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Theory for Praxis

Peacemaking, Cunning Recognition, and the Constitution of Enmity

Joyce Dalsheim

This article argues that scholars and activists concerned with peace and social justice in Israel/Palestine may unintentionally undermine their own goals when they abandon theory for praxis through recognition of parties to conflict. Recognition of ethno-national identity in peacemaking efforts helps reproduce the hegemonic order. Recognizing the subaltern here is a form of Elizabeth Povinelli's 'cunning recognition', which may do little more than produce a moral community of the recognizers. This case illustrates a broader pattern in which controversial ideas only succeed in arriving at the center of politics when they can no longer be implemented. It raises concerns about abandoning theory for praxis more generally, suggesting that theory not be abandoned because it is inconvenient for political purposes.

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Walking on the edge: Educational praxis in higher education

Lill Langelotz, Kathleen Mahon, and Giulia Messina Dahlberg

This editorial provides a theoretical and historical framing for the issue. It does so first by providing background information about the praxis symposia from which this special issue emerged, then introducing the notion of ‘educational praxis

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The Art of Revolutionary Praxis

Ghosting a History without Shadows

Duane H. Davis

Philosophers hitherto have only interpreted the world in various ways; the point is to change it. —Karl Marx 1 Marx famously offered this invocation to revolutionary praxis in his eleventh Thesis on Feuerbach. Inspiring as it may be, this

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Transculturality in higher education

Supporting students’ experiences through praxis

Heidi A. Smith

home country and culture ( Montgomery 2014 ). This article wrestles with the complexities and messiness of transcultural pedagogy ( Cadman and Song 2012 ), educational praxis ( Kemmis and Smith 2008a ) and critical educational praxis ( Mahon et al. 2019

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Chiara Collamati

Translator : Marieke Mueller and Kate Kirkpatrick

transformations that take place between human beings and their socio-historical milieu. Moreover, between the projecting and the creative dimension of praxis and the ensemble of conditioning factors that continually act on praxis, thereby modifying its results to

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Affective Solidarities?

Participating in and Witnessing Fair Trade and Women’s Empowerment in Transnational Communities of Practice

Debarati Sen

voluntary acts of solidarity and related transnational praxis hold for increasing the bargaining power of producer-citizens (plantation workers) vis-à-vis the state becomes salient in India since the state regulates wages and other plantation benefits via

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Joanna L. Mosser

Scholars identify the classical and neoliberal commitment to consumption, production, and self-directing individualism as a cultural barrier to ecological thinking and action. The state's complicity in the production of market-based norms and practices hostile to ecological thinking is widely acknowledged. Some solutions, in turn, advocate the liberating force of critical pedagogies that cultivate alternative conceptions of the individual, place, production, consumption, and environment. Missing in this literature is a consideration of the implications of state-based instructional methods for the pursuit of such critical, liberating pedagogies. This article revisits the sovereign territorial state as a modern form of political authority and explores the implications of the state's project of self-authoring standardization and consolidation for the development of ecological thinking and action. The epistemology and ontology of the modern state is rooted in a praxis of subject-hood that dismisses, and constructs as dangerous, the anarchic, self-authoring tendencies of the everyday. Recovering the everyday as a site of authorship, agency, and choice is a first step to creating individuals who take seriously the demands of ecological thinking and action.

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Transforming Participatory Science into Socioecological Praxis

Valuing Marginalized Environmental Knowledges in the Face of the Neoliberalization of Nature and Science

Brian J. Burke and Nik Heynen

Citizen science and sustainability science promise the more just and democratic production of environmental knowledge and politics. In this review, we evaluate these participatory traditions within the context of (a) our theorization of how the valuation and devaluation of nature, knowledge, and people help to produce socio-ecological hierarchies, the uneven distribution of harms and benefits, and inequitable engagement within environmental politics, and (b) our analysis of how neoliberalism is reworking science and environmental governance. We find that citizen and sustainability science often fall short of their transformative potential because they do not directly confront the production of environmental injustice and political exclusion, including the knowledge hierarchies that shape how the environment is understood and acted upon, by whom, and for what ends. To deepen participatory practice, we propose a heterodox ethicopolitical praxis based in Gramscian, feminist, and postcolonial theory and describe how we have pursued transformative praxis in southern Appalachia through the Coweeta Listening Project.

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Cameron Bassiri

first section of the chapter on the organization, which is entitled “Organized Praxis and Function.” First, we will introduce the concept of the organization, discuss the themes of homogeneity, spatiality, and temporality, and compare the organization

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Aimee Haley

communities they move between. Knowledge of students’ practices when entering higher education is necessary for educators to engage in educational praxis, which involves making ‘morally informed and committed action’ that also ‘helps to shape social