Rearticulating Motives


Book Description

This book presents a theory of motives that has evolved over decades in dialogue with academics and with practitioners. The key proposal is that of collectively cultivating meta-motives – rather than the ubiquitous recipes for manipulating self-regulation. Cultivating meta-motives can proceed through rearticulating motives. Such rearticulation engages with theories and practices of motivation and motives. First, this is a discussion of the psychologies of motivation, and a reflection of post-psychology as a way forward. Second, this discussion takes us back to fundamental problems with subjectivity, and with psychology, even critical psychology, as a way of addressing it. Third, out of this theoretical work come concepts that are put to work in understanding practices of modelling and cultivating motives – clinical, social work, and educational practices. In the first instance, as a critique of contemporary pragmatic practices, and then by rearticulating aesthetic practices as ways to expand and overcome those. Fourth, this has implications for the cultivation of the competence in care for motives, and for the place of theory in this competence. The book provides both a theoretical argument and a resource for those professionals in education, social work, and health who seek a qualitative understanding of what they do.




Neoliberalism and Education


Book Description

Neoliberalism and Education: Rearticulating Social Justice and Inclusion offers a critical reflection on the establishment of neoliberalism as the new global orthodoxy in the field of education, and considers what this means for social justice and inclusion. It brings together writers from a number of countries, who explore notions of inclusion and social justice in educational settings ranging from elementary schools to higher education. Contributors examine policy, practice, and pedagogical considerations covering different dimensions of (in)equality, including disability, race, gender, and class. They raise questions about what social justice and inclusion mean in educational systems that are dominated by competition, benchmarking, and target-driven accountability, and about the new forms of imperialism and colonisation that both drive, and are a product of, market-driven reforms. While exposing the entrenchment, under current neoliberal systems of educational provision, of longstanding patterns of (racialised, classed, and gendered) privilege and disadvantage, the contributions presented in this book also consider the possibilities for hope and resistance, drawing attention to established and successful attempts at democratic education or community organisation across a number of countries. This book was originally published as a special issue of the British Journal of Sociology of Education.




Cybercultures


Book Description

Cybercultures: Mediations of Community, Culture, Politics, is a collection of essays that critically examine the role that digital media and online cultures play in the rearticulation of contemporary societies, cultures and polities. This volume interrogates the nature and effects of the existence of cybercultures in the world of Web 2.0, new media and media convergence, and mobile digital networks. It does so by examining the effect of cybercultures upon the contemporary articulation of phenomena as diverse as bodily experience, memory, the imagination, history, political participation, the nature of community, artistic creativity, and the instability of rhetoric, language and meaning.




Rearticulating Writing Assessment for Teaching and Learning


Book Description

Brian Huot's aim for this book is both ambitious and provocative. He wants to reorient composition studies' view of writing assessment. To accomplish this, he not only has to inspire the field to perceive assessment--generally not the most appreciated area of study--as deeply significant to theory and pedagogy, he also has to counter some common misconceptions about the history of assessment in writing. In (Re)Articulating Writing Assessment, Huot advocates a new understanding, a more optimistic and productive one than we have seen in composition for a very long time. Assessment, as Huot points out, defines what is valued by a teacher or a society. What isn't valued isn't assessed; it tends to disappear from the curriculum. The dark side of this truth is what many teachers find troubling about large scale assessments, as standardized tests don't grant attention or merit to all they should. Instead, assessment has been used as an interested social mechanism for reinscribing current power relations and class systems.




Stuart Hall


Book Description

A representative selection of Hall's enormously influential writings on cultural studies and Hall's engagement with urgent and abiding questions of 'race', ethnicity and identity.




Community Media


Book Description

While transnational conglomerates consolidate their control of the global mediascape, local communities struggle to create democratic media systems. This groundbreaking study of community media, first published in 2005, combines original research with comparative and theoretical analysis in an engaging and accessible style. Kevin Howley explores the different ways in which local communities come to make use of various technologies such as radio, television, print and computer networks for purposes of community communication and considers the ways these technologies shape, and are shaped by, the everyday lived experience of local populations. He also addresses broader theoretical and philosophical issues surrounding the relationship between communication and community, media systems and the public sphere. Case studies illustrate the pivotal role community media play in promoting cultural production and communicative democracy within and between local communities. This book will make a significant contribution to existing scholarship in media and cultural studies on alternative, participatory and community-based media.




Tep Vol 19-N3


Book Description

Teacher Education and Practice, a peer-refereed journal, is dedicated to the encouragement and the dissemination of research and scholarship related to professional education. The journal is concerned, in the broadest sense, with teacher preparation, practice and policy issues related to the teaching profession, as well as being concerned with learning in the school setting. The journal also serves as a forum for the exchange of diverse ideas and points of view within these purposes. As a forum, the journal offers a public space in which to critically examine current discourse and practice as well as engage in generative dialogue. Alternative forms of inquiry and representation are invited, and authors from a variety of backgrounds and diverse perspectives are encouraged to contribute. Teacher Education & Practice is published by Rowman & Littlefield.




Praxis and Revolution


Book Description

The concept of revolution marks the ultimate horizon of modern politics. It is instantiated by sites of both hope and horror. Within progressive thought, “revolution” often perpetuates entrenched philosophical problems: a teleological philosophy of history, economic reductionism, and normative paternalism. At a time of resurgent uprisings, how can revolution be reconceptualized to grasp the dynamics of social transformation and disentangle revolutionary practice from authoritarian usurpation? Eva von Redecker reconsiders critical theory’s understanding of radical change in order to offer a bold new account of how revolution occurs. She argues that revolutions are not singular events but extended processes: beginning from the interstices of society, they succeed by gradually rearticulating social structures toward a new paradigm. Developing a theoretical account of social transformation, Praxis and Revolution incorporates a wide range of insights, from the Frankfurt School to queer theory and intersectionality. Its revised materialism furnishes prefigurative politics with their social conditions and performative critique with its collective force. Von Redecker revisits the French Revolution to show how change arises from struggle in everyday social practice. She illustrates the argument through rich literary examples—a ménage à trois inside a prison, a radical knitting circle, a queer affinity group, and petitioners pleading with the executioner—that forge a feminist, open-ended model of revolution. Praxis and Revolution urges readers not only to understand revolutions differently but also to situate them elsewhere: in collective contexts that aim to storm manifold Bastilles—but from within.




The International Encyclopedia of Communication Theory and Philosophy, 4 Volume Set


Book Description

The International Encyclopedia of Communication Theory and Philosophy is the definitive single-source reference work on the subject, with state-of-the-art and in-depth scholarly reflection on key issues from leading international experts. It is available both online and in print. A state-of-the-art and in-depth scholarly reflection on the key issues raised by communication, covering the history, systematics, and practical potential of communication theory Articles by leading experts offer an unprecedented level of accuracy and balance Provides comprehensive, clear entries which are both cross-national and cross-disciplinary in nature The Encyclopedia presents a truly international perspective with authors and positions representing not just Europe and North America, but also Latin America and Asia Published both online and in print Part of The Wiley Blackwell-ICA International Encyclopedias of Communication series, published in conjunction with the International Communication Association. Online version available at www.wileyicaencyclopedia.com




Neoliberalism and Education


Book Description

Neoliberalism and Education: Rearticulating Social Justice and Inclusion offers a critical reflection on the establishment of neoliberalism as the new global orthodoxy in the field of education, and considers what this means for social justice and inclusion. It brings together writers from a number of countries, who explore notions of inclusion and social justice in educational settings ranging from elementary schools to higher education. Contributors examine policy, practice, and pedagogical considerations covering different dimensions of (in)equality, including disability, race, gender, and class. They raise questions about what social justice and inclusion mean in educational systems that are dominated by competition, benchmarking, and target-driven accountability, and about the new forms of imperialism and colonisation that both drive, and are a product of, market-driven reforms. While exposing the entrenchment, under current neoliberal systems of educational provision, of longstanding patterns of (racialised, classed, and gendered) privilege and disadvantage, the contributions presented in this book also consider the possibilities for hope and resistance, drawing attention to established and successful attempts at democratic education or community organisation across a number of countries. This book was originally published as a special issue of the British Journal of Sociology of Education.