scholarly journals Introduction. Creative Collaborations, Dialogues, and Reconfigurations: Rethinking Artistic, Cultural, and Sociopolitical Values and Practices with

Anthrovision ◽  
2016 ◽  
Author(s):  
Estelle Castro-Koshy ◽  
Géraldine Le Roux
Keyword(s):  
Sociopolitical Values

Making Through the Lens of Culture and Power: Toward Transformative Visions for Educational Equity

2016 ◽  
Vol 86 (2) ◽  
pp. 206-232 ◽  
Author(s):  
Shirin Vossoughi ◽  
Paula K. Hooper ◽  
Meg Escudé
Keyword(s):  
Students Of Color ◽  
Educational Equity ◽  
Cross Cultural ◽  
Maker Movement ◽  
Research And Teaching ◽  
Working Class Students ◽  
Sociopolitical Values ◽  
Pedagogical Philosophies ◽  
Research And Design ◽  
Oriented Research

In this essay, Shirin Vossoughi, Paula Hooper, and Meg Escudé advance a critique of branded, culturally normative definitions of making and caution against their uncritical adoption into the educational sphere. The authors argue that the ways making and equity are conceptualized can either restrict or expand the possibility that the growing maker movement will contribute to intellectually generative and liberatory educational experiences for working-class students and students of color. After reviewing various perspectives on making as educative practice, they present a framework that treats the following principles as starting points for equity-oriented research and design: critical analyses of educational injustice; historicized approaches to making as cross-cultural activity; explicit attention to pedagogical philosophies and practices; and ongoing inquiry into the sociopolitical values and purposes of making. These principles are grounded in their own research and teaching in the Tinkering Afterschool Program as well as in the insights and questions raised by critical voices both inside and outside the maker movement.

scholarly journals Constructions of Identity and War: A Reciprocal Relationship in Former Yugoslavia

2020 ◽  
Vol 17 (1) ◽  
pp. 19-28
Author(s):  
Taylor Ginieczki
Keyword(s):  
Collective Identity ◽  
Reciprocal Relationship ◽  
Former Yugoslavia ◽  
Security Dilemma ◽  
Relevant Evidence ◽  
Real World Evidence ◽  
International Image ◽  
History Of ◽  
Yugoslav Wars ◽  
Sociopolitical Values

This article investigates the reciprocal relationship between identity and conflict, focusing the inquiry on the violent dissolution of Yugoslavia and the resulting Yugoslav Wars of the 1990s. A brief history of nationalist sentiment under communist rule in Yugoslavia is first displayed to contextualize the scope of research. The focus then shifts to how constructions of ethnonationalist identity became the basis of brutal ethnic conflict. Identity as the root of conflict is first discussed theoretically from an international relations perspective, citing the breakdown of a multinational state and the subsequent security dilemma. It is then grounded empirically in real-world evidence, illustrating how power imbalances between the republics and powerful ethnonationalist rhetoric led the region to war. The research then transitions to the secondary and complementary component of the thesis: how conflict shapes identity. The discussion cites incongruent narratives of war among the former republics as well as the tarnished international image of former Yugoslavia. Through a display of relevant evidence and literature, this argument strives to illustrate the power of identity in conflict, unity, and the nation. Further research could address how the weaponization of ethnicity could be avoided and reversed in favor of a stronger sense of collective identity around shared sociopolitical values and ideals.

Can MDMA Change Sociopolitical Values? Insights From a Research Participant

2021 ◽  
Author(s):  
Harriet de Wit ◽  
Anya K. Bershad ◽  
William Hutchison ◽  
Michael Bremmer
Keyword(s):  
Research Participant ◽  
Sociopolitical Values

Toward a Political Economy of Mathematics Education

2015 ◽  
Vol 85 (1) ◽  
pp. 50-74 ◽  
Author(s):  
Houman Harouni
Keyword(s):  
Political Economy ◽  
Mathematics Education ◽  
History Of Mathematics ◽  
Math Education ◽  
Educational Institutions ◽  
Critical Study ◽  
Contemporary Society ◽  
Mathematics Standards ◽  
History Of ◽  
Sociopolitical Values

Why do schools teach the mathematics that they do? In this essay, Houman Harouni asserts that educational institutions offer mathematics standards and curricula without providing convincing justifications and that students are tested on content whose purpose neither they nor their teachers clearly understand. He proposes a theoretical framework for understanding the content and pedagogy of school mathematics as a set of practices reflecting sociopolitical values, particularly in relation to labor and citizenship. Beginning with a critical study of the history of mathematics instruction, Harouni traces the origins of modern math education to the early institutions in which mathematics served a clear utilitarian purpose, and in the process he unearths common, unexamined assumptions regarding the place and form of mathematics education in contemporary society.

scholarly journals Sociopolitical Values and Social Institutions: Studying Work and Health Equity through the Lens of Political Economy

2021 ◽  
pp. 100787
Author(s):  
Kaori Fujishiro ◽  
Emily Q. Ahonen ◽  
David Gimeno Ruiz de Porras ◽  
I-Chen Chen ◽  
Fernando G. Benavides
Keyword(s):  
Political Economy ◽  
Health Equity ◽  
Social Institutions ◽  
Sociopolitical Values ◽  
Work And Health

Dimensions of Citizenship: Associations among Adolescents’ Sociopolitical Values and Civic Judgments

2014 ◽  
Vol 47 (02) ◽  
pp. 443-448 ◽  
Author(s):  
Aaron Metzger ◽  
Benjamin Oosterhoff ◽  
Cara A. Palmer ◽  
Kaitlyn Ferris
Keyword(s):  
High School Students ◽  
Social Movement ◽  
Community Service ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Demographic Variables ◽  
Moral Judgments ◽  
School Students ◽  
Sociopolitical Values ◽  
College Educated

ABSTRACTThis study used a sample of 467 middle and high school students (Mage= 15.26) from a mid-Atlantic state. Structural equation models controlling for demographic variables (age, gender, and parents’ education) examined associations between three developing sociopolitical values (spiritualty, patriotism, and authoritarianism) and adolescents’ social and moral judgments (obligation and social praise) concerning four civic activities (community service, standard political involvement, social movement, and community gathering). Spirituality was associated with judgments for community service and community gathering involvement while authoritarian values were associated with the prioritization of all forms of civic activity. Multigroup analyses indicated that associations between authoritarianism and both community service and social movement judgments were stronger for younger adolescents while spirituality was more strongly associated with community service judgments for older adolescents. Patriotic beliefs were associated with civic judgments for children of college-educated parents, but not children of noncollege-educated parents.

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