scholarly journals Transforming the Conversation: What Is Liberation and from What Is It Liberating Us? A Critical Response to “Transforming Encounters and Critical Reflection: African Thought, Critical Theory, and Liberation Theology in Dialogue”

Religions ◽  
2018 ◽  
Vol 9 (6) ◽  
pp. 194 ◽  
Author(s):  
Justin Sands
2019 ◽  
Vol 4 (1) ◽  
pp. 105-122
Author(s):  
Saud Saif Albusaidi

This paper critiques an article, which sheds light on the internationalisation of the curriculum. When classified within the main Western paradigms: positivism, interpretivism, critical theory and postmodernism, her article can be within the interpretivism. These paradigms are highlighted in this paper to engage the reader in critical reflection and to emphasise the differences between these paradigms. Big-tent markers, which are applied to evaluate the quality of qualitative research, are then critically implemented to highlight the strengths and weaknesses of that article in line with providing relevant suggestions.


Author(s):  
Devin Singh

This chapter explores the theological–epistemological dynamics of liberation theology. It considers why liberation theology has tended not to express itself within the language of Anglo-American analytic philosophy that characterizes many epistemological discussions. It then provides a description of liberation theology’s own presentation of its epistemological claims, with a special focus on the notion of ‘critical reflection on praxis’. Attention is given to the ways liberation theology insists on the socially located and historically oriented nature of knowledge formation. Finally, the chapter attempts a dialogue between liberation theology and analytically driven categories of epistemology in the interests of mutual clarification and enrichment, and claims that a fruitful conversation can emerge between these disciplines. Each side also presents challenges that the other might consider for its own refinement and development.


2019 ◽  
Vol 34 (4) ◽  
pp. 73-105
Author(s):  
Michał Krzykawski

The article offers a new model of materialist philosophical critique (general technocritique or digital critique) as a critical response to new materialism(s). Drawing on the reinterpretation of the legacy of European philosophies and works by Bernard Stiegler, the article strives to elaborate authentically new theoretical account of matter, notably in relation to the techno-logical mode of its organisation. The critique of new materialism(s) is positioned within the unprecedented crisis of the theoretical model of knowledge. What it is possible to discover by the end of the second decade of the 21st century is that humanities scholars have not managed to confront the central issue for their viable future: the whole theoretical and methodological model, which has so far provided fuel for the contemporary humanities and shaped our social class, postcolonial, gender, queer and other sensibilities, is plunging into a deep epistemological crisis, for having lost its efficient and final cause. In a nutshell, the modelof “doing theory,” is no longer valid, inasmuch as “theory” strangely misrecognized the revolutionary developments in cybernetics, which occurred in the 1950s and radically changed the very nature of knowledge. Therefore, a new epistēmē has to be formed in this new digital condition. However, the formation of this new epistēmē requires for us to radically transform what is referred to as “theory” or “critical theory” and to take into account the developments in the sciences and technology (not necessarily in the methodological framework offered by what is defined as STS) in order to lay the foundations under a new critique of political economy in the hyper-material era.


Author(s):  
Yvette D. Hyter

Recently, speech, language, and hearing sciences (SLHS) programs became increasingly aware of structural racism, inequity, and injustice in the professions and world. Although a consistent experience for many people of color, this current reality requires scholars and educators to interrogate concepts and employ more transformative concepts fitting for this new era. Concepts are the basis of thought, essential for communication, necessary for building knowledge, and the building blocks of theory. Critical theory was used to conduct a preliminary analysis of five concepts used in SLHS. The concepts were analyzed keeping in mind the historical, political, and cultural influences on how the concepts are used and understood in SLHS. The analysis revealed that these concepts were typically not defined in SLHS literature, and without collective critical reflection, the continued use of those concepts could lead to inequities and/or exclusion. Suggestions for more equitable concepts are provided.


Author(s):  
Tim Unwin

This chapter explores the relationships between ICTs and ‘development’, drawing in particular on the Critical Theory of Jürgen Habermas, and highlighting the relationship between theory and practice, knowledge constitutive interests, and empowerment. It suggests that there are many different definitions of ‘development’, and that the hegemonic focus on ‘economic growth’ has inevitably led to greater inequality. This has been exacerbated by the rapid expansion of ICTs, which have widely been interpreted as being positive for development. There is, though, increasing recognition that whilst ICTs can indeed contribute to economic growth, they have also led to increasing inequality between those who have access to the latest technologies, and those who only have access to older ICTs or none at all. The book argues that there needs to be a refocusing on the interests of the poorest and most marginalized if ICTs are to be seen as contributing to effective development.


2020 ◽  
Vol 15 (6) ◽  
pp. 24-43
Author(s):  
Maru Gonzalez ◽  
Michael Kokozos ◽  
Christy M. Byrd ◽  
Katherine E. McKee

While positive youth development (PYD) has proven beneficial in developing youth’s strengths, fomenting youth–adult partnerships, and cultivating leadership, missing from the framework is a critical understanding of the role and impact of power, privilege, and oppression on young people’s development and lived experiences. To address this absence, we developed a critical positive youth development (CPYD) framework. Bridging positive youth development (PYD) with critical theory, CPYD positions critical consciousness—consisting of critical reflection, political efficacy, and critical action—as the 7th C of PYD and as integral to both the learning process and healthy socioemotional development. This paper introduces the CPYD framework and examines implications and applications for practitioners, including exploring the role of storytelling as an effective method through which to apply CPYD and highlighting one specific example. 


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