Critical Social Issues of the Transition: Inequality, Corruption, Environment, Globalization

2017 ◽  
pp. 101-157
Keyword(s):  
Social Issues ◽  
Critical Social

Iraq

2017 ◽  
Author(s):  
Haytham Bahoora
Keyword(s):  
Twentieth Century ◽  
Short Story ◽  
Social Issues ◽  
Social Realism ◽  
Self Awareness ◽  
Historical Novels ◽  
The Novel ◽  
War In Iraq ◽  
Critical Social

This chapter examines the development of the novel in Iraq. It first considers the beginnings of prose narrative in Iraq, using the intermingling of the short story and the novel, particularly in the first half of the twentieth century, as a framework for reassessing the formal qualities of the Arabic novel. It then turns to romantic and historical novels published in the 1920s, as well as novels dealing with social issues like poverty and the condition of peasants in the countryside. It discusses the narrative emergence of the bourgeois intellectual’s self-awareness and interiority in Iraqi fiction, especially the novella; works that continued the expression of a critical social realism in the Iraqi novelistic tradition and the appearance of modernist aesthetics; and narratives that addressed dictatorship and war in Iraq. The chapter concludes with an overview of the novel genre in Iraq after 2003.

scholarly journals “Lo agarraron y lo echaron pa’tras”: Discussing Critical Social Issues with Young Latinas

2011 ◽  
Vol 12 (2) ◽  
pp. 43 ◽  
Author(s):  
Julia Lopez-Robertson
Keyword(s):  
Critical Literacy ◽  
Lived Experiences ◽  
Social Issues ◽  
Literature Discussions ◽  
Literacy Curriculum ◽  
Social Inequities ◽  
Bilingual Classroom ◽  
Critical Social

The avenue for enacting a critical literacy curriculum in this primary bilingual classroom was through literature discussions about critical social issues that impacted the children’s lives. These discussions provided the children the space to discuss and question social issues that were significant to them and with which they identified. The analysis explored the responses of two young Latinas and demonstrated that these young Latinas did indeed think seriously about the critical social issues raised in the books discussed. They connected the books to their lives through the stories they told and shared their experiences as they sought to make meaning from the books and the issues raised. Children like the young Latinas in this study need a critical literacy curriculum that helps them contest social inequities in which they may be living and challenges them to think beyond the book and make connections to their lived experiences.

scholarly journals Science communication: frequently public, occasionally intellectual

2017 ◽  
Vol 16 (01) ◽  
pp. C01
Author(s):  
Rod Lamberts
Keyword(s):  
Risk Taking ◽  
Science Communication ◽  
Social Issues ◽  
Status Quo ◽  
Starting Position ◽  
Speaking Out ◽  
Professional Environment ◽  
The Status ◽  
Critical Social

This article provides a starting position and scene-setter for an invited commentary series on science communication and public intellectualism. It begins by briefly considering what intellectualism and public intellectualism are, before discussing their relationship with science communication, especially in academia. It ends with a call to science communication academics and practitioners to either become more active in challenging the status quo, or to help support those who wish to by engendering a professional environment that encourages risk-taking and speaking-out in public about critical social issues.

Challenges and Opportunities for Dance Pedagogy: Critical Social Issues and “Unlearning” How to Teach

2009 ◽  
Vol 41 (S1) ◽  
pp. 204-209 ◽  
Author(s):  
Doug Risner
Keyword(s):  
United States ◽  
Cross Section ◽  
Young Women ◽  
Social Issues ◽  
Dance Education ◽  
The United States ◽  
Dance Pedagogy ◽  
Challenges And Opportunities ◽  
Considerable Experience ◽  
Critical Social

Given our panel's focus, I will introduce myself by way of my undergraduate dance pedagogy course and highlight what I will be addressing in my remarks this morning. The young women in my dance pedagogy course bring considerable experience in modern, ballet, and jazz technique and are equally skilled as young performers. These students likely represent a good cross section of students in their third year of undergraduate dance programs in the United States. We begin this pedagogy course by looking at the students'experience of teaching in their own training and dance education.

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