Pornography and rhetorical strategies – the politics

Copyright 1995 This study was condurted as a micro ethnography of two classrooms, a regular education class of fifth graders and a self-contained special education class of students between the ages of nine and twelve. The focus of the study was on the conception of classroom disruption and its components. The components of classroom disruption consisted of the definition of classroom disruption, the perception of the causes of disruption, the consequences of classroom disruption and how the perception of classroom disruption drove the practice of the participants. Clearly there was a difference between the participants in conception of classroom disruption in general and a difference in the conception of the components of classroom disruption. The differences were more clearly delineated between the teachers and the students. Classroom disruption, in the minds of both teachers, created an impediment to what was generally felt as the most important goal of the teachers, the learning process. This disruption was defined in tern of the disruptive actions of the students and disruption

This is a chapter about power in groups and organizations. In the following pages, we suggest that the analysis and exploration of the complexities of organizational power by managers and workers is both necessary and useful. We begin by discussing three of the prominent theoretical perspectives on power from the literatures of social and organizational psychology and critical management studies. We then outline some of the dilemmas and challenges faced by executives, managers and workers around empowerment, disempowerment and organizational democracy. Then, building on the seminal works of Follet, Deutsch, Tjosvold, Clegg, Mumby and others, we offer a framework of organizational power which views power as a multifaceted phenomenon; as thoughts, words and deeds which are both embedded within and determining of a complex network of relations, structures and meaning-making processes at different levels of organizational and community life. Such a framework enables us to understand the relational aspects of power and authority within the context of the macro structures and ideologies that give them meaning. It can also help identify those domains in organizations where the potential for sharing cooperative power is, in fact, not

Protracted, intractable conflicts are a form of human interaction that may very well determine our capacity to survive as a species. Their paradoxical structure, depth of meaning, intense emotional core, complexity, and malignancy are self-sustaining and are often experienced as overwhelming to the parties and third parties alike. The literature in this area presents a variety of singular and often contradictory strategies for intervention. This article is the second in a three-part series that presents a meta-framework for protracted, intractable conflict: a broad conceptual framework that views these disparate approaches as complementary for theory building and intervention. This paper presents an overview of the main types of approaches for working with intractable conflicts, examining the underlying assumptions and objectives of each approach. META-FRAMEWORK: APPROACHES 3 Contemporary Approaches to Addressing Protracted, Intractable Conflict:

It is inevitable that formal systems of education will promote the dominant ideology, political and economic interests and culture within which they are located. For citizens who desire a more democratic, equitable and inclusive schooling, strategies for change must be developed that will realistically combat such factors and for which, general support can be won. The curriculum of all regular schools therefore must be appropriate for Indigenous and non-Indigenous children, not only in terms of cultural awareness but in the creation of new insights and understanding across knowledge that encourage children to be autonomous and independent learners. School science is a significant site of transformation in this direction because of its uncertain character, capacity for experimentation and the range of disciplinary and interdisciplinary studies encountered. The paper briefly outlines these issues and proposes both a curriculum and subject design based on pragmatic philosophy and cycles of reflective investigation. Within a context of Deweyan inquiry, preliminary connections are made with the ideas of Bourdieu in analysing the problem. It is proposed that a pragmatic curriculum and science to diminish

ABSTRACT. It is customary to distinguish between philosophically oriented ‘critical psychologists ’ and ‘mainstream psychologists ’ who are committed to a scientific approach to the study of human behavior. In this article, we highlight a fundamental irony concerning the critical psychology movement, especially with respect to those contributions that appeal to Karl Marx and his legacy to justify the criticism or rejection of traditional scientific methods in approaching the subject matter of psychology on moral and/or epistemological grounds. The irony is that Marx’s own intellectual development led him to abandon philosophy in favor of empirically grounded forms of investigation resembling those of today’s ‘mainstream ’ social sciences. Unlike many contemporary critics who see little or nothing of possible value in the image and methods of sociology and psychology as sciences, Marx’s own work sought to integrate critical, value-laden aims with a serious commitment to establishing independently verifiable facts. After examining a range of historical and biographical explanations given for Marx’s change of heart, we show that Marx was one of the world’s first social scientists. We highlight the characteristic features of a critical, empirically oriented Marxian social science, paying special attention to issues of continuing theoretical and metatheoretical relevance in sociology, psychology and their intersection.

Abstract not found