Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 3

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  epistemic justice
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

What are adult education and research for? Researching (and) the feminist imaginary

100%
Clover D.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2023
|
vol. 24
35-47
EN
As an academic teaching courses on critical theories of adult education, I employ artsbased teaching and research and facilitates community workshops worldwide. I argue that working across formal and nonformal spaces is a central part of the social responsibility of academics in adult education to work for change, and equally, stems from the conviction that theory and practice need one another. Theory enables us to see more deeply and clearly into what is taking place in the world or what we are being taught to see and to believe about the world. Theory guides both the why and how we educate, the context and intention of which is central and the diverse methods we use, which are elemental. I wish to ask the strategic question: What are adult education and research for? How participants and students answer this question, this essay argues, depends on where they stand and their perceptions of the world and of education and learning. Everything adult educators think, say, do and/or teach is done in context. My context as a feminist adult educator is our highly inequitably gendered world. Gender is understood as central to the web of assumptions behind dominant social imaginaries that hold certain conceptual frames in place. I maintain that the mesh of recent crises has brought to light a steady rise of a global patriarchal backlash of fundamentalist and fascist agendas across the globe, threatening the gains made by women and LGBTQIA communities. Asking what feminist adult education and research are for produces a complex of answers, but for adult education and research the answer must be: for radical gender and social justice change, for the disruption of patriarchal knowledge, for the fight against “epistemic injustice”, and for new imaginaries for women to make sense of and story the worlds they inhabit. Finally, the essay discusses the aims and methods of a 5-year international SSHRC project focused on feminist imaginary as a pedagogical tool for epistemic justice and change.
2
Publication available in full text mode
Content available

Mad Studies is Maddening Social Work

100%
Cranford J. M., LeFrançois B. A.
Zeszyty Pracy Socjalnej
|
2022
|
vol. 27
|
issue 3
69-84
EN
This article explores the role and place of mad studies within social work theory, education, and practice. This includes a discussion of the role social workers have played in the past and continue to play in the present in relation to oppressive practices within mental health services; a role that includes serving as passive assistants to biogenetic psychiatric expertise and a turning away from the profession’s social expertise, all to the detriment of mad people. The interconnection between racism, colonialism, imperialism and psychiatrization is then discussed as it relates to the current treatment of mad people of colour within European and white settler state contexts. This is followed by a discussion of the potential contribution of mad theory to social work education and practice. Repositioning social workers as embracing their social expertise, a call towards developing a more thorough social justice leadership in mental health is explored. Mad studies, existing at the edges of transdisciplinary theoretical and methodological understandings, offers a potential in social work for fundamentally anti-oppressive, anti-sanist and anti-racist approaches to service provision. In effect, this article engages in the maddening of social work, through the incorporation of mad studies into critical social work theory, education, and practice.
3
Content available remote

Česká účast na mezinárodních kongresech historických věd

72%
Pánek J., Linhartová A.
Český časopis historický (The Czech Historical Review)
|
2018
|
vol. 116
|
issue 1
115-130
EN
This article deals with the structure of international congresses of historical sciences from Madrid 1990 up to Jinan 2015 and with the topics discussed at them. Paying particular attention to the organization of "major themes", it follows the dominant status of large states in the Euro-American civilisation and the Far East compared to the marginal role of all the other parts of the world. Using the example of the Czech Republic whose participation at world congresses has increasingly grown, it documents that this discrepancy is not impossible to overcome, yet it requires systematic work and increased effort on the part of the national committees and historians in these smaller countries. Collaboration of several countries (in this case especially that of the Czech Republic, Poland and other Central European countries) is seen as an appropriate means so that the results of historiographies of smaller countries may make their mark, which the article illustrates with the examples of the Congresses in Sydney 2005, Jinan 2015 and on preparations for the Congress in Poznan in 2020.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.