scholarly journals Introduction to “Transforming Encounters and Critical Reflection: African Thought, Critical Theory, and Liberation Theology in Dialogue”

Religions ◽  
2018 ◽  
Vol 9 (6) ◽  
pp. 199
Author(s):  
Anné Verhoef
Keyword(s):  
Critical Theory ◽  
Liberation Theology ◽  
Critical Reflection

scholarly journals Critiquing a Qualitative Study Using Tracy’s Big-tent Criteria

2019 ◽  
Vol 4 (1) ◽  
pp. 105-122
Author(s):  
Saud Saif Albusaidi
Keyword(s):  
Qualitative Research ◽  
Critical Theory ◽  
Qualitative Study ◽  
Critical Reflection

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.

Liberation Theology

2017 ◽  
Author(s):  
Devin Singh
Keyword(s):  
Liberation Theology ◽  
Critical Reflection ◽  
Analytic Philosophy ◽  
The Other ◽  
Special Focus ◽  
Knowledge Formation ◽  
Anglo American

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.

The Power of Words

2021 ◽  
pp. 60-83
Author(s):  
Yvette D. Hyter
Keyword(s):  
Critical Theory ◽  
Preliminary Analysis ◽  
Critical Reflection ◽  
Cultural Influences ◽  
Building Blocks ◽  
People Of Color ◽  
Structural Racism ◽  
New Era ◽  
Continued Use ◽  
Power Of Words

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.

A Critical Reflection on ICTs and ‘Development’

2017 ◽  
Author(s):  
Tim Unwin
Keyword(s):  
Economic Growth ◽  
Critical Theory ◽  
Critical Reflection ◽  
Theory And Practice ◽  
Rapid Expansion ◽  
Jürgen Habermas ◽  
Jurgen Habermas ◽  
Practice Knowledge ◽  
Effective Development ◽  
The Relationship

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.

scholarly journals Critical Positive Youth Development: A Framework for Centering Critical Consciousness

2020 ◽  
Vol 15 (6) ◽  
pp. 24-43
Author(s):  
Maru Gonzalez ◽  
Michael Kokozos ◽  
Christy M. Byrd ◽  
Katherine E. McKee
Keyword(s):  
Critical Theory ◽  
Youth Development ◽  
Positive Youth Development ◽  
Lived Experiences ◽  
Critical Reflection ◽  
Critical Consciousness ◽  
Political Efficacy ◽  
Critical Action ◽  
Critical Understanding

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. 

scholarly journals Unpacking Systems of Privilege: The Opportunity of Critical Reflection in Outdoor Adventure Education

2020 ◽  
Vol 10 (11) ◽  
pp. 318
Author(s):  
Lisa Meerts-Brandsma ◽  
N. Qwynne Lackey ◽  
Robert P. Warner
Keyword(s):  
Critical Theory ◽  
21St Century ◽  
Critical Reflection ◽  
Adventure Education ◽  
Power Dynamics ◽  
Education Curriculum ◽  
Outdoor Adventure ◽  
Outdoor Adventure Education ◽  
History Of

Outdoor adventure education has an extensive history of considering how its students should wrestle with privilege. Recent events have brought issues of privilege to the forefront, which raises the question of whether outdoor adventure education can play a role in learning to see and affect systems of privilege. This paper examines several elements of outdoor adventure education that make it an ideal environment for teaching about systems of privilege, and makes the argument that Jack Mezirow’s critical reflection, wherein people question the principles that underlie their ideas, should be a key element of outdoor adventure education curriculum in the 21st century. The authors’ perspectives are grounded in critical theory and the assumption that power dynamics need to be examined in order to be changed. By combining critical reflection with the unique characteristics of outdoor adventure education, outdoor adventure educators may be able to successfully teach participants to recognize and impact systems that operate around them.

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