/in/The_Body?f_ri=3200","nofollow":true},{"id":9465,"name":"Philosophy of History","url":"https://www.academia.edu/Documents/in/Philosophy_of_History?f_ri=3200"},{"id":21511,"name":"Nishida Kitarō","url":"https://www.academia.edu/Documents/in/Nishida_Kitar%C5%8D?f_ri=3200"},{"id":26194,"name":"Kyoto School","url":"https://www.academia.edu/Documents/in/Kyoto_School?f_ri=3200"},{"id":52740,"name":"Practical Philosophy","url":"https://www.academia.edu/Documents/in/Practical_Philosophy?f_ri=3200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_21203079 coauthored" data-work_id="21203079" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/21203079/_Sozialer_Sinn_">»Sozialer Sinn«</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Das Werk Sozialer Sinn. Kritik der theoretischen Vernunft (1987) wurde erstmalig 1980 in Paris veröffentlicht und kann mit Fug und Recht als ein Schlüssel zu Bourdieus Gesamtwerk gelten. Mit diesem Buch wird aus dem Ethnologen Bourdieu... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_21203079" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Das Werk Sozialer Sinn. Kritik der theoretischen Vernunft (1987) wurde erstmalig 1980 in Paris veröffentlicht und kann mit Fug und Recht als ein Schlüssel zu Bourdieus Gesamtwerk gelten. Mit diesem Buch wird aus dem Ethnologen Bourdieu der Soziologe Bourdieu. Es stellt den Üvon der Erarbeitung des Habitusbegriffs und des Konzepts vom symbolischen Kapital am Beispiel einer traditionalen Gesellschaft hin zur Anwendung und Verfeinerung dieser theoretischen Konzepte zur Analyse der französischen Gegenwartsgesellschaft dar (SchmeiseI 1986, 167). Damit kommt dem Werk gewissermaßen eine Scharnierfunktion in Bourdieus Denken zu, welches die Übertragung und Anwendung des ethnologisch erarbeitenden Wissens auf moderne soziale Kontexte erlaubt und zugleich den Übergang zur Forschung über die Die feinen Unterschiede (1982) der französischen Gesellschaft markiert.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/21203079" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fef571fbbc87335389b254714e21aa63" rel="nofollow" data-download="{"attachment_id":54232976,"asset_id":21203079,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54232976/download_file?st=MTc0MDU3NjQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5356324" href="https://kh-freiburg.academia.edu/AlexanderLenger">Alexander Lenger</a><script data-card-contents-for-user="5356324" type="text/json">{"id":5356324,"first_name":"Alexander","last_name":"Lenger","domain_name":"kh-freiburg","page_name":"AlexanderLenger","display_name":"Alexander Lenger","profile_url":"https://kh-freiburg.academia.edu/AlexanderLenger?f_ri=3200","photo":"https://0.academia-photos.com/5356324/2796542/17602935/s65_alexander.lenger.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-21203079">+1</span><div class="hidden js-additional-users-21203079"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://ifn-magdeburg.academia.edu/ChristianSchneickert">Christian Schneickert</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-21203079'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-21203079').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_21203079 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="21203079"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 21203079; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=21203079]").text(description); $(".js-view-count-work_21203079").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_21203079").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="21203079"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3200" rel="nofollow" href="https://www.academia.edu/Documents/in/Praxis">Praxis</a>, <script data-card-contents-for-ri="3200" type="text/json">{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="13340" rel="nofollow" href="https://www.academia.edu/Documents/in/Pierre_Bourdieu">Pierre Bourdieu</a>, <script data-card-contents-for-ri="13340" type="text/json">{"id":13340,"name":"Pierre Bourdieu","url":"https://www.academia.edu/Documents/in/Pierre_Bourdieu?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="178842" rel="nofollow" href="https://www.academia.edu/Documents/in/Soziologie">Soziologie</a><script data-card-contents-for-ri="178842" type="text/json">{"id":178842,"name":"Soziologie","url":"https://www.academia.edu/Documents/in/Soziologie?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=21203079]'), work: {"id":21203079,"title":"»Sozialer Sinn«","created_at":"2016-01-29T22:20:13.124-08:00","url":"https://www.academia.edu/21203079/_Sozialer_Sinn_?f_ri=3200","dom_id":"work_21203079","summary":" Das Werk Sozialer Sinn. Kritik der theoretischen Vernunft (1987) wurde erstmalig 1980 in Paris veröffentlicht und kann mit Fug und Recht als ein Schlüssel zu Bourdieus Gesamtwerk gelten. Mit diesem Buch wird aus dem Ethnologen Bourdieu der Soziologe Bourdieu. Es stellt den Üvon der Erarbeitung des Habitusbegriffs und des Konzepts vom symbolischen Kapital am Beispiel einer traditionalen Gesellschaft hin zur Anwendung und Verfeinerung dieser theoretischen Konzepte zur Analyse der französischen Gegenwartsgesellschaft dar (SchmeiseI 1986, 167). Damit kommt dem Werk gewissermaßen eine Scharnierfunktion in Bourdieus Denken zu, welches die Übertragung und Anwendung des ethnologisch erarbeitenden Wissens auf moderne soziale Kontexte erlaubt und zugleich den Übergang zur Forschung über die Die feinen Unterschiede (1982) der französischen Gesellschaft markiert. ","downloadable_attachments":[{"id":54232976,"asset_id":21203079,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5356324,"first_name":"Alexander","last_name":"Lenger","domain_name":"kh-freiburg","page_name":"AlexanderLenger","display_name":"Alexander Lenger","profile_url":"https://kh-freiburg.academia.edu/AlexanderLenger?f_ri=3200","photo":"https://0.academia-photos.com/5356324/2796542/17602935/s65_alexander.lenger.jpg"},{"id":47574739,"first_name":"Christian","last_name":"Schneickert","domain_name":"ifn-magdeburg","page_name":"ChristianSchneickert","display_name":"Christian Schneickert","profile_url":"https://ifn-magdeburg.academia.edu/ChristianSchneickert?f_ri=3200","photo":"https://0.academia-photos.com/47574739/12545224/13958517/s65_christian.schneickert.jpg"}],"research_interests":[{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true},{"id":13340,"name":"Pierre Bourdieu","url":"https://www.academia.edu/Documents/in/Pierre_Bourdieu?f_ri=3200","nofollow":true},{"id":178842,"name":"Soziologie","url":"https://www.academia.edu/Documents/in/Soziologie?f_ri=3200","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34184159" data-work_id="34184159" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34184159/Critical_Race_Media_Projects_Counterstories_and_Praxis_Re_Claim_Chicana_o_Experiences">Critical Race Media Projects: Counterstories and Praxis (Re)Claim Chicana/o Experiences</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article maps out two critical race media projects – a documentary and a Chicana/o-centric student newspaper – developed by Chicana/o scholars seeking to fulfilll the promise of praxis hailed by critical race theorists. Fortified and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34184159" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article maps out two critical race media projects – a documentary and a Chicana/o-centric student newspaper – developed by Chicana/o scholars seeking to fulfilll the promise of praxis hailed by critical race theorists. Fortified and guided by the quintessential tenets of critical race theory and Latino critical race theory, these critical race media projects not only apply, but also extend these principles to seek educational and community transformation. As such, the production process for both documentary and student newspaper merge research and activism in order to cultivate figurative and literal spaces that encourage and allow for the recuperation of memory, archiving forgotten history, and the self-determination of contemporary identities and belonging. By harnessing critical race theory's counter story-telling focus, these projects cultivate the voices of resistance and reclamation in Latina/o communities, transcending the Black/White paradigm that bounds a majority of critical race scholarship. In addition, both the film and quarterly newspaper uniquely sharpen the theoretical framework's analytic critique of language, discourse and representation, exemplifying the inimitable power of words to both heal and wound.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34184159" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="60a0666f85f2aa2495472c9eae76dabc" rel="nofollow" data-download="{"attachment_id":54102747,"asset_id":34184159,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54102747/download_file?st=MTc0MDU3NjQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="55060969" href="https://utsa.academia.edu/SAleman">S. Aleman</a><script data-card-contents-for-user="55060969" type="text/json">{"id":55060969,"first_name":"S.","last_name":"Aleman","domain_name":"utsa","page_name":"SAleman","display_name":"S. Aleman","profile_url":"https://utsa.academia.edu/SAleman?f_ri=3200","photo":"https://0.academia-photos.com/55060969/17460775/18827698/s65_s..aleman.jpg"}</script></span></span></li><li class="js-paper-rank-work_34184159 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34184159"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34184159, container: ".js-paper-rank-work_34184159", }); });</script></li><li class="js-percentile-work_34184159 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34184159; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_34184159"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_34184159 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="34184159"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34184159; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34184159]").text(description); $(".js-view-count-work_34184159").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_34184159").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="34184159"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3200" rel="nofollow" href="https://www.academia.edu/Documents/in/Praxis">Praxis</a>, <script data-card-contents-for-ri="3200" type="text/json">{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5247" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Race_Theory">Critical Race Theory</a>, <script data-card-contents-for-ri="5247" type="text/json">{"id":5247,"name":"Critical Race Theory","url":"https://www.academia.edu/Documents/in/Critical_Race_Theory?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="113075" rel="nofollow" href="https://www.academia.edu/Documents/in/Counter-Storytelling">Counter-Storytelling</a><script data-card-contents-for-ri="113075" type="text/json">{"id":113075,"name":"Counter-Storytelling","url":"https://www.academia.edu/Documents/in/Counter-Storytelling?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=34184159]'), work: {"id":34184159,"title":"Critical Race Media Projects: Counterstories and Praxis (Re)Claim Chicana/o Experiences","created_at":"2017-08-09T15:35:49.435-07:00","url":"https://www.academia.edu/34184159/Critical_Race_Media_Projects_Counterstories_and_Praxis_Re_Claim_Chicana_o_Experiences?f_ri=3200","dom_id":"work_34184159","summary":"This article maps out two critical race media projects – a documentary and a Chicana/o-centric student newspaper – developed by Chicana/o scholars seeking to fulfilll the promise of praxis hailed by critical race theorists. Fortified and guided by the quintessential tenets of critical race theory and Latino critical race theory, these critical race media projects not only apply, but also extend these principles to seek educational and community transformation. As such, the production process for both documentary and student newspaper merge research and activism in order to cultivate figurative and literal spaces that encourage and allow for the recuperation of memory, archiving forgotten history, and the self-determination of contemporary identities and belonging. By harnessing critical race theory's counter story-telling focus, these projects cultivate the voices of resistance and reclamation in Latina/o communities, transcending the Black/White paradigm that bounds a majority of critical race scholarship. In addition, both the film and quarterly newspaper uniquely sharpen the theoretical framework's analytic critique of language, discourse and representation, exemplifying the inimitable power of words to both heal and wound.","downloadable_attachments":[{"id":54102747,"asset_id":34184159,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":55060969,"first_name":"S.","last_name":"Aleman","domain_name":"utsa","page_name":"SAleman","display_name":"S. Aleman","profile_url":"https://utsa.academia.edu/SAleman?f_ri=3200","photo":"https://0.academia-photos.com/55060969/17460775/18827698/s65_s..aleman.jpg"}],"research_interests":[{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true},{"id":5247,"name":"Critical Race Theory","url":"https://www.academia.edu/Documents/in/Critical_Race_Theory?f_ri=3200","nofollow":true},{"id":113075,"name":"Counter-Storytelling","url":"https://www.academia.edu/Documents/in/Counter-Storytelling?f_ri=3200","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_75319043" data-work_id="75319043" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/75319043/Maximizing_Dharma_Krsnas_Consequentialism_in_the_Mahabharata">Maximizing Dharma: Krsna's Consequentialism in the Mahabharata</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The Mahabharata, an Indian epic poem, describes a legendary war between two sides of a royal family. The epic&#39;s plot involves numerous moral dilemmas that have intrigued and perplexed scholars of Indian literature. Many of these... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_75319043" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The Mahabharata, an Indian epic poem, describes a legendary war between two sides of a royal family. The epic&#39;s plot involves numerous moral dilemmas that have intrigued and perplexed scholars of Indian literature. Many of these dilemmas revolve around a character named Krsna. Krsna is a divine incarnation and a self-proclaimed upholder of dharma, a system of social and religious duties central to Hindu ethics. Yet, during the war, Krsna repeatedly encourages his allies to use tactics that violate dharma. In this paper, I try to make sense of Krsna&#39;s actions by analyzing them in terms of categories from Western moral philosophy. I show that Krsna seems to embrace an ethical approach called consequentialism, but that his version of consequentialism differs from Western theories of consequentialism by seeing adherence to dharma as an intrinsic good.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/75319043" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0e0da573f347c0f2af5c1cf12c4f4844" rel="nofollow" data-download="{"attachment_id":83134956,"asset_id":75319043,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/83134956/download_file?st=MTc0MDU3NjQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="182320770" href="https://csusb.academia.edu/JosephDowd">Joseph Dowd</a><script data-card-contents-for-user="182320770" type="text/json">{"id":182320770,"first_name":"Joseph","last_name":"Dowd","domain_name":"csusb","page_name":"JosephDowd","display_name":"Joseph Dowd","profile_url":"https://csusb.academia.edu/JosephDowd?f_ri=3200","photo":"https://0.academia-photos.com/182320770/146986250/136533395/s65_joseph.dowd.jpg"}</script></span></span></li><li class="js-paper-rank-work_75319043 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="75319043"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 75319043, container: ".js-paper-rank-work_75319043", }); 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$(".js-view-count[data-work-id=75319043]").text(description); $(".js-view-count-work_75319043").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_75319043").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="75319043"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="114" rel="nofollow" href="https://www.academia.edu/Documents/in/Hinduism">Hinduism</a>, <script data-card-contents-for-ri="114" type="text/json">{"id":114,"name":"Hinduism","url":"https://www.academia.edu/Documents/in/Hinduism?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="803" rel="nofollow" href="https://www.academia.edu/Documents/in/Philosophy">Philosophy</a>, <script data-card-contents-for-ri="803" type="text/json">{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="814" rel="nofollow" href="https://www.academia.edu/Documents/in/Ethics">Ethics</a>, <script data-card-contents-for-ri="814" type="text/json">{"id":814,"name":"Ethics","url":"https://www.academia.edu/Documents/in/Ethics?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1221" rel="nofollow" href="https://www.academia.edu/Documents/in/Indian_Philosophy">Indian Philosophy</a><script data-card-contents-for-ri="1221" type="text/json">{"id":1221,"name":"Indian Philosophy","url":"https://www.academia.edu/Documents/in/Indian_Philosophy?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=75319043]'), work: {"id":75319043,"title":"Maximizing Dharma: Krsna's Consequentialism in the Mahabharata","created_at":"2022-04-03T07:32:36.759-07:00","url":"https://www.academia.edu/75319043/Maximizing_Dharma_Krsnas_Consequentialism_in_the_Mahabharata?f_ri=3200","dom_id":"work_75319043","summary":"The Mahabharata, an Indian epic poem, describes a legendary war between two sides of a royal family. The epic\u0026#39;s plot involves numerous moral dilemmas that have intrigued and perplexed scholars of Indian literature. Many of these dilemmas revolve around a character named Krsna. Krsna is a divine incarnation and a self-proclaimed upholder of dharma, a system of social and religious duties central to Hindu ethics. Yet, during the war, Krsna repeatedly encourages his allies to use tactics that violate dharma. In this paper, I try to make sense of Krsna\u0026#39;s actions by analyzing them in terms of categories from Western moral philosophy. I show that Krsna seems to embrace an ethical approach called consequentialism, but that his version of consequentialism differs from Western theories of consequentialism by seeing adherence to dharma as an intrinsic good.","downloadable_attachments":[{"id":83134956,"asset_id":75319043,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":182320770,"first_name":"Joseph","last_name":"Dowd","domain_name":"csusb","page_name":"JosephDowd","display_name":"Joseph Dowd","profile_url":"https://csusb.academia.edu/JosephDowd?f_ri=3200","photo":"https://0.academia-photos.com/182320770/146986250/136533395/s65_joseph.dowd.jpg"}],"research_interests":[{"id":114,"name":"Hinduism","url":"https://www.academia.edu/Documents/in/Hinduism?f_ri=3200","nofollow":true},{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=3200","nofollow":true},{"id":814,"name":"Ethics","url":"https://www.academia.edu/Documents/in/Ethics?f_ri=3200","nofollow":true},{"id":1221,"name":"Indian Philosophy","url":"https://www.academia.edu/Documents/in/Indian_Philosophy?f_ri=3200","nofollow":true},{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200"},{"id":3773,"name":"Literary Criticism","url":"https://www.academia.edu/Documents/in/Literary_Criticism?f_ri=3200"},{"id":12977,"name":"Consequentialism","url":"https://www.academia.edu/Documents/in/Consequentialism?f_ri=3200"},{"id":35851,"name":"Hindu Philosophy","url":"https://www.academia.edu/Documents/in/Hindu_Philosophy?f_ri=3200"},{"id":47088,"name":"Rule-consequentialism","url":"https://www.academia.edu/Documents/in/Rule-consequentialism?f_ri=3200"},{"id":58909,"name":"Mahabharata","url":"https://www.academia.edu/Documents/in/Mahabharata?f_ri=3200"},{"id":67537,"name":"Dharma","url":"https://www.academia.edu/Documents/in/Dharma?f_ri=3200"},{"id":131427,"name":"Krishna","url":"https://www.academia.edu/Documents/in/Krishna?f_ri=3200"},{"id":207864,"name":"Bhagavad Gita","url":"https://www.academia.edu/Documents/in/Bhagavad_Gita?f_ri=3200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_60009470 coauthored" data-work_id="60009470" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/60009470/Taha_Abdurrahman_%C4%B1n_%C4%B0l%C3%A2h%C3%AE_Emanet_Paradigmas%C4%B1_ve_Ahl%C3%A2k%C3%AE_Eylem_Teorisi">Taha Abdurrahman’ın İlâhî Emanet Paradigması ve Ahlâkî Eylem Teorisi</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Taha Abdurrahman’ın ilâhî emanet ve eylem paradigması<br />(i’timâniyye) [Praxeology and Trusteeship Paradigm] kendine<br />özgü ontolojik, epistemolojik, etik ve politik bir model<br />sunmaktadır.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/60009470" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li 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u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="60009470"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3200" rel="nofollow" href="https://www.academia.edu/Documents/in/Praxis">Praxis</a>, <script data-card-contents-for-ri="3200" type="text/json">{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5674" rel="nofollow" href="https://www.academia.edu/Documents/in/Islamic_Philosophy">Islamic Philosophy</a>, <script data-card-contents-for-ri="5674" type="text/json">{"id":5674,"name":"Islamic Philosophy","url":"https://www.academia.edu/Documents/in/Islamic_Philosophy?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="99410" rel="nofollow" href="https://www.academia.edu/Documents/in/%C4%B0leti%C5%9Fim">İletişim</a>, <script data-card-contents-for-ri="99410" type="text/json">{"id":99410,"name":"İletişim","url":"https://www.academia.edu/Documents/in/%C4%B0leti%C5%9Fim?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="647028" rel="nofollow" href="https://www.academia.edu/Documents/in/Sufism_and_Tasawwuf">Sufism and Tasawwuf</a><script data-card-contents-for-ri="647028" type="text/json">{"id":647028,"name":"Sufism and Tasawwuf","url":"https://www.academia.edu/Documents/in/Sufism_and_Tasawwuf?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=60009470]'), work: {"id":60009470,"title":"Taha Abdurrahman’ın İlâhî Emanet Paradigması ve Ahlâkî Eylem Teorisi","created_at":"2021-10-26T02:08:13.327-07:00","url":"https://www.academia.edu/60009470/Taha_Abdurrahman_%C4%B1n_%C4%B0l%C3%A2h%C3%AE_Emanet_Paradigmas%C4%B1_ve_Ahl%C3%A2k%C3%AE_Eylem_Teorisi?f_ri=3200","dom_id":"work_60009470","summary":"Taha Abdurrahman’ın ilâhî emanet ve eylem paradigması\n(i’timâniyye) [Praxeology and Trusteeship Paradigm] kendine\nözgü ontolojik, epistemolojik, etik ve politik bir model\nsunmaktadır.","downloadable_attachments":[{"id":73644431,"asset_id":60009470,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":40789948,"first_name":"Güldane","last_name":"Gündüzöz","domain_name":"kirikkaleturkey","page_name":"GüldaneGündüzöz","display_name":"Güldane Gündüzöz","profile_url":"https://kirikkaleturkey.academia.edu/G%C3%BCldaneG%C3%BCnd%C3%BCz%C3%B6z?f_ri=3200","photo":"https://0.academia-photos.com/40789948/15229658/149199142/s65_g_ldane.g_nd_z_z.jpg"},{"id":4974930,"first_name":"Soner","last_name":"Gündüzöz","domain_name":"ankara","page_name":"SonerGündüzöz","display_name":"Soner Gündüzöz","profile_url":"https://ankara.academia.edu/SonerG%C3%BCnd%C3%BCz%C3%B6z?f_ri=3200","photo":"https://0.academia-photos.com/4974930/2154368/60548293/s65_soner.g_nd_z_z.jpeg"}],"research_interests":[{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true},{"id":5674,"name":"Islamic Philosophy","url":"https://www.academia.edu/Documents/in/Islamic_Philosophy?f_ri=3200","nofollow":true},{"id":99410,"name":"İletişim","url":"https://www.academia.edu/Documents/in/%C4%B0leti%C5%9Fim?f_ri=3200","nofollow":true},{"id":647028,"name":"Sufism and Tasawwuf","url":"https://www.academia.edu/Documents/in/Sufism_and_Tasawwuf?f_ri=3200","nofollow":true},{"id":2597195,"name":"Taha Abdurrahman","url":"https://www.academia.edu/Documents/in/Taha_Abdurrahman?f_ri=3200"},{"id":3056663,"name":"şehadet","url":"https://www.academia.edu/Documents/in/%C5%9Fehadet?f_ri=3200"},{"id":4000644,"name":"Taha Abderrahmane","url":"https://www.academia.edu/Documents/in/Taha_Abderrahmane?f_ri=3200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34812646" data-work_id="34812646" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34812646/De_positions_en_situations_Antoine_dAgata_au_prisme_de_la_philosophie_de_la_praxis">De positions en situations, Antoine d'Agata au prisme de la philosophie de la praxis</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Après une jeunesse au sein de mouvements contestataires, Antoine d'Agata découvre la photographie. Il questionne alors l'ambiguïté des positions marginales qu'il a connues et la condition de « touriste du réel » que celles-ci imposent.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34812646" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Après une jeunesse au sein de mouvements contestataires, Antoine d'Agata découvre la photographie. Il questionne alors l'ambiguïté des positions marginales qu'il a connues et la condition de « touriste du réel » que celles-ci imposent. Mais il refuse les pratiques et théories qui font du photographe un « professionnel du regard », voyant au contraire dans le medium photographique un moyen de prendre le pouvoir sur le monde, de tenir une position à partir de laquelle il peut, en s'inspirant du mouvement situationniste, s'impliquer dans des situations. La photographie cesse d'être descriptive et se découvre comme le moyen de faire l'expérience du monde et de l'économie de la chair. La lecture attentive de l'oeuvre du photographe fait toutefois resurgir un certain nombre d'apories – Antoine d'Agata lui-même ne le nie pas. Pour comprendre l'enjeu de celles-ci, notre étude fait appel à la philosophie de la praxis, ce courant qui a inspiré les situationnistes et qui propose de penser les relations qui lient la sphère intime de la psyché et la sphère de la praxis, le monde politique. L'anéantissement réciproque des deux sphères mis en lumière par Antoine d'Agata constitue alors un appel à repenser la photographie et la tâche du critique. Abstract Antoine d'Agata came to photography after a politicized youth spent protesting. Camera in hand, he now</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34812646" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fc9f42c476738308e5d2c1b1abf538e5" rel="nofollow" data-download="{"attachment_id":54671558,"asset_id":34812646,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54671558/download_file?st=MTc0MDU3NjQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="8309378" href="https://unige-it1.academia.edu/Cl%C3%A9mentParadis">Clément Paradis</a><script data-card-contents-for-user="8309378" type="text/json">{"id":8309378,"first_name":"Clément","last_name":"Paradis","domain_name":"unige-it1","page_name":"ClémentParadis","display_name":"Clément Paradis","profile_url":"https://unige-it1.academia.edu/Cl%C3%A9mentParadis?f_ri=3200","photo":"https://0.academia-photos.com/8309378/17965842/17976251/s65_cl_ment.paradis.jpg"}</script></span></span></li><li class="js-paper-rank-work_34812646 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34812646"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34812646, container: ".js-paper-rank-work_34812646", }); 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$(".js-view-count[data-work-id=34812646]").text(description); $(".js-view-count-work_34812646").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_34812646").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="34812646"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">15</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="188" rel="nofollow" href="https://www.academia.edu/Documents/in/Cultural_Studies">Cultural Studies</a>, <script data-card-contents-for-ri="188" type="text/json">{"id":188,"name":"Cultural Studies","url":"https://www.academia.edu/Documents/in/Cultural_Studies?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="808" rel="nofollow" href="https://www.academia.edu/Documents/in/Aesthetics">Aesthetics</a>, <script data-card-contents-for-ri="808" type="text/json">{"id":808,"name":"Aesthetics","url":"https://www.academia.edu/Documents/in/Aesthetics?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="863" rel="nofollow" href="https://www.academia.edu/Documents/in/Visual_Studies">Visual Studies</a>, <script data-card-contents-for-ri="863" type="text/json">{"id":863,"name":"Visual Studies","url":"https://www.academia.edu/Documents/in/Visual_Studies?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="915" rel="nofollow" href="https://www.academia.edu/Documents/in/Art_History">Art History</a><script data-card-contents-for-ri="915" type="text/json">{"id":915,"name":"Art History","url":"https://www.academia.edu/Documents/in/Art_History?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=34812646]'), work: {"id":34812646,"title":"De positions en situations, Antoine d'Agata au prisme de la philosophie de la praxis","created_at":"2017-10-09T17:43:50.854-07:00","url":"https://www.academia.edu/34812646/De_positions_en_situations_Antoine_dAgata_au_prisme_de_la_philosophie_de_la_praxis?f_ri=3200","dom_id":"work_34812646","summary":"Après une jeunesse au sein de mouvements contestataires, Antoine d'Agata découvre la photographie. Il questionne alors l'ambiguïté des positions marginales qu'il a connues et la condition de « touriste du réel » que celles-ci imposent. Mais il refuse les pratiques et théories qui font du photographe un « professionnel du regard », voyant au contraire dans le medium photographique un moyen de prendre le pouvoir sur le monde, de tenir une position à partir de laquelle il peut, en s'inspirant du mouvement situationniste, s'impliquer dans des situations. La photographie cesse d'être descriptive et se découvre comme le moyen de faire l'expérience du monde et de l'économie de la chair. La lecture attentive de l'oeuvre du photographe fait toutefois resurgir un certain nombre d'apories – Antoine d'Agata lui-même ne le nie pas. Pour comprendre l'enjeu de celles-ci, notre étude fait appel à la philosophie de la praxis, ce courant qui a inspiré les situationnistes et qui propose de penser les relations qui lient la sphère intime de la psyché et la sphère de la praxis, le monde politique. L'anéantissement réciproque des deux sphères mis en lumière par Antoine d'Agata constitue alors un appel à repenser la photographie et la tâche du critique. Abstract Antoine d'Agata came to photography after a politicized youth spent protesting. Camera in hand, he now","downloadable_attachments":[{"id":54671558,"asset_id":34812646,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":8309378,"first_name":"Clément","last_name":"Paradis","domain_name":"unige-it1","page_name":"ClémentParadis","display_name":"Clément Paradis","profile_url":"https://unige-it1.academia.edu/Cl%C3%A9mentParadis?f_ri=3200","photo":"https://0.academia-photos.com/8309378/17965842/17976251/s65_cl_ment.paradis.jpg"}],"research_interests":[{"id":188,"name":"Cultural Studies","url":"https://www.academia.edu/Documents/in/Cultural_Studies?f_ri=3200","nofollow":true},{"id":808,"name":"Aesthetics","url":"https://www.academia.edu/Documents/in/Aesthetics?f_ri=3200","nofollow":true},{"id":863,"name":"Visual Studies","url":"https://www.academia.edu/Documents/in/Visual_Studies?f_ri=3200","nofollow":true},{"id":915,"name":"Art History","url":"https://www.academia.edu/Documents/in/Art_History?f_ri=3200","nofollow":true},{"id":1589,"name":"Photography","url":"https://www.academia.edu/Documents/in/Photography?f_ri=3200"},{"id":1698,"name":"Marxism","url":"https://www.academia.edu/Documents/in/Marxism?f_ri=3200"},{"id":3051,"name":"Contemporary Art","url":"https://www.academia.edu/Documents/in/Contemporary_Art?f_ri=3200"},{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200"},{"id":10503,"name":"Photography Theory","url":"https://www.academia.edu/Documents/in/Photography_Theory?f_ri=3200"},{"id":12702,"name":"Situationism","url":"https://www.academia.edu/Documents/in/Situationism?f_ri=3200"},{"id":75948,"name":"Esthétique","url":"https://www.academia.edu/Documents/in/Esth%C3%A9tique?f_ri=3200"},{"id":79262,"name":"Georg Lukács","url":"https://www.academia.edu/Documents/in/Georg_Luk%C3%A1cs?f_ri=3200"},{"id":382100,"name":"Photographie","url":"https://www.academia.edu/Documents/in/Photographie?f_ri=3200"},{"id":966519,"name":"Situationnisme","url":"https://www.academia.edu/Documents/in/Situationnisme?f_ri=3200"},{"id":2799967,"name":"théorie de la photographie","url":"https://www.academia.edu/Documents/in/th%C3%A9orie_de_la_photographie?f_ri=3200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36198267" data-work_id="36198267" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36198267/La_educaci%C3%B3n_como_praxis_humanizadora_Comunicaci%C3%B3n_y_reconocimiento_mutuo_como_condiciones_indispensables">La educación como praxis humanizadora. Comunicación y reconocimiento mutuo como condiciones indispensables</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">El presente coloquio intenta pensar en torno a la posibilidad de una educación como praxis humanizadora de cuyos frutos se siga la intervención en la sociedad en lo tocante a las injusticias que se viven en la actualidad. Este debate... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36198267" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">El presente coloquio intenta pensar en torno a la posibilidad de una educación como praxis humanizadora de cuyos frutos se siga la intervención en la sociedad en lo tocante a las injusticias que se viven en la actualidad. Este debate constituye un tema actual sobre las condiciones de producción del conocimiento y la recreación de respuestas ante las nuevas formas de emergencia y cambio social. Se sostiene que la educación capaz de transformar la realidad del individuo es aquella que es entendida a partir de la categoría de la praxis. Es por ello que en el coloquio se aborda en un primer momento la definición clásica de educación y su limitación atendiendo a las categorías de la relación, cualidad y la pareja acción y pasión. La categoría de la praxis, sin embargo, cuenta con la virtud de englobar estas tres categorías anteriores en una superación que rescata el aspecto dinámico del proceso educativo, convirtiéndose en el camino para pensar la educación hoy en día. Más adelante se expone el concepto de la educación como praxis humanizadora caracterizada en una primera instancia por la reflexión y concientización y una segunda por la transformación de la realidad y la liberación de todo tipo de enajenación. Después se esboza el giro necesario en aquella educación entendida como recepción y transmisión de conocimientos a la educación como práctica de la libertad, cuyo núcleo se encuentra en el cambio a efectuar en la relación entre el educador y el educando. Por último, se examina el vínculo que guarda el tipo de educación aquí propuesta con la tarea de la inclusión social.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36198267" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="42f1201cb9c32e23365fd0640db8659b" rel="nofollow" data-download="{"attachment_id":56099580,"asset_id":36198267,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56099580/download_file?st=MTc0MDU3NjQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4571261" href="https://independent.academia.edu/JuanSolern%C3%B3">Juan Solernó</a><script data-card-contents-for-user="4571261" type="text/json">{"id":4571261,"first_name":"Juan","last_name":"Solernó","domain_name":"independent","page_name":"JuanSolernó","display_name":"Juan Solernó","profile_url":"https://independent.academia.edu/JuanSolern%C3%B3?f_ri=3200","photo":"https://0.academia-photos.com/4571261/1899243/2251843/s65_juan.solern_.jpg"}</script></span></span></li><li class="js-paper-rank-work_36198267 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36198267"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36198267, container: ".js-paper-rank-work_36198267", }); });</script></li><li class="js-percentile-work_36198267 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36198267; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_36198267"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_36198267 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="36198267"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36198267; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36198267]").text(description); $(".js-view-count-work_36198267").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36198267").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36198267"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3200" rel="nofollow" href="https://www.academia.edu/Documents/in/Praxis">Praxis</a>, <script data-card-contents-for-ri="3200" type="text/json">{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="51625" rel="nofollow" href="https://www.academia.edu/Documents/in/Educaci%C3%B3n">Educación</a>, <script data-card-contents-for-ri="51625" type="text/json">{"id":51625,"name":"Educación","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="58223" rel="nofollow" href="https://www.academia.edu/Documents/in/Comunicacion">Comunicacion</a>, <script data-card-contents-for-ri="58223" type="text/json">{"id":58223,"name":"Comunicacion","url":"https://www.academia.edu/Documents/in/Comunicacion?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="86464" rel="nofollow" href="https://www.academia.edu/Documents/in/Pensamiento_Cr%C3%ADtico">Pensamiento Crítico</a><script data-card-contents-for-ri="86464" type="text/json">{"id":86464,"name":"Pensamiento Crítico","url":"https://www.academia.edu/Documents/in/Pensamiento_Cr%C3%ADtico?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36198267]'), work: {"id":36198267,"title":"La educación como praxis humanizadora. Comunicación y reconocimiento mutuo como condiciones indispensables","created_at":"2018-03-19T05:34:44.404-07:00","url":"https://www.academia.edu/36198267/La_educaci%C3%B3n_como_praxis_humanizadora_Comunicaci%C3%B3n_y_reconocimiento_mutuo_como_condiciones_indispensables?f_ri=3200","dom_id":"work_36198267","summary":"El presente coloquio intenta pensar en torno a la posibilidad de una educación como praxis humanizadora de cuyos frutos se siga la intervención en la sociedad en lo tocante a las injusticias que se viven en la actualidad. Este debate constituye un tema actual sobre las condiciones de producción del conocimiento y la recreación de respuestas ante las nuevas formas de emergencia y cambio social. Se sostiene que la educación capaz de transformar la realidad del individuo es aquella que es entendida a partir de la categoría de la praxis. Es por ello que en el coloquio se aborda en un primer momento la definición clásica de educación y su limitación atendiendo a las categorías de la relación, cualidad y la pareja acción y pasión. La categoría de la praxis, sin embargo, cuenta con la virtud de englobar estas tres categorías anteriores en una superación que rescata el aspecto dinámico del proceso educativo, convirtiéndose en el camino para pensar la educación hoy en día. Más adelante se expone el concepto de la educación como praxis humanizadora caracterizada en una primera instancia por la reflexión y concientización y una segunda por la transformación de la realidad y la liberación de todo tipo de enajenación. Después se esboza el giro necesario en aquella educación entendida como recepción y transmisión de conocimientos a la educación como práctica de la libertad, cuyo núcleo se encuentra en el cambio a efectuar en la relación entre el educador y el educando. Por último, se examina el vínculo que guarda el tipo de educación aquí propuesta con la tarea de la inclusión social.","downloadable_attachments":[{"id":56099580,"asset_id":36198267,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4571261,"first_name":"Juan","last_name":"Solernó","domain_name":"independent","page_name":"JuanSolernó","display_name":"Juan Solernó","profile_url":"https://independent.academia.edu/JuanSolern%C3%B3?f_ri=3200","photo":"https://0.academia-photos.com/4571261/1899243/2251843/s65_juan.solern_.jpg"}],"research_interests":[{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true},{"id":51625,"name":"Educación","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n?f_ri=3200","nofollow":true},{"id":58223,"name":"Comunicacion","url":"https://www.academia.edu/Documents/in/Comunicacion?f_ri=3200","nofollow":true},{"id":86464,"name":"Pensamiento Crítico","url":"https://www.academia.edu/Documents/in/Pensamiento_Cr%C3%ADtico?f_ri=3200","nofollow":true},{"id":129003,"name":"Reconocimiento","url":"https://www.academia.edu/Documents/in/Reconocimiento?f_ri=3200"},{"id":202160,"name":"Pensamiento Argentino y Latinoamericano","url":"https://www.academia.edu/Documents/in/Pensamiento_Argentino_y_Latinoamericano?f_ri=3200"},{"id":614721,"name":"Filosofía Argentina","url":"https://www.academia.edu/Documents/in/Filosofia_Argentina?f_ri=3200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_28829767" data-work_id="28829767" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/28829767/Introduction_Protest_and_Activism_With_out_Organisation_EarlyView_">Introduction: Protest and Activism With(out) Organisation (EarlyView)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This (double) Special Issue hosts a set of fifteen diverse papers examining this question through different practices of activism, in a variety of contexts. Denmark, Poland, the Czech Republic, Sweden, France, Germany, Spain, Puerto Rico,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_28829767" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This (double) Special Issue hosts a set of fifteen diverse papers examining this question through different practices of activism, in a variety of contexts. Denmark, Poland, the Czech Republic, Sweden, France, Germany, Spain, Puerto Rico, Mexico, South Africa, Egypt, the United States and Australia are all represented, and activism is documented at the scale of the local, the neighbourhood, the everyday, the nation-state, the international, the global, and through cyberspace communities. <br /><br /><a href="http://www.emeraldinsight.com/doi/abs/10.1108/IJSSP-07-2016-0092?af=R" rel="nofollow">http://www.emeraldinsight.com/doi/abs/10.1108/IJSSP-07-2016-0092?af=R</a>&</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/28829767" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b30aef9c74978d8ebfbb05b579a72a2a" rel="nofollow" data-download="{"attachment_id":49248742,"asset_id":28829767,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/49248742/download_file?st=MTc0MDU3NjQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4304" href="https://shu.academia.edu/RichardWhite">Richard J White</a><script data-card-contents-for-user="4304" type="text/json">{"id":4304,"first_name":"Richard","last_name":"White","domain_name":"shu","page_name":"RichardWhite","display_name":"Richard J White","profile_url":"https://shu.academia.edu/RichardWhite?f_ri=3200","photo":"https://0.academia-photos.com/4304/1706/16495152/s65_richard.white.jpg"}</script></span></span></li><li class="js-paper-rank-work_28829767 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="28829767"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 28829767, container: ".js-paper-rank-work_28829767", }); });</script></li><li class="js-percentile-work_28829767 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 28829767; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_28829767"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_28829767 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="28829767"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 28829767; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=28829767]").text(description); $(".js-view-count-work_28829767").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_28829767").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="28829767"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="184" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociology">Sociology</a>, <script data-card-contents-for-ri="184" type="text/json">{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="262" rel="nofollow" href="https://www.academia.edu/Documents/in/Human_Geography">Human Geography</a>, <script data-card-contents-for-ri="262" type="text/json">{"id":262,"name":"Human Geography","url":"https://www.academia.edu/Documents/in/Human_Geography?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="277" rel="nofollow" href="https://www.academia.edu/Documents/in/Urban_Geography">Urban Geography</a>, <script data-card-contents-for-ri="277" type="text/json">{"id":277,"name":"Urban Geography","url":"https://www.academia.edu/Documents/in/Urban_Geography?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="802" rel="nofollow" href="https://www.academia.edu/Documents/in/Political_Economy">Political Economy</a><script data-card-contents-for-ri="802" type="text/json">{"id":802,"name":"Political Economy","url":"https://www.academia.edu/Documents/in/Political_Economy?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=28829767]'), work: {"id":28829767,"title":"Introduction: Protest and Activism With(out) Organisation (EarlyView)","created_at":"2016-09-30T13:21:27.729-07:00","url":"https://www.academia.edu/28829767/Introduction_Protest_and_Activism_With_out_Organisation_EarlyView_?f_ri=3200","dom_id":"work_28829767","summary":"This (double) Special Issue hosts a set of fifteen diverse papers examining this question through different practices of activism, in a variety of contexts. Denmark, Poland, the Czech Republic, Sweden, France, Germany, Spain, Puerto Rico, Mexico, South Africa, Egypt, the United States and Australia are all represented, and activism is documented at the scale of the local, the neighbourhood, the everyday, the nation-state, the international, the global, and through cyberspace communities. \n\nhttp://www.emeraldinsight.com/doi/abs/10.1108/IJSSP-07-2016-0092?af=R\u0026","downloadable_attachments":[{"id":49248742,"asset_id":28829767,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4304,"first_name":"Richard","last_name":"White","domain_name":"shu","page_name":"RichardWhite","display_name":"Richard J White","profile_url":"https://shu.academia.edu/RichardWhite?f_ri=3200","photo":"https://0.academia-photos.com/4304/1706/16495152/s65_richard.white.jpg"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=3200","nofollow":true},{"id":262,"name":"Human Geography","url":"https://www.academia.edu/Documents/in/Human_Geography?f_ri=3200","nofollow":true},{"id":277,"name":"Urban Geography","url":"https://www.academia.edu/Documents/in/Urban_Geography?f_ri=3200","nofollow":true},{"id":802,"name":"Political Economy","url":"https://www.academia.edu/Documents/in/Political_Economy?f_ri=3200","nofollow":true},{"id":1698,"name":"Marxism","url":"https://www.academia.edu/Documents/in/Marxism?f_ri=3200"},{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200"},{"id":4952,"name":"Anarchism","url":"https://www.academia.edu/Documents/in/Anarchism?f_ri=3200"},{"id":5709,"name":"Politics","url":"https://www.academia.edu/Documents/in/Politics?f_ri=3200"},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=3200"},{"id":8994,"name":"Social Activism","url":"https://www.academia.edu/Documents/in/Social_Activism?f_ri=3200"},{"id":9469,"name":"History of Anarchism","url":"https://www.academia.edu/Documents/in/History_of_Anarchism?f_ri=3200"},{"id":9517,"name":"Protest","url":"https://www.academia.edu/Documents/in/Protest?f_ri=3200"},{"id":16742,"name":"Urban Sociology","url":"https://www.academia.edu/Documents/in/Urban_Sociology?f_ri=3200"},{"id":19135,"name":"Feminist activism","url":"https://www.academia.edu/Documents/in/Feminist_activism?f_ri=3200"},{"id":36402,"name":"Activism","url":"https://www.academia.edu/Documents/in/Activism?f_ri=3200"},{"id":39673,"name":"Feminism and Social Justice","url":"https://www.academia.edu/Documents/in/Feminism_and_Social_Justice?f_ri=3200"},{"id":70358,"name":"Protest Movements","url":"https://www.academia.edu/Documents/in/Protest_Movements?f_ri=3200"},{"id":83222,"name":"Economic Crisis","url":"https://www.academia.edu/Documents/in/Economic_Crisis?f_ri=3200"},{"id":969315,"name":"Antiglobalization Social Movements","url":"https://www.academia.edu/Documents/in/Antiglobalization_Social_Movements?f_ri=3200"},{"id":1011717,"name":"Student Protest","url":"https://www.academia.edu/Documents/in/Student_Protest?f_ri=3200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37867715" data-work_id="37867715" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37867715/Inklusion_zwischen_Theorie_und_Lebenspraxis">Inklusion zwischen Theorie und Lebenspraxis</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Zusammenfassung: Ausgehend von einer Unschärfe des Inklusionsdiskurses zielt dieser Beitrag darauf ab, einen Inklusionsbegriff vorzustellen, der Inklusion als Prozess der Dekonstruktion von Diskursteilhabebarrieren versteht. Es wird... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37867715" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Zusammenfassung:<br />Ausgehend von einer Unschärfe des Inklusionsdiskurses zielt dieser Beitrag darauf ab, einen Inklusionsbegriff vorzustellen, der Inklusion als Prozess der Dekonstruktion von Diskursteilhabebarrieren versteht. Es wird argumentiert, dass Inklusion und Behinderung zwei wechselseitig aufeinander bezogene Praxen sind, die nur in ihrem jeweiligen Zusammenwirken konsistent gelesen und für Forschung und Praxis handhabbar gemacht werden können. Demnach wäre einem Verständnis von Inklusion, das diese als Prozess der Dekonstruktion von Diskursteilhabebarrieren fasst, ein Verständnis von Behinderung entgegenzustellen, das Behinderung als Praxis bzw. Form des diskursiven Ausschlusses fasst. Im Mittelpunkt des Beitrags steht eine grundlagentheoretische sowie – dem nachgeschaltet – eine empirische Herleitung und Diskussion beider Begriffe, wobei insbesondere deren wechselseitiges Ineinandergreifen hervorgehoben werden soll. <br /><br />Summary:<br />Based on the vagueness of the term of inclusion, the present paper aims to introduce a concept of inclusion, which regards inclusion as a process of deconstructing barriers of participation that prevent subjects from participating in discourse. It is argued that inclusion and disability must be considered as two interrelated practices, which can only be consistently understood and finally used in research and practice if viewed in their interrelationship. If inclusion is regarded as a process of deconstructing barriers that prevent subjects from participating in discourse, the concept has therefore to be contrasted with an understanding of disability that refers to disability as a practice respectively as the subject being excluded from discourse. This paper focuses on providing both a theoretical as well as an empirical analysis of both concepts, highlighting their mutual interdependency.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37867715" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5d370c2558cc5e56ec85fa0076a97251" rel="nofollow" data-download="{"attachment_id":57873631,"asset_id":37867715,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57873631/download_file?st=MTc0MDU3NjQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="17252354" href="https://uni-marburg.academia.edu/HendrikTrescher">Hendrik Trescher</a><script data-card-contents-for-user="17252354" type="text/json">{"id":17252354,"first_name":"Hendrik","last_name":"Trescher","domain_name":"uni-marburg","page_name":"HendrikTrescher","display_name":"Hendrik Trescher","profile_url":"https://uni-marburg.academia.edu/HendrikTrescher?f_ri=3200","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_37867715 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37867715"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37867715, container: ".js-paper-rank-work_37867715", }); });</script></li><li class="js-percentile-work_37867715 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37867715; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_37867715"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_37867715 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="37867715"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37867715; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37867715]").text(description); $(".js-view-count-work_37867715").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37867715").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37867715"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="3200" rel="nofollow" href="https://www.academia.edu/Documents/in/Praxis">Praxis</a>, <script data-card-contents-for-ri="3200" type="text/json">{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5538" rel="nofollow" href="https://www.academia.edu/Documents/in/Discourse">Discourse</a>, <script data-card-contents-for-ri="5538" type="text/json">{"id":5538,"name":"Discourse","url":"https://www.academia.edu/Documents/in/Discourse?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6156" rel="nofollow" href="https://www.academia.edu/Documents/in/Inclusion">Inclusion</a>, <script data-card-contents-for-ri="6156" type="text/json">{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="24868" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Practice">Social Practice</a><script data-card-contents-for-ri="24868" type="text/json">{"id":24868,"name":"Social Practice","url":"https://www.academia.edu/Documents/in/Social_Practice?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37867715]'), work: {"id":37867715,"title":"Inklusion zwischen Theorie und Lebenspraxis","created_at":"2018-11-28T04:07:20.601-08:00","url":"https://www.academia.edu/37867715/Inklusion_zwischen_Theorie_und_Lebenspraxis?f_ri=3200","dom_id":"work_37867715","summary":"Zusammenfassung:\nAusgehend von einer Unschärfe des Inklusionsdiskurses zielt dieser Beitrag darauf ab, einen Inklusionsbegriff vorzustellen, der Inklusion als Prozess der Dekonstruktion von Diskursteilhabebarrieren versteht. Es wird argumentiert, dass Inklusion und Behinderung zwei wechselseitig aufeinander bezogene Praxen sind, die nur in ihrem jeweiligen Zusammenwirken konsistent gelesen und für Forschung und Praxis handhabbar gemacht werden können. Demnach wäre einem Verständnis von Inklusion, das diese als Prozess der Dekonstruktion von Diskursteilhabebarrieren fasst, ein Verständnis von Behinderung entgegenzustellen, das Behinderung als Praxis bzw. Form des diskursiven Ausschlusses fasst. Im Mittelpunkt des Beitrags steht eine grundlagentheoretische sowie – dem nachgeschaltet – eine empirische Herleitung und Diskussion beider Begriffe, wobei insbesondere deren wechselseitiges Ineinandergreifen hervorgehoben werden soll. \n\nSummary:\nBased on the vagueness of the term of inclusion, the present paper aims to introduce a concept of inclusion, which regards inclusion as a process of deconstructing barriers of participation that prevent subjects from participating in discourse. It is argued that inclusion and disability must be considered as two interrelated practices, which can only be consistently understood and finally used in research and practice if viewed in their interrelationship. If inclusion is regarded as a process of deconstructing barriers that prevent subjects from participating in discourse, the concept has therefore to be contrasted with an understanding of disability that refers to disability as a practice respectively as the subject being excluded from discourse. This paper focuses on providing both a theoretical as well as an empirical analysis of both concepts, highlighting their mutual interdependency.","downloadable_attachments":[{"id":57873631,"asset_id":37867715,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":17252354,"first_name":"Hendrik","last_name":"Trescher","domain_name":"uni-marburg","page_name":"HendrikTrescher","display_name":"Hendrik Trescher","profile_url":"https://uni-marburg.academia.edu/HendrikTrescher?f_ri=3200","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true},{"id":5538,"name":"Discourse","url":"https://www.academia.edu/Documents/in/Discourse?f_ri=3200","nofollow":true},{"id":6156,"name":"Inclusion","url":"https://www.academia.edu/Documents/in/Inclusion?f_ri=3200","nofollow":true},{"id":24868,"name":"Social Practice","url":"https://www.academia.edu/Documents/in/Social_Practice?f_ri=3200","nofollow":true},{"id":34802,"name":"Disability","url":"https://www.academia.edu/Documents/in/Disability?f_ri=3200"},{"id":201116,"name":"Subject","url":"https://www.academia.edu/Documents/in/Subject?f_ri=3200"},{"id":352087,"name":"Behinderung","url":"https://www.academia.edu/Documents/in/Behinderung?f_ri=3200"},{"id":366453,"name":"Subjectivation","url":"https://www.academia.edu/Documents/in/Subjectivation?f_ri=3200"},{"id":428154,"name":"Inklusion","url":"https://www.academia.edu/Documents/in/Inklusion?f_ri=3200"},{"id":431218,"name":"Subjektivierung","url":"https://www.academia.edu/Documents/in/Subjektivierung?f_ri=3200"},{"id":482014,"name":"Subjekt","url":"https://www.academia.edu/Documents/in/Subjekt?f_ri=3200"},{"id":707984,"name":"Diskurs","url":"https://www.academia.edu/Documents/in/Diskurs?f_ri=3200"},{"id":2917654,"name":"Teilhabebarrieren","url":"https://www.academia.edu/Documents/in/Teilhabebarrieren?f_ri=3200"},{"id":2917690,"name":"Bürokratisierung","url":"https://www.academia.edu/Documents/in/B%C3%BCrokratisierung?f_ri=3200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_7498633" data-work_id="7498633" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/7498633/Reflection_of_the_Key_Aspects_of_Curriculum_in_the_Newly_Revised_Secondary_School_Curriculum_of_English_and_other_Subjects_in_Bangladesh">Reflection of the Key Aspects of Curriculum in the Newly Revised Secondary School Curriculum of English and other Subjects in Bangladesh</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Curriculum is an integral part of formal education. A well devised curriculum is an unavoidable necessity to make the learners equipped with the knowledge which they need to cope with the challenges of modern world. Different scholars and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_7498633" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Curriculum is an integral part of formal education. A well devised curriculum is an unavoidable necessity to make the learners equipped with the knowledge which they need to cope with the challenges of modern world. Different scholars and specialists viewed curriculum from different perspectives. Some saw curriculum as a body of knowledge to be transmitted, some saw it as a process through which the knowledge is conveyed to the learners and some saw it as all the practical activities which the teachers do to transmit the knowledge. In fact all these are different aspects of curriculum. Whatever be the definition of curriculum, it must have an aim, well arranged content, guideline of dealing with the content so that maximum benefit could be achieved and a good evaluation system to be sure that the curriculum is working well. One of the key aspects of curriculum is that it is modifiable as per the demand of the age. Keeping this aspect in view the government of Bangladesh has recently introduced a new curriculum in the secondary schools of Bangladesh replacing the earlier one. The curriculum experts worked hard to equip it with all important aspects of curriculum, such as it has a definite aim, the contents are well arranged, the system of dealing with the content is also commendable and the evaluation system is also worthwhile. So it can be said that the curriculum is appropriate. This article at first describes some important aspects of curriculum and then focuses on the concern of Bangladesh government with education as well as its development and then deals with government initiatives to change the curriculum of the secondary schools of Bangladesh especially the English curriculum of secondary schools. Finally it explores whether the important aspects of curriculum have been given due importance here or not.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/7498633" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d7ca534e4bad18e76858456fa4b419d0" rel="nofollow" data-download="{"attachment_id":34068336,"asset_id":7498633,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/34068336/download_file?st=MTc0MDU3NjQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2594470" href="https://independent.academia.edu/iosrjournals">IOSR Journals</a><script data-card-contents-for-user="2594470" type="text/json">{"id":2594470,"first_name":"IOSR","last_name":"Journals","domain_name":"independent","page_name":"iosrjournals","display_name":"IOSR Journals","profile_url":"https://independent.academia.edu/iosrjournals?f_ri=3200","photo":"https://0.academia-photos.com/2594470/1482486/33690215/s65_iosr.journals.png"}</script></span></span></li><li class="js-paper-rank-work_7498633 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="7498633"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 7498633, container: ".js-paper-rank-work_7498633", }); });</script></li><li class="js-percentile-work_7498633 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7498633; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_7498633"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_7498633 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="7498633"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7498633; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7498633]").text(description); $(".js-view-count-work_7498633").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_7498633").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="7498633"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1007" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1590" rel="nofollow" href="https://www.academia.edu/Documents/in/Adult_Education">Adult Education</a>, <script data-card-contents-for-ri="1590" type="text/json">{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a><script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=7498633]'), work: {"id":7498633,"title":"Reflection of the Key Aspects of Curriculum in the Newly Revised Secondary School Curriculum of English and other Subjects in Bangladesh","created_at":"2014-06-29T15:00:23.746-07:00","url":"https://www.academia.edu/7498633/Reflection_of_the_Key_Aspects_of_Curriculum_in_the_Newly_Revised_Secondary_School_Curriculum_of_English_and_other_Subjects_in_Bangladesh?f_ri=3200","dom_id":"work_7498633","summary":"Curriculum is an integral part of formal education. A well devised curriculum is an unavoidable necessity to make the learners equipped with the knowledge which they need to cope with the challenges of modern world. Different scholars and specialists viewed curriculum from different perspectives. Some saw curriculum as a body of knowledge to be transmitted, some saw it as a process through which the knowledge is conveyed to the learners and some saw it as all the practical activities which the teachers do to transmit the knowledge. In fact all these are different aspects of curriculum. Whatever be the definition of curriculum, it must have an aim, well arranged content, guideline of dealing with the content so that maximum benefit could be achieved and a good evaluation system to be sure that the curriculum is working well. One of the key aspects of curriculum is that it is modifiable as per the demand of the age. Keeping this aspect in view the government of Bangladesh has recently introduced a new curriculum in the secondary schools of Bangladesh replacing the earlier one. The curriculum experts worked hard to equip it with all important aspects of curriculum, such as it has a definite aim, the contents are well arranged, the system of dealing with the content is also commendable and the evaluation system is also worthwhile. So it can be said that the curriculum is appropriate. This article at first describes some important aspects of curriculum and then focuses on the concern of Bangladesh government with education as well as its development and then deals with government initiatives to change the curriculum of the secondary schools of Bangladesh especially the English curriculum of secondary schools. Finally it explores whether the important aspects of curriculum have been given due importance here or not.","downloadable_attachments":[{"id":34068336,"asset_id":7498633,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2594470,"first_name":"IOSR","last_name":"Journals","domain_name":"independent","page_name":"iosrjournals","display_name":"IOSR Journals","profile_url":"https://independent.academia.edu/iosrjournals?f_ri=3200","photo":"https://0.academia-photos.com/2594470/1482486/33690215/s65_iosr.journals.png"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=3200","nofollow":true},{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=3200","nofollow":true},{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=3200","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=3200","nofollow":true},{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200"},{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=3200"},{"id":4524,"name":"Sustainable Development","url":"https://www.academia.edu/Documents/in/Sustainable_Development?f_ri=3200"},{"id":4738,"name":"Academic Writing","url":"https://www.academia.edu/Documents/in/Academic_Writing?f_ri=3200"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=3200"},{"id":44057,"name":"Curriculum","url":"https://www.academia.edu/Documents/in/Curriculum?f_ri=3200"},{"id":59407,"name":"Process","url":"https://www.academia.edu/Documents/in/Process?f_ri=3200"},{"id":244164,"name":"Netiquette","url":"https://www.academia.edu/Documents/in/Netiquette?f_ri=3200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_362072" data-work_id="362072" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/362072/The_rectilinear_houses_of_the_Irish_early_Neolithic_the_introduction_of_new_identities_ideologies_and_economies">The rectilinear houses of the Irish early Neolithic: the introduction of new identities, ideologies and economies.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The appearance of the rectilinear house form in the Irish Neolithic landscape was both unprecedented and short lived. Their appearance coincided with the definite appearance of arable agriculture on the island. Their disappearance also... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_362072" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The appearance of the rectilinear house form in the Irish Neolithic landscape was both unprecedented and short lived. Their appearance coincided with the definite appearance of arable agriculture on the island. Their disappearance also coincided with the disappearance of this form of agriculture. The island wide similarity in their form and probable functions is remarkable. They served as both functional and symbolic focal points in the landscape for their inhabitants, and they had a major influence on burial practice. Evidence for both deliberate deposition and deliberate destruction has been found at a number of sites, indicating their ritual significance to contemporaries. They also had an important role in the socialisation of successive generations of agriculturalists.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/362072" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="898929bcb65d1a0969e8cc02a9c9e169" rel="nofollow" data-download="{"attachment_id":31276010,"asset_id":362072,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31276010/download_file?st=MTc0MDU3NjQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="169627" href="https://st-andrews.academia.edu/Russell%C3%93R%C3%ADag%C3%A1in">Russell Ó Ríagáin</a><script data-card-contents-for-user="169627" type="text/json">{"id":169627,"first_name":"Russell","last_name":"Ó Ríagáin","domain_name":"st-andrews","page_name":"RussellÓRíagáin","display_name":"Russell Ó Ríagáin","profile_url":"https://st-andrews.academia.edu/Russell%C3%93R%C3%ADag%C3%A1in?f_ri=3200","photo":"https://0.academia-photos.com/169627/42740/27813369/s65_russell._r_ag_in.jpg"}</script></span></span></li><li class="js-paper-rank-work_362072 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="362072"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 362072, container: ".js-paper-rank-work_362072", }); });</script></li><li class="js-percentile-work_362072 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 362072; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_362072"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_362072 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="362072"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 362072; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=362072]").text(description); $(".js-view-count-work_362072").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_362072").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="362072"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3200" rel="nofollow" href="https://www.academia.edu/Documents/in/Praxis">Praxis</a>, <script data-card-contents-for-ri="3200" type="text/json">{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5181" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychogeography">Psychogeography</a>, <script data-card-contents-for-ri="5181" type="text/json">{"id":5181,"name":"Psychogeography","url":"https://www.academia.edu/Documents/in/Psychogeography?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5272" rel="nofollow" href="https://www.academia.edu/Documents/in/Identity_Culture_">Identity (Culture)</a>, <script data-card-contents-for-ri="5272" type="text/json">{"id":5272,"name":"Identity (Culture)","url":"https://www.academia.edu/Documents/in/Identity_Culture_?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9521" rel="nofollow" href="https://www.academia.edu/Documents/in/Housing">Housing</a><script data-card-contents-for-ri="9521" type="text/json">{"id":9521,"name":"Housing","url":"https://www.academia.edu/Documents/in/Housing?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=362072]'), work: {"id":362072,"title":"The rectilinear houses of the Irish early Neolithic: the introduction of new identities, ideologies and economies.","created_at":"2010-11-05T10:44:01.313-07:00","url":"https://www.academia.edu/362072/The_rectilinear_houses_of_the_Irish_early_Neolithic_the_introduction_of_new_identities_ideologies_and_economies?f_ri=3200","dom_id":"work_362072","summary":"The appearance of the rectilinear house form in the Irish Neolithic landscape was both unprecedented and short lived. Their appearance coincided with the definite appearance of arable agriculture on the island. Their disappearance also coincided with the disappearance of this form of agriculture. The island wide similarity in their form and probable functions is remarkable. They served as both functional and symbolic focal points in the landscape for their inhabitants, and they had a major influence on burial practice. Evidence for both deliberate deposition and deliberate destruction has been found at a number of sites, indicating their ritual significance to contemporaries. They also had an important role in the socialisation of successive generations of agriculturalists.","downloadable_attachments":[{"id":31276010,"asset_id":362072,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":169627,"first_name":"Russell","last_name":"Ó Ríagáin","domain_name":"st-andrews","page_name":"RussellÓRíagáin","display_name":"Russell Ó Ríagáin","profile_url":"https://st-andrews.academia.edu/Russell%C3%93R%C3%ADag%C3%A1in?f_ri=3200","photo":"https://0.academia-photos.com/169627/42740/27813369/s65_russell._r_ag_in.jpg"}],"research_interests":[{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true},{"id":5181,"name":"Psychogeography","url":"https://www.academia.edu/Documents/in/Psychogeography?f_ri=3200","nofollow":true},{"id":5272,"name":"Identity (Culture)","url":"https://www.academia.edu/Documents/in/Identity_Culture_?f_ri=3200","nofollow":true},{"id":9521,"name":"Housing","url":"https://www.academia.edu/Documents/in/Housing?f_ri=3200","nofollow":true},{"id":11199,"name":"Neolithic Archaeology","url":"https://www.academia.edu/Documents/in/Neolithic_Archaeology?f_ri=3200"},{"id":17007,"name":"Prehistoric Settlement","url":"https://www.academia.edu/Documents/in/Prehistoric_Settlement?f_ri=3200"},{"id":25416,"name":"Archaeology of Ritual and Magic","url":"https://www.academia.edu/Documents/in/Archaeology_of_Ritual_and_Magic?f_ri=3200"},{"id":142540,"name":"Transition to Agriculture","url":"https://www.academia.edu/Documents/in/Transition_to_Agriculture?f_ri=3200"},{"id":498479,"name":"Irish prehistory","url":"https://www.academia.edu/Documents/in/Irish_prehistory?f_ri=3200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_7255995" data-work_id="7255995" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/7255995/Investigating_media_artifacts_with_children_Conceptualizing_a_collaborative_exploration_of_the_sociomaterial_conduct_of_everyday_life">Investigating media artifacts with children: Conceptualizing a collaborative exploration of the sociomaterial conduct of everyday life</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The dissertation’s aim is to explore the everyday relevance media artifacts have for young children. It discusses and further develops analytical concepts that are committed to taking the children’s perspectives on possibilities and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_7255995" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The dissertation’s aim is to explore the everyday relevance media artifacts have for young children. It discusses and further develops analytical concepts that are committed to taking the children’s perspectives on possibilities and limitations of such artifacts seriously. These conceptual developments are rooted in the author’s participation in a daycare practice in Berlin, Germany. The daycare’s situational approach precisely attempted to draw on the children’s everyday life experiences so as to engage in problem-oriented learning projects, on media artifacts and beyond. <br /> <br />When analyzing the situated problems the children experienced in relation to both the pedagogical-educational arrangement of the daycare as well as subjectively relevant media artifacts, it emerges that their personal struggles are connected to broader societal contradictions. For instance, their problems with specific artifact-arrangements are interrelated with the staff’s, the parents’, and the researcher’s struggles. Children’s struggles with media artifacts are therefore not analyzed in isolation, but as part of the daycare’s sociomaterial interplay. <br /> <br />The dissertation explores and analyzes this interplay, so as to conclude that sociomaterial arrangements must be understood as inextricably intertwined with the process of conducting everyday life. Sociomaterial arrangements such as media artifacts are maintained and transformed by all practice participants. They all contribute in unique ways to upholding and changing jointly shared arrangements through conflictual collaboration, irrespective of their age. Daycare and other learning institutions should therefore systematically promote collaborative explorations of media-related struggles across age thresholds.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/7255995" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="403bdfa5ee1e530924dee71320eaaf62" rel="nofollow" data-download="{"attachment_id":33870453,"asset_id":7255995,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/33870453/download_file?st=MTc0MDU3NjQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2715963" href="https://ruc-dk.academia.edu/NiklasAlexanderChimirri">Niklas Alexander Chimirri</a><script data-card-contents-for-user="2715963" type="text/json">{"id":2715963,"first_name":"Niklas Alexander","last_name":"Chimirri","domain_name":"ruc-dk","page_name":"NiklasAlexanderChimirri","display_name":"Niklas Alexander Chimirri","profile_url":"https://ruc-dk.academia.edu/NiklasAlexanderChimirri?f_ri=3200","photo":"https://0.academia-photos.com/2715963/874344/1091403/s65_niklas_alexander.chimirri.jpg"}</script></span></span></li><li class="js-paper-rank-work_7255995 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="7255995"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 7255995, container: ".js-paper-rank-work_7255995", }); });</script></li><li class="js-percentile-work_7255995 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7255995; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_7255995"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_7255995 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="7255995"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7255995; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7255995]").text(description); $(".js-view-count-work_7255995").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_7255995").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="7255995"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">22</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="252" rel="nofollow" href="https://www.academia.edu/Documents/in/Developmental_Psychology">Developmental Psychology</a>, <script data-card-contents-for-ri="252" type="text/json">{"id":252,"name":"Developmental Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="923" rel="nofollow" href="https://www.academia.edu/Documents/in/Technology">Technology</a>, <script data-card-contents-for-ri="923" type="text/json">{"id":923,"name":"Technology","url":"https://www.academia.edu/Documents/in/Technology?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3200" rel="nofollow" href="https://www.academia.edu/Documents/in/Praxis">Praxis</a><script data-card-contents-for-ri="3200" type="text/json">{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=7255995]'), work: {"id":7255995,"title":"Investigating media artifacts with children: Conceptualizing a collaborative exploration of the sociomaterial conduct of everyday life","created_at":"2014-06-04T06:15:26.957-07:00","url":"https://www.academia.edu/7255995/Investigating_media_artifacts_with_children_Conceptualizing_a_collaborative_exploration_of_the_sociomaterial_conduct_of_everyday_life?f_ri=3200","dom_id":"work_7255995","summary":"The dissertation’s aim is to explore the everyday relevance media artifacts have for young children. It discusses and further develops analytical concepts that are committed to taking the children’s perspectives on possibilities and limitations of such artifacts seriously. These conceptual developments are rooted in the author’s participation in a daycare practice in Berlin, Germany. The daycare’s situational approach precisely attempted to draw on the children’s everyday life experiences so as to engage in problem-oriented learning projects, on media artifacts and beyond.\r\n \r\nWhen analyzing the situated problems the children experienced in relation to both the pedagogical-educational arrangement of the daycare as well as subjectively relevant media artifacts, it emerges that their personal struggles are connected to broader societal contradictions. For instance, their problems with specific artifact-arrangements are interrelated with the staff’s, the parents’, and the researcher’s struggles. Children’s struggles with media artifacts are therefore not analyzed in isolation, but as part of the daycare’s sociomaterial interplay.\r\n \r\nThe dissertation explores and analyzes this interplay, so as to conclude that sociomaterial arrangements must be understood as inextricably intertwined with the process of conducting everyday life. Sociomaterial arrangements such as media artifacts are maintained and transformed by all practice participants. They all contribute in unique ways to upholding and changing jointly shared arrangements through conflictual collaboration, irrespective of their age. Daycare and other learning institutions should therefore systematically promote collaborative explorations of media-related struggles across age thresholds.","downloadable_attachments":[{"id":33870453,"asset_id":7255995,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2715963,"first_name":"Niklas Alexander","last_name":"Chimirri","domain_name":"ruc-dk","page_name":"NiklasAlexanderChimirri","display_name":"Niklas Alexander Chimirri","profile_url":"https://ruc-dk.academia.edu/NiklasAlexanderChimirri?f_ri=3200","photo":"https://0.academia-photos.com/2715963/874344/1091403/s65_niklas_alexander.chimirri.jpg"}],"research_interests":[{"id":252,"name":"Developmental Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology?f_ri=3200","nofollow":true},{"id":923,"name":"Technology","url":"https://www.academia.edu/Documents/in/Technology?f_ri=3200","nofollow":true},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=3200","nofollow":true},{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=3200"},{"id":4432,"name":"Theoretical Psychology","url":"https://www.academia.edu/Documents/in/Theoretical_Psychology?f_ri=3200"},{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development?f_ri=3200"},{"id":5049,"name":"Critical Psychology","url":"https://www.academia.edu/Documents/in/Critical_Psychology?f_ri=3200"},{"id":5583,"name":"Audience and Reception Studies","url":"https://www.academia.edu/Documents/in/Audience_and_Reception_Studies?f_ri=3200"},{"id":5604,"name":"Collective Action","url":"https://www.academia.edu/Documents/in/Collective_Action?f_ri=3200"},{"id":7089,"name":"Media psychology","url":"https://www.academia.edu/Documents/in/Media_psychology?f_ri=3200"},{"id":7466,"name":"Human Development","url":"https://www.academia.edu/Documents/in/Human_Development?f_ri=3200"},{"id":12824,"name":"Intersubjectivity","url":"https://www.academia.edu/Documents/in/Intersubjectivity?f_ri=3200"},{"id":17091,"name":"Media Ethnography","url":"https://www.academia.edu/Documents/in/Media_Ethnography?f_ri=3200"},{"id":27906,"name":"Media technology","url":"https://www.academia.edu/Documents/in/Media_technology?f_ri=3200"},{"id":41286,"name":"Everyday Life","url":"https://www.academia.edu/Documents/in/Everyday_Life?f_ri=3200"},{"id":52314,"name":"Collaborative Research","url":"https://www.academia.edu/Documents/in/Collaborative_Research?f_ri=3200"},{"id":108113,"name":"Practice Research","url":"https://www.academia.edu/Documents/in/Practice_Research?f_ri=3200"},{"id":182916,"name":"Relational Ontology","url":"https://www.academia.edu/Documents/in/Relational_Ontology?f_ri=3200"},{"id":189874,"name":"Participatory Research Methods","url":"https://www.academia.edu/Documents/in/Participatory_Research_Methods?f_ri=3200"},{"id":986335,"name":"Interrelatedness","url":"https://www.academia.edu/Documents/in/Interrelatedness?f_ri=3200"},{"id":1406745,"name":"Children's Perspectives","url":"https://www.academia.edu/Documents/in/Childrens_Perspectives?f_ri=3200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_344115" data-work_id="344115" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/344115/Discourses_and_Practices_of_Diversity_Management_in_the_UK">Discourses and Practices of Diversity Management in the UK</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This chapter aims to provide a critical and evidence-based account of the discourses and practices of diversity management in the UK context. The chapter presents an analysis of qualitative and quantitative evidence from two field... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_344115" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This chapter aims to provide a critical and evidence-based account of the discourses and practices of diversity management in the UK context. The chapter presents an analysis of qualitative and quantitative evidence from two field studies, which were conducted with the diversity managers of public and private sector organisations. The first part of the chapter provides a background to the development of the diversity management discourse and structures in the UK through a review the evolution of the UK equality legislation as well as the scholarly debates on equality and diversity. In the second part, organisational equality and diversity discourses and practices are explored. The exploration is informed by original empirical evidence, which include the individual accounts of 11 diversity managers from large public and private sector organisations in the UK collected through semi-structured interviews and quantitative data from an online survey which produced 285 completed questionnaires from diversity managers in the UK. The complex and contested nature of diversity management processes are unpacked by presenting compelling empirical evidence against simplistic, a-historical, a-contextual and apolitical notions of diversity management in the mainstream literature.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/344115" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0ce5c2594f41e9c60cd2a9c9f3ba307f" rel="nofollow" data-download="{"attachment_id":1756642,"asset_id":344115,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/1756642/download_file?st=MTc0MDU3NjQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="115755" href="https://qmul.academia.edu/AhuTatli">Ahu Tatli</a><script data-card-contents-for-user="115755" type="text/json">{"id":115755,"first_name":"Ahu","last_name":"Tatli","domain_name":"qmul","page_name":"AhuTatli","display_name":"Ahu Tatli","profile_url":"https://qmul.academia.edu/AhuTatli?f_ri=3200","photo":"https://0.academia-photos.com/115755/31107/28596/s65_ahu.tatli.jpg"}</script></span></span></li><li class="js-paper-rank-work_344115 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="344115"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 344115, container: ".js-paper-rank-work_344115", }); 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$(".js-view-count[data-work-id=344115]").text(description); $(".js-view-count-work_344115").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_344115").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="344115"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1989" rel="nofollow" href="https://www.academia.edu/Documents/in/Equality_Studies">Equality Studies</a>, <script data-card-contents-for-ri="1989" type="text/json">{"id":1989,"name":"Equality Studies","url":"https://www.academia.edu/Documents/in/Equality_Studies?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2613" rel="nofollow" href="https://www.academia.edu/Documents/in/Diversity">Diversity</a>, <script data-card-contents-for-ri="2613" type="text/json">{"id":2613,"name":"Diversity","url":"https://www.academia.edu/Documents/in/Diversity?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3200" rel="nofollow" href="https://www.academia.edu/Documents/in/Praxis">Praxis</a>, <script data-card-contents-for-ri="3200" type="text/json">{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5538" rel="nofollow" href="https://www.academia.edu/Documents/in/Discourse">Discourse</a><script data-card-contents-for-ri="5538" type="text/json">{"id":5538,"name":"Discourse","url":"https://www.academia.edu/Documents/in/Discourse?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=344115]'), work: {"id":344115,"title":"Discourses and Practices of Diversity Management in the UK","created_at":"2010-10-02T00:49:26.491-07:00","url":"https://www.academia.edu/344115/Discourses_and_Practices_of_Diversity_Management_in_the_UK?f_ri=3200","dom_id":"work_344115","summary":"This chapter aims to provide a critical and evidence-based account of the discourses and practices of diversity management in the UK context. The chapter presents an analysis of qualitative and quantitative evidence from two field studies, which were conducted with the diversity managers of public and private sector organisations. The first part of the chapter provides a background to the development of the diversity management discourse and structures in the UK through a review the evolution of the UK equality legislation as well as the scholarly debates on equality and diversity. In the second part, organisational equality and diversity discourses and practices are explored. The exploration is informed by original empirical evidence, which include the individual accounts of 11 diversity managers from large public and private sector organisations in the UK collected through semi-structured interviews and quantitative data from an online survey which produced 285 completed questionnaires from diversity managers in the UK. The complex and contested nature of diversity management processes are unpacked by presenting compelling empirical evidence against simplistic, a-historical, a-contextual and apolitical notions of diversity management in the mainstream literature.","downloadable_attachments":[{"id":1756642,"asset_id":344115,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":115755,"first_name":"Ahu","last_name":"Tatli","domain_name":"qmul","page_name":"AhuTatli","display_name":"Ahu Tatli","profile_url":"https://qmul.academia.edu/AhuTatli?f_ri=3200","photo":"https://0.academia-photos.com/115755/31107/28596/s65_ahu.tatli.jpg"}],"research_interests":[{"id":1989,"name":"Equality Studies","url":"https://www.academia.edu/Documents/in/Equality_Studies?f_ri=3200","nofollow":true},{"id":2613,"name":"Diversity","url":"https://www.academia.edu/Documents/in/Diversity?f_ri=3200","nofollow":true},{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true},{"id":5538,"name":"Discourse","url":"https://www.academia.edu/Documents/in/Discourse?f_ri=3200","nofollow":true},{"id":6416,"name":"Human Resource Management","url":"https://www.academia.edu/Documents/in/Human_Resource_Management?f_ri=3200"},{"id":9604,"name":"Equality and Diversity","url":"https://www.academia.edu/Documents/in/Equality_and_Diversity?f_ri=3200"},{"id":11090,"name":"Workforce Diversity","url":"https://www.academia.edu/Documents/in/Workforce_Diversity?f_ri=3200"},{"id":11721,"name":"Equality","url":"https://www.academia.edu/Documents/in/Equality?f_ri=3200"},{"id":13676,"name":"Diversity Management","url":"https://www.academia.edu/Documents/in/Diversity_Management?f_ri=3200"},{"id":17802,"name":"Diversity \u0026 Inclusion","url":"https://www.academia.edu/Documents/in/Diversity_and_Inclusion?f_ri=3200"},{"id":23534,"name":"Individualism","url":"https://www.academia.edu/Documents/in/Individualism?f_ri=3200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_13737565 coauthored" data-work_id="13737565" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/13737565/Behandlungsstrategien_f%C3%BCr_zerebrale_kavernomat%C3%B6se_Malformationen">Behandlungsstrategien für zerebrale kavernomatöse Malformationen</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Cerebrale cavernomatöse Malformationen (CCM) sind eine Subgruppe langsam blutdurchflossener zerebraler vaskulärer Malformationen. Sie treten bei ungefähr 0.1 -4% der Bevölkerung auf und machen insgesamt einen Anteil von 8 -15% aller... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_13737565" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Cerebrale cavernomatöse Malformationen (CCM) sind eine Subgruppe langsam blutdurchflossener zerebraler vaskulärer Malformationen. Sie treten bei ungefähr 0.1 -4% der Bevölkerung auf und machen insgesamt einen Anteil von 8 -15% aller vaskulären Fehlbildungen des zentralen Nervensystems aus. Je nach Grösse und Lokalisation (supratentoriell oder infratentoriell, Hirnstamm) präsentieren sie sich vor allem bei jüngeren Patienten (meist 2.-3. Lebensdekade) durch epileptische Anfälle, fokale Hirnblutungen mit oder ohne neurologischen Defiziten, oder werden heutzutage aufgrund unspezifischer Beschwerden (z.B. Kopfschmerzen, Schwindel) zufällig im MRT entdeckt. Die klinische Erfahrung mit Cavernompatienten lässt sich in vier Kategorien aufteilen: die chirurgische oder konservative Therapie bei inzidentiellen oder symptomatischen Befunden. Die Entscheidungsfindung bzgl. der optimalen Therapie muss im Wissen um den natürlichen Verlauf der Pathologie auf der einen (Risiko für relevante Einblutung oder Epilepsie), und der chirurgischen Möglichkeiten mit dem zu erwartenden klinisch-funktionellen Ergebnis nach Operation auf der anderen Seite erfolgen. Eine vorsichtige Patientenselektion und eine entsprechende Expertise des Zentrums ist beim Management von CCM somit entscheidend. Schlüsselwörter: Cavernom; cerebrale cavernomatöse Malformationen; cavernöses Angiom; Pathophysiologie; Management; Therapie 1 Treatment strategies for intracranial cavernomas Abstract Cerebral cavernomatous malformations (CCM) are a subgroup of low-pressure cerebral vascular malformation. They have an estimated prevalence of 0.1% -4% of the population and account for 8 -15% of all cerebral vascular malformations. Depending on their size and localization (supratentorial or infratentorial, brain stem), CCM may present with focal bleedings with or without neurological deficits, as epileptic seizures, or are diagnosed incidentally by MRI performed for unspecific symptoms (e.g. headache, vertigo), especially in younger patients (mostly in 2nd or 3rd decade). The clinical experience with CCM patients can be classified into four categories: surgical or conservative treatment of symptomatic or incidental lesions. The decision regarding the optimal therapy in the individual patient must be made in the knowledge of the natural history (risk for bleeding or epilepsy) on the one hand, and the surgical possibilities (accessibility of the lesion) including their estimated outcome on the other hand. Therefore, careful patient selection and appropriate experience of the centre is warranted in the management of CCM.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13737565" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="11e08cbdbb4f887a1eeee6db2bc35997" rel="nofollow" data-download="{"attachment_id":45005186,"asset_id":13737565,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/45005186/download_file?st=MTc0MDU3NjQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="32859309" href="https://independent.academia.edu/PhilippeBijlenga">Philippe Bijlenga</a><script data-card-contents-for-user="32859309" type="text/json">{"id":32859309,"first_name":"Philippe","last_name":"Bijlenga","domain_name":"independent","page_name":"PhilippeBijlenga","display_name":"Philippe Bijlenga","profile_url":"https://independent.academia.edu/PhilippeBijlenga?f_ri=3200","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-13737565">+1</span><div class="hidden js-additional-users-13737565"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://gfri.academia.edu/KarlSchaller">Karl Schaller</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-13737565'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-13737565').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_13737565 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="13737565"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 13737565; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=13737565]").text(description); $(".js-view-count-work_13737565").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_13737565").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="13737565"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3200" rel="nofollow" href="https://www.academia.edu/Documents/in/Praxis">Praxis</a>, <script data-card-contents-for-ri="3200" type="text/json">{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6200" rel="nofollow" href="https://www.academia.edu/Documents/in/Magnetic_Resonance_Imaging">Magnetic Resonance Imaging</a>, <script data-card-contents-for-ri="6200" type="text/json">{"id":6200,"name":"Magnetic Resonance Imaging","url":"https://www.academia.edu/Documents/in/Magnetic_Resonance_Imaging?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="16664" rel="nofollow" href="https://www.academia.edu/Documents/in/Risk_assessment">Risk assessment</a>, <script data-card-contents-for-ri="16664" type="text/json">{"id":16664,"name":"Risk assessment","url":"https://www.academia.edu/Documents/in/Risk_assessment?f_ri=3200","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="111629" rel="nofollow" href="https://www.academia.edu/Documents/in/Incidental_Findings">Incidental Findings</a><script data-card-contents-for-ri="111629" type="text/json">{"id":111629,"name":"Incidental Findings","url":"https://www.academia.edu/Documents/in/Incidental_Findings?f_ri=3200","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=13737565]'), work: {"id":13737565,"title":"Behandlungsstrategien für zerebrale kavernomatöse Malformationen","created_at":"2015-07-07T00:53:26.615-07:00","url":"https://www.academia.edu/13737565/Behandlungsstrategien_f%C3%BCr_zerebrale_kavernomat%C3%B6se_Malformationen?f_ri=3200","dom_id":"work_13737565","summary":"Cerebrale cavernomatöse Malformationen (CCM) sind eine Subgruppe langsam blutdurchflossener zerebraler vaskulärer Malformationen. Sie treten bei ungefähr 0.1 -4% der Bevölkerung auf und machen insgesamt einen Anteil von 8 -15% aller vaskulären Fehlbildungen des zentralen Nervensystems aus. Je nach Grösse und Lokalisation (supratentoriell oder infratentoriell, Hirnstamm) präsentieren sie sich vor allem bei jüngeren Patienten (meist 2.-3. Lebensdekade) durch epileptische Anfälle, fokale Hirnblutungen mit oder ohne neurologischen Defiziten, oder werden heutzutage aufgrund unspezifischer Beschwerden (z.B. Kopfschmerzen, Schwindel) zufällig im MRT entdeckt. Die klinische Erfahrung mit Cavernompatienten lässt sich in vier Kategorien aufteilen: die chirurgische oder konservative Therapie bei inzidentiellen oder symptomatischen Befunden. Die Entscheidungsfindung bzgl. der optimalen Therapie muss im Wissen um den natürlichen Verlauf der Pathologie auf der einen (Risiko für relevante Einblutung oder Epilepsie), und der chirurgischen Möglichkeiten mit dem zu erwartenden klinisch-funktionellen Ergebnis nach Operation auf der anderen Seite erfolgen. Eine vorsichtige Patientenselektion und eine entsprechende Expertise des Zentrums ist beim Management von CCM somit entscheidend. Schlüsselwörter: Cavernom; cerebrale cavernomatöse Malformationen; cavernöses Angiom; Pathophysiologie; Management; Therapie 1 Treatment strategies for intracranial cavernomas Abstract Cerebral cavernomatous malformations (CCM) are a subgroup of low-pressure cerebral vascular malformation. They have an estimated prevalence of 0.1% -4% of the population and account for 8 -15% of all cerebral vascular malformations. Depending on their size and localization (supratentorial or infratentorial, brain stem), CCM may present with focal bleedings with or without neurological deficits, as epileptic seizures, or are diagnosed incidentally by MRI performed for unspecific symptoms (e.g. headache, vertigo), especially in younger patients (mostly in 2nd or 3rd decade). The clinical experience with CCM patients can be classified into four categories: surgical or conservative treatment of symptomatic or incidental lesions. The decision regarding the optimal therapy in the individual patient must be made in the knowledge of the natural history (risk for bleeding or epilepsy) on the one hand, and the surgical possibilities (accessibility of the lesion) including their estimated outcome on the other hand. 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Aportes a la Didáctica General (2014)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Presento en este trabajo constructos teóricos elaborados a partir de la investigación La Formación Docente articulada. A través de la Investigación Acción nos hemos incluido en las aulas de todos los niveles, implementando mejoras en la... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43754104" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Presento en este trabajo constructos teóricos elaborados a partir de la investigación La Formación Docente articulada. A través de la Investigación Acción nos hemos incluido en las aulas de todos los niveles, implementando mejoras en la enseñanza. El objetivo de este artículo es analizar-a partir de la empiria-el acto educativo desde posturas dicotómicas como theoría, praxis o poiesis. La metodología empleada articula la perspectiva histórica de la Didáctica, la lectura hermenéutica de la vida del aula y las posibilidades de cambio a través de innovaciones implementadas por profesores y estudiantes. Se discute la concepción conductista sobre la enseñanza, pero también la de los pedagogos críticos Carr, Kemmis y Grundy. Nuestra perspectiva que articula praxis (acción) y poiesis (trabajo) concluye que la enseñanza entendida como interacción fundada en el discurso es una praxis y no fabrica hombres. Pero la enseñanza es también trabajo-arte (poiesis) porque crea o fabrica herramientas culturales para facilitar el aprendizaje. De esta manera, si la enseñanza es praxis, la Didáctica pierde la calidad de ciencia aplicada que algunos le asignan. Y si es trabajo (poiesis) produce bienes culturales y tecnología como mediadores para el aprendizaje, en consecuencia, las TICs destinadas a la enseñanza entran en el ámbito científico de la Didáctica.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43754104" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cbfc4f241b43dc5da3bee8f1a1dc4ca7" rel="nofollow" data-download="{"attachment_id":120892846,"asset_id":43754104,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/120892846/download_file?st=MTc0MDU3NjQwNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="46086193" href="https://unlpam.academia.edu/VilmaPruzzodeDiPego">Vilma Pruzzo de Di Pego</a><script data-card-contents-for-user="46086193" type="text/json">{"id":46086193,"first_name":"Vilma","last_name":"Pruzzo de Di Pego","domain_name":"unlpam","page_name":"VilmaPruzzodeDiPego","display_name":"Vilma Pruzzo de Di Pego","profile_url":"https://unlpam.academia.edu/VilmaPruzzodeDiPego?f_ri=3200","photo":"https://0.academia-photos.com/46086193/12205760/13592924/s65_vilma.pruzzo.jpg"}</script></span></span></li><li class="js-paper-rank-work_43754104 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43754104"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43754104, container: ".js-paper-rank-work_43754104", }); 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nella... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_2544904" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">L’articolo intende mettere in dialogo alcune analisi di Heidegger e Lacan a proposito della questione del soggetto e, in particolare, del rapporto tra il piano del significato e il piano di ciò che è al di là del significato nella costituzione del soggetto e nella sua esperienza. Passando attraverso diversi livelli, e mostrando le analogie e differenze tra i due autori, si cercherà di far emergere come tra quei due piani non ci sia un rapporto di mera giustapposizione, ma una relazione di implicazione reciproca e differenziale, in virtù della quale essi sono le due facce di un medesimo evento.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2544904" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="94527b90c4e246a6b1e06de75fa59225" rel="nofollow" data-download="{"attachment_id":30832823,"asset_id":2544904,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/30832823/download_file?st=MTc0MDU3NjQwNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2861435" href="https://cnrs.academia.edu/RobertoTerzi">Roberto Terzi</a><script data-card-contents-for-user="2861435" type="text/json">{"id":2861435,"first_name":"Roberto","last_name":"Terzi","domain_name":"cnrs","page_name":"RobertoTerzi","display_name":"Roberto Terzi","profile_url":"https://cnrs.academia.edu/RobertoTerzi?f_ri=3200","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_2544904 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="2544904"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 2544904, container: ".js-paper-rank-work_2544904", }); 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Passando attraverso diversi livelli, e mostrando le analogie e differenze tra i due autori, si cercherà di far emergere come tra quei due piani non ci sia un rapporto di mera giustapposizione, ma una relazione di implicazione reciproca e differenziale, in virtù della quale essi sono le due facce di un medesimo evento.","downloadable_attachments":[{"id":30832823,"asset_id":2544904,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2861435,"first_name":"Roberto","last_name":"Terzi","domain_name":"cnrs","page_name":"RobertoTerzi","display_name":"Roberto Terzi","profile_url":"https://cnrs.academia.edu/RobertoTerzi?f_ri=3200","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=3200","nofollow":true},{"id":7216,"name":"The Body","url":"https://www.academia.edu/Documents/in/The_Body?f_ri=3200","nofollow":true},{"id":8338,"name":"Jacques Lacan","url":"https://www.academia.edu/Documents/in/Jacques_Lacan?f_ri=3200","nofollow":true},{"id":8437,"name":"Martin Heidegger","url":"https://www.academia.edu/Documents/in/Martin_Heidegger?f_ri=3200","nofollow":true},{"id":11845,"name":"Meaning","url":"https://www.academia.edu/Documents/in/Meaning?f_ri=3200"},{"id":12677,"name":"Desire","url":"https://www.academia.edu/Documents/in/Desire?f_ri=3200"},{"id":54659,"name":"Subjectivity","url":"https://www.academia.edu/Documents/in/Subjectivity?f_ri=3200"},{"id":239353,"name":"Jouissance","url":"https://www.academia.edu/Documents/in/Jouissance?f_ri=3200"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_24020409" data-work_id="24020409" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/24020409/Did%C3%A1ctica_General_Investigaci%C3%B3n_emp%C3%ADrica_y_discusiones_te%C3%B3ricas">Didáctica General. Investigación empírica y discusiones teóricas.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">La DiDÁctica: Su recoNStrucciÓN DeSDe La hiStoria</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/24020409" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="866a50be28e441044f03651cc2d532e0" rel="nofollow" data-download="{"attachment_id":44397921,"asset_id":24020409,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44397921/download_file?st=MTc0MDU3NjQwNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="46086193" href="https://unlpam.academia.edu/VilmaPruzzodeDiPego">Vilma Pruzzo de Di Pego</a><script data-card-contents-for-user="46086193" type="text/json">{"id":46086193,"first_name":"Vilma","last_name":"Pruzzo de Di Pego","domain_name":"unlpam","page_name":"VilmaPruzzodeDiPego","display_name":"Vilma Pruzzo de Di Pego","profile_url":"https://unlpam.academia.edu/VilmaPruzzodeDiPego?f_ri=3200","photo":"https://0.academia-photos.com/46086193/12205760/13592924/s65_vilma.pruzzo.jpg"}</script></span></span></li><li class="js-paper-rank-work_24020409 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="24020409"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 24020409, container: ".js-paper-rank-work_24020409", }); 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Paulo Freire, Resenha por Roitberg</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Resenha apresentada na disciplina Políticas de Formação, Identidade e Trabalho Docente, no 2º sem. 2009 -PPGEduc (UFRRJ/IM), na condição de aluno em regime especial,como avaliação final de disciplina. Profª Drª Lílian Maria P. de S. Ramos... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_5626850" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Resenha apresentada na disciplina Políticas de Formação, Identidade e Trabalho Docente, no 2º sem. 2009 -PPGEduc (UFRRJ/IM), na condição de aluno em regime especial,como avaliação final de disciplina. Profª Drª Lílian Maria P. de S. Ramos Nova Iguaçu -RJ Dez -2009 FREIRE, Paulo. Pedagogia da autonomia: saberes necessários à prática educativa. 33ª ed., São Paulo, Paz & Terra, 2006.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/5626850" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e6abcfd2fe5752b08e1f6bd9cd2cc586" rel="nofollow" data-download="{"attachment_id":32696977,"asset_id":5626850,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/32696977/download_file?st=MTc0MDU3NjQwNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5288666" href="https://ufrrj.academia.edu/JulioRoitberg">Julio C Roitberg</a><script data-card-contents-for-user="5288666" type="text/json">{"id":5288666,"first_name":"Julio","last_name":"Roitberg","domain_name":"ufrrj","page_name":"JulioRoitberg","display_name":"Julio C Roitberg","profile_url":"https://ufrrj.academia.edu/JulioRoitberg?f_ri=3200","photo":"https://0.academia-photos.com/5288666/2325564/2712734/s65_julio.roitberg.jpg"}</script></span></span></li><li class="js-paper-rank-work_5626850 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="5626850"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 5626850, container: ".js-paper-rank-work_5626850", }); 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itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/30207139/Teachers_Nascent_Praxes_of_Care_Potentially_Decolonizing_Approaches_to_School_Violence_in_Trinidad">Teachers' Nascent Praxes of Care: Potentially Decolonizing Approaches to School Violence in Trinidad</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Zero tolerance, punitive, and more negative peace-oriented approaches dominate school violence interventions, despite research indicating that comprehensive approaches are more sustainable. In this article, I use data from a longitudinal... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_30207139" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Zero tolerance, punitive, and more negative peace-oriented approaches dominate school violence interventions, despite research indicating that comprehensive approaches are more sustainable. In this article, I use data from a longitudinal case study at a Trinidadian secondary school to focus on the role of teachers and their impact on school violence; I show that institutional constraints are not fully deterministic, as teachers sometimes deploy their agency to efficacious ends. In combining Noddings’ postulations on care and Freire’s notions of praxis as a symbiosis of reflection and action, I explicate the nascent praxes of care of six teachers at this school, as they strive for more positive peace-oriented approaches to school violence. I characterize these praxes as nascent because they are not fully interrogative of the structural violence of the entire system. However, I do argue that these nascent praxes possess decolonizing and transgressive potentiality in the face of a logic of coloniality that reinforces hierarchy, exclusion, and marginalization in the Trinidadian educational system. I conclude by contending that these nascent praxes must be scaled-up to more mature, radical praxes, including the cultivation of a systemic praxis of care; in other words, a deeper and broader postcolonial peace education.<br /><br />Full paper on my website (Accepted Version): <a href="https://hakimwilliams.files.wordpress.com/2014/10/praxes-of-care_acceptedversion_jpe_1dec2016.pdf" rel="nofollow">https://hakimwilliams.files.wordpress.com/2014/10/praxes-of-care_acceptedversion_jpe_1dec2016.pdf</a></div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/30207139" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5a70d2370079c80c5f5c6ef45b289d5d" rel="nofollow" data-download="{"attachment_id":50665700,"asset_id":30207139,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50665700/download_file?st=MTc0MDU3NjQwNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3265564" href="https://gettysburg.academia.edu/HakimWilliams">Hakim Mohandas Amani Williams</a><script data-card-contents-for-user="3265564" type="text/json">{"id":3265564,"first_name":"Hakim","last_name":"Mohandas Amani Williams","domain_name":"gettysburg","page_name":"HakimWilliams","display_name":"Hakim Mohandas Amani Williams","profile_url":"https://gettysburg.academia.edu/HakimWilliams?f_ri=3200","photo":"https://0.academia-photos.com/3265564/1080800/9962283/s65_hakim_mohandas.amani_williams.jpg"}</script></span></span></li><li class="js-paper-rank-work_30207139 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="30207139"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 30207139, container: ".js-paper-rank-work_30207139", }); 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