从方法论反思到人文研究的自我批判

在社会生活总体物化趋势下,通过方法论来反思学科知识之弊服从于人文社会研究的自我批判要求。因此,哲学反思不应该仅仅通过主张总体性来提倡跨学科策略,而必须包含对总体性自身的反思,其中包括对"统一科学"自负的批判。本文的目标在于阐明总体性声称的基本困难,并以"经济学帝国主义"之例指出"统一科学"的问题,强调必须同时尊重学科知识有效性和超越学科思维的禁锢从而维持人文研究的批判和自我批判向度,并在此基础上主张具有严格边界的学科知识发展与外部批判共举的"后学科思维"。     

福克斯数字劳动思想生成的中介：法兰克福批判理论

福克斯数字劳动思想与马克思的相关理论之间不是直接的亲缘关系,而是经历了西方马克思主义嬗变过程,以法兰克福学派批判理论为中间环节。分析福克斯与批判理论之间的理论关系可以更精准地把握福克斯数字劳动思想的丰富内涵及其在西方马克思主义理论发展中的角色与地位。福克斯在对法兰克福批判理论进行重构的基础上,以“数字劳动是否是异化劳动—如何对数字劳动的异化状态进行微观分析—如何克服数字劳动异化状态”的逻辑理路,建立了自己的数字劳动思想,使西方马克思主义的理论发展从法兰克福的“超距”偏移中又逐渐向马克思靠拢。     

Challenges for the school in a migration society – a critical incidents analysis

The large number of newly arrived people from other countries, particularly children and youth, represents a major challenge for schools and school systems in the EU-28. The present study, conducted in Germany, investigated this situation using the critical incident technique. Critical incidents were collected in group discussions with teachers and principals about challenging events in the context of growing migration. The incidents, including their perceived causes and consequences, were categorised using qualitative content analysis. Events that were frequently present in teachers’ everyday work included various types of conflicts concerning pupils, difficult cooperation between teachers and parents and parents banning their children from taking part in particular school activities. The identified causes for such events were diverse, including misunderstandings, diverging cultural and religious concepts, language barriers, structural constraints and some pupils’ traumatic experiences influencing the school community. The described incidents had far-reaching consequences, especially for parent–school cooperation and for pupils’ integration in the classroom community and academic and personal development. The final part of this article discusses and illustrates how the results can contribute to developing ideas and measures to deal with the identified challenges.     

Under the cloak of professionalism: covert racism in teacher education

This study focuses on manifestations of racism and colonialism in teacher education. I build on the theoretical framing of Critical Race Theory and decolonization in order to expose racist and colonial assumptions at the core of teacher education. I highlight in particular the work of covert racism under the cloak of teachers’ professionalism. I focus on what I call ‘professional microaggressions’: subtle forms of racism and colonialism hidden beneath professional definitions. By interviewing graduates of a well-established Indigenous teacher education program in British Columbia, Canada, I examine the mechanisms that still hinder the success of Indigenous teacher candidates in teacher education and in the school system. The study highlights the resilience, resistance, and strategic planning that Indigenous teachers use to challenge the system while advancing their position within it. Lastly, I suggest ways to support Indigenous teacher candidates in teacher education.     

Critical race theory meets posthumanism: lessons from a study of racial resegregation in public schools

Critical race theory (CRT) was used to frame a study of the impact of racial resegregation on students in a public school district. Racism operated in the district at multiple ontological levels – such as interpersonal microaggressions, structural economic arrangements, and discursive processes. CRT provided a rationale for the interdisciplinary approach required to track these different manifestations of racism, while maintaining an emphasis on the material reality of racism. Having its origins in the field of law, however, CRT provided limited guidance for methodological decisions often required in a social scientific study. The author found posthumanist philosophy of science offered guidance for these decisions in a manner that complemented the philosophical and political commitments of CRT. This essay reflects on the advantages this combination of theories offers for the analysis of institutionalized racism. Illustrations are drawn from the study on school resegregation.     

Social Work and the Natural Environment: Embedding Content Across Curricula

Social work is a profession focused on people within their environments. This is reflected in codes of ethics, where our shared mandate is to work towards individual wellbeing and social change. Recently, social work literature has promoted green and eco-social work, drawing on climate change science, notions of expanded and future justice, knowledge of the link between health and the environment, and principles of deep ecology. However, if social workers are to take up their place in a rapidly changing, globalised world, rife with environmental concerns, their education must prepare them to do this. One way of doing this is to embed curriculum on social work in relation to the natural environment in already existing units. This paper describes two examples of how this could be done based on the authors’ experiences from their respective universities.

IMPLICATIONS

• It is incumbent on social work to respond to the mounting evidence related to the environmental crisis.

• Social work is well placed in terms of theory, values, and skills to lead the way in developing an eco-social paradigm of potential relevance across disciplines.

• Social work educators need to educate students about emerging issues, such as environmental degradation. Embedding material in already existing courses, as per examples provided in this paper, provides one way of doing this.

     

Undoing Islamophobia: Awareness of Orientalism in Social Work

Islamophobia describes the racism, exploitation, and violence experienced by Arabs, individuals of Arab descent, and Muslims. Although social workers are meant to challenge social injustice, social work codes of ethics and the literature are without guidance for unlearning Islamophobia. Arguing that one’s ability to interrupt Islamophobia is strengthened by an understanding of the historical record and theoretical tenets of Orientalism, we offer social workers explicit linkages between Orientalism and Islamophobia and engage with the idea of Islamo-racism. In this article, we attend to the ways in which Orientalism is used to “other” individuals while strengthening white hegemony, and we link those processes with Islamophobia and Islamo-racism. We conclude with some strategies derived from postcolonial theory to disrupt Islamophobia.     

Black Lives/White Backgrounds: Claudia Rankine’s Citizen: An American Lyric and Critical Race Theory

How do you criticise a hierarchical racial formation that is rendered nearly invisible by its colour (white) and positioning (background) in the contemporary, so-called colour-blind or post-racial US? The reading of Claudia Rankine’s Citizen: An American Lyric that this essay will undertake seeks to offer a response to this question utilising some key insights from Critical Race Theory (CRT). As they are understood here, both CRT and Citizen offer counter-stories by ‘call[ing] out’ to what you ‘don’t see’, specifically to America’s racial formations so as to promote colour-consciousness and an anti-racist critique. Beginning with a discussion of the relationship between literary and legal narratives, followed by two sections on Rankine’s rhetorical strategies, this essay ends by closely reading her texts about Trayvon Martin, who was murdered on 26 February 2012.     

论批评性话语分析

本文探索了批评性话语分析的理论渊源,并论述了批评性话语分析的研究方法和研究范围,最后论文阐述了批评性话语分析的研究前景和研究意义,作者认为批评性话语分析在语言学界日益成为一个学术焦点,对批评性话语分析的研究能使公众认清话语中隐藏的权力、意识形态的真实面貌,同时在揭露权力话语对公众的欺诈性上是具有深远意义的。批评性话语分析的主要任务是提高公众对大众语篇的敏感性,培养公众的话语批判意识。