The Critical Turn in Education traces the historical emergence and development of critical theories in the field of education, from the introduction of Marxist and other radical social theories in the 1960s to the contemporary critical landscape. The book begins by tracing the first waves of critical scholarship in the field through a close, contextual study of the intellectual and political projects of several core figures including, Paulo Freire, Samuel Bowles and Herbert Gintis, Michael Apple, and Henry Giroux. Later chapters offer a discussion of feminist critiques, the influx of postmodernist and poststructuralist ideas in education, and critical theories of race. While grounded in U.S. scholarship, The Critical Turn in Education contextualizes the development of critical ideas and political projects within a larger international history, and charts the ongoing theoretical debates that seek to explain the relationship between school and society. Today, much of the language of this critical turn has now become commonplace—words such as "hegemony," "ideology," and the term "critical" itself—but by providing a historical analysis, The Critical Turn in Education illuminates the complexity and nuance of these theoretical tools, which offer ways of understanding the intersections between individual identities and structural forces in an attempt to engage and overturn social injustice.
The Critical Turn in Education traces the historical emergence and development of critical theories in the field of education, from the introduction of Marxist and other radical social theories in the 1960s to the contemporary critical landscape. The book begins by tracing the first waves of critical scholarship in the field through a close, contextual study of the intellectual and political projects of several core figures including, Paulo Freire, Samuel Bowles and Herbert Gintis, Michael Apple, and Henry Giroux. Later chapters offer a discussion of feminist critiques, the influx of postmodernist and poststructuralist ideas in education, and critical theories of race. While grounded in U.S. scholarship, The Critical Turn in Education contextualizes the development of critical ideas and political projects within a larger international history, and charts the ongoing theoretical debates that seek to explain the relationship between school and society. Today, much of the language of this critical turn has now become commonplace—words such as "hegemony," "ideology," and the term "critical" itself—but by providing a historical analysis, The Critical Turn in Education illuminates the complexity and nuance of these theoretical tools, which offer ways of understanding the intersections between individual identities and structural forces in an attempt to engage and overturn social injustice.
New approaches to tourism study demonstrate a notable ‘critical turn’ – a shift in thought that emphasises interpretative and critical modes of tourism inquiry. The chapters in this volume reflect this emerging critical school of tourism studies and represent a coordinated effort of tourism scholars whose work engages innovative research methodologies. Since such work has been dispersed across a variety of tourism-related and other research fields, this book responds to a pressing need to consolidate recent advances in a single text. Adopting a broad definition of ‘criticality’, the contributors seek to find ‘fresh’ ways of theorising tourism by locating the phenomenon in its wider political, economic, cultural and social contexts. The collection addresses the power relations underpinning the production of academic knowledge; presents a range of qualitative data collection methods which confront the field’s dominant (post)positivist approaches; foregrounds the emotional dynamics of research relations and explores the personal, the political and the situated nature of research journeys. The book has been divided into two parts, with the essays in the first part establishing a context-specific framework for engaging philosophical and theoretical debates in contemporary tourism enquiry. The second set of essays then present, discuss and critique specific methodologies, research techniques, methods of interpretation and writing strategies, all of which are in some sense illustrative of ‘critical’ tourism research. Contributors range from postgraduate students to established academics and are drawn from both the geopolitical margins and the ‘powerbases’ of the tourism academy. Their various relationships with the English-speaking academy thus range from relative ‘outsider’ to well-positioned ‘insider’ and as a result, their essays are reflective of a range of locations within the complexly spun web of academic power relations and social divisions.
This volume is designed to enable its reader to think through vital concepts and theories relating to tourism and hospitality management, stimulate critical thinking and use multidisciplinary perspectives. The book is organized around three key ways of producing social change in and through tourism: critical thinking, critical education and critical action.
"Ethics, Aging and Society...is the first major work in ten years to critically address issues and methodologies in aging and ethics...This well-organized volume begins theoretically and offers new ways of thinking about ethics that can handle the complexities and realities of aging in particular social contexts."--Choice "This new research-based book, by experts in the field of ethics, is excellent and much-needed...I challenge you toconsider reading this book and seeing all the ways in which you might be forced to rethink things that most of us take as given for ethics and aging. I know you will not be disappointed and I guarantee you will end up thinking long and hard about personal and professional decisions you may have made as well as your assumptions about aging in America."--CFLE Network Newsletter (National Council on Family Relations) "This is a book that should be required reading for all involved in the ethical provision of services to the aging on any level, as well as for policy makers and administrators in positions of influence over the lives of older patients."--PsycCRITIQUES "...the authors' application of feminist ethics to frail elders rings true to both my clinical experience working with frail elders, and my research experience trying to understand their quality of life concerns...there were true gems of ideas [in this book] that illuminated the limitations of the dominant paradigm of autonomy in bioethics. [The authors] make a compelling critique of end-of-life care."--GeriPal: A Geriatrics and Palliative Care Blog This book presents second generation issues in ethics, aging, and society by presenting critical outcomes that arise when ethics is applied to the practical concerns that occur in day-to-day elder care. The first volume in over 10 years to address ethics and gerontology, it is unparalleled in its comprehensiveness and integration of well-developed philosophical arguments with empirical research, humanistic scholarship, and insights gained from practical experience. This book challenges the tried and true approaches to ethical issues in aging and opens avenues for creative problem-solving. The authors' diverse backgrounds bring the advantages of both interdisciplinary scholarship and practical experience to this comprehensive textbook. It is an essential resource for those interested in, and working with, older people, from upper-level undergraduate students and graduate-division students, to gerontology practitioners in training. Key Features: Presents the first major work in over 10 years to integrate the disciplines of ethics and aging Includes case studies derived from day-to-day practice Addresses individual/clinical ethics in health and long-term care and ethical issues raised by public policy, cultural norms and social attitudes Examines such critical issues as Alzheimer's disease, long-term care, ageism, public policy, anti-aging medicine, elder abuse, and natural disasters Explores new directions in ethical and social philosophy as they pertain to gerontology and care
This edited research volume explores the development of what can be described as the ‘critical turn’ in intercultural communication pedagogy, with a particular focus on modern/foreign language education. The main aim is to trace the realisations of this critical turn against a background of unequal power relations, and to illuminate the role that radical culture educators can play in the making of a more democratic and egalitarian social order. The volume takes as a starting point the idea that criticality draws on a number of intellectual traditions, which do not always focus on social and political critique, and argues that because ideological hegemony impacts on the meanings that people create and share, intercultural communication pedagogy ought to locate itself within wider socio-political contexts. With reference points drawn from critical and transnational social theory, critical pedagogy and intercultural theory, contributors to this volume provide readers with powerful ways that show how this can be achieved, and together assess the impact that their understanding of criticality can make on modern/foreign language education. The volume is divided into three major parts, namely: ‘theorising critically’, ‘researching critically’ and ‘teaching critically’.
This book, some 20 years after the publication of Robert W. Cox's seminal Production, Power and World Order: Social Forces in the Making of History , offers the reader an analytical and comprehensive overview of his work and illustrates the continuing relevance thereof for contemporary research.
"A book about theory and method in the humanities and social sciences. It reacts to what has become known as the "cultural turn," a shift toward semiotics, discourse, and representations and away from other sorts of determinations that started in the early 1980s and that has dominated social thinking for a long string of years. The book is based in a reconsideration of the meeting of two disciplines that helped to launch the cultural turn: anthropology and history. Specifically, it criticizes the ideas of hermeneutics and "thick description" (Clifford Geertz) that have come to play a key role in the encounter of anthropology and history and then in the cultural turn. It led to the renewed cherishing of what Gupta and Ferguson have called paradigms of "peoples and places," saturated pictures of universes, both small and large, of meaning ina more of less frozen standstill-an intellectual precursor to the cultural xenophobia of our times. Against this, the present book embraces praxis and "critical junctions": the connections in space (in and out of a relations of power and dependency, and what Eric Wolf has called the "interstitial relations" between apparently separate institutional domains. In this way the book adds to the current revival of institutionally based "global ethnography," which studies "up and outward" (the journal of Ethnography is a good example)."--Preface
Critical philosophy has always challenged the division between theory and practice. At its best, it aims to turn contemplation into emancipation, seeking to transform society in pursuit of equality, autonomy, and human flourishing. Yet today’s critical theory often seems to engage only in critique. These times of crisis demand more. Bernard E. Harcourt challenges us to move beyond decades of philosophical detours and to harness critical thought to the need for action. In a time of increasing awareness of economic and social inequality, Harcourt calls on us to make society more equal and just. Only critical theory can guide us toward a more self-reflexive pursuit of justice. Charting a vision for political action and social transformation, Harcourt argues that instead of posing the question, “What is to be done?” we must now turn it back onto ourselves and ask, and answer, “What more am I to do?” Critique and Praxis advocates for a new path forward that constantly challenges each and every one of us to ask what more we can do to realize a society based on equality and justice. Joining his decades of activism, social-justice litigation, and political engagement with his years of critical theory and philosophical work, Harcourt has written a magnum opus.
Concerned with criticizing representational theories of knowledge by developing alternative concepts of knowing and communicating, Ian Angus and Lenore Langsdorf bring together eight essays that are united by a common theme: the convergence of philosophy and rhetoric. In the first chapter, Angus and Langsdorf illustrate the centrality of critical reasoning to the nature of questioning itself, arguing that human inquiry has entered a "new situation" where "the convictions and orientations that have traditionally marked the separation of rhetoric and philosophy--the concern for truth and the focus on persuasion--have begun to converge on a new space that can be defined through the central term discourse."In these essays, this convergence of rhetoric and philosophy is addressed as it presents itself to a variety of interests that transcend the traditional boundaries of these fields. The two editors, Raymie E. McKerrow, Michael J. Hyde and Craig R. Smith, James W. Hikins and Kenneth S. Zagacki, Calvin O. Schrag and David James Miller, and Richard L. Lanigan map this new space, recognizing that such mapping "simultaneously constitutes the territory mapped."
