The Experts below are selected from a list of 123912 Experts worldwide ranked by ideXlab platform

Shauna Mackinnon - One of the best experts on this subject based on the ideXlab platform.

  • Social work intellectuals in the twenty first century Critical Social Theory Critical Social work and public engagement
    Social Work Education, 2009
    Co-Authors: Shauna Mackinnon
    Abstract:

    In this age of neo‐liberalism, characterized by a shrinking welfare state with policies that reinforce individualist values over commitment to the collective, there is an increasing need for Social work academics to promote Social justice goals through public discourse. At the same time, institutional pressures to ‘publish or perish’ are keeping many academics from engaging in the public sphere. How are Social work academics dealing with conflicting values of Social work as a unique discipline with Social justice aims, and an institutional culture that rewards individual pursuits over public engagement? How can Critical Social theories help Social work intellectuals justify public engagement as an integral part of their academic work? What can the ‘profession’ do to promote and support greater public engagement so that Social workers working on the front lines, confined from speaking out for fear of reprisal, feel that they are part of a unified voice fighting for Social and economic justice?

Stanley Houston - One of the best experts on this subject based on the ideXlab platform.

  • beyond homo economicus recognition self realization and Social work
    Social Science Research Network, 2010
    Co-Authors: Stanley Houston
    Abstract:

    This paper builds on Ferguson's important contribution to the debate on personalization in Social work that appeared in the British Journal of Social Work in 2007. Whereas Ferguson approached the topic through the lens of political philosophy, the account below draws on Critical Social Theory to examine not only the nature of personalization, but also its supportive pillar of individualization. In particular, Axel Honneth's critique of individualization in modern society is presented before setting out his ideas on the need for self-realization through inter-subjective recognition. The implications of Honneth's position are then considered in terms of four interrelated dimensions of Social work practice, namely: (i) Social work as symbolic interaction; (ii) Social work as care; (iii) Social work as respect; and (iv) Social work as validation. It is argued that this constellation of practices poses a direct and necessary challenge to a Social work of personalization.

  • using Critical Social Theory to develop a conceptual framework for comparative Social work
    International Journal of Social Welfare, 2001
    Co-Authors: Stanley Houston, Jim Campbell
    Abstract:

    This paper sets out a conceptual framework for comparing and contrasting Social work within nation-states and across international boundaries. The framework is “situated” theoretically within a (late)modernist understanding of events within advanced capitalism and draws primarily on Habermas' Critical Social Theory. The authors apply this framework to explicate the development of Social work in Northern Ireland, a region in which high levels of political conflict mark it out as a site of local, national and international interest. It is suggested that the ideas developed from the case study have relevance for the Social professions in other countries, particularly where Social conflict is in evidence.

Martin Weber - One of the best experts on this subject based on the ideXlab platform.

  • the Critical Social Theory of the frankfurt school and the Social turn in ir
    Review of International Studies, 2005
    Co-Authors: Martin Weber
    Abstract:

    Critical Theory in the Frankfurt School mould has made various inroads into IR theorising, and provided many a stimulus to attempts at redressing the ‘positivist’ imbalance in the discipline. Many of the conceptual offerings of the Frankfurt School perspective have received Critical attention in IR Theory debates, and while these are still ongoing, the purpose of this discussion is not to attempt to contribute by furthering either methodological interests, or politico-philosophical inquiry. Instead, I focus on the near omission of the Social-theoretic aspect of the work especially of Juergen Habermas. I argue that a more in-depth exploration of Critical Social Theory has considerable potential in the context of the ‘Social turn’ in IR Theory. The lack of attention to this potential is arguably due in part to the importance of Habermas' contribution to cosmopolitan normative Theory, and the status held by the cosmopolitan-communitarian debate as a key site of Critical IR debate for many years throughout the 1990s. The productivity of the Habermasian conception of the discourse Theory of morality within this set of concerns has been obvious, and continues.

Elizabeth Taylor - One of the best experts on this subject based on the ideXlab platform.

  • a performative and poetical narrative of Critical Social Theory in nursing education an ending and threshold of Social justice
    Nursing Philosophy, 2012
    Co-Authors: Jennifer Lapum, Neda Hamzavi, Katarina Veljkovic, Zubaida Mohamed, Adriana Pettinato, Sarabeth Silver, Elizabeth Taylor
    Abstract:

    In this article, a poetical and performative narrative is shared to examine how the use of stories to Critically self-reflect on oppression facilitates an understanding of Critical Social Theory in nursing education and impacts Social justice. A fusion of prose with a poetical narrative is employed; the latter is reserved to capture the immediacy of personal, emotive, and embodied storied experiences. This deeply intimate and dialogical story begins with a pedagogical experiment created to facilitate nursing students' understanding of Critical Social Theory. Drawing upon Paulo Freire's work, the nursing teacher in a professional development course attempted to deconstruct power relations and cultivate an open and safe learning environment by sharing a poem that depicts her oppression. Students then anonymously wrote a word/statement about their oppression. The teacher created a composite poem from students' words and shared it with the class; it was a powerful moment that highlighted their shared humanity. As a way to further explore stories and consider how to preserve these words, a small group of students and the teacher formed the ‘the oppression group’. Towards the end, we conclude an unfinished story by realizing that the chains of oppression are loosening and humanity is surfacing. There is still a camouflaging of an authentic self. There are still stories to be told. The group is not yet certain if a Social representation of an authentic self is possible and if all stories can be told. It has become apparent that the personal can play out in Social justice as enacted in the classroom between teacher and students and provides an entry point into the development of the capacity to be Social agents in nursing. The group simultaneously concludes the story with both an ending and a threshold of Social justice.

Zeus Leonardo - One of the best experts on this subject based on the ideXlab platform.

  • race whiteness and education
    2009
    Co-Authors: Zeus Leonardo
    Abstract:

    Series Editor Introduction, Michael W. Apple Acknowledgements Introduction 1. Critical Social Theory: An Introduction 2. Ideology and Race Relations in Post-Civil Rights America 3. Marxism and Race Analysis: Toward a Synthesis 4. Futuring Race: From Race to Post-race Theory 5. The Color of Supremacy 6. The Ontology of Whiteness 7. The Myth of White Ignorance 8. Race and the War on Schools in an Era of Accountability 9. Race, Class, and Imagining the Urban, Zeus Leonardo and Margaret Hunter 10. The Souls of White Folk References

  • Critical Social Theory and transformative knowledge the functions of criticism in quality education
    Educational Researcher, 2004
    Co-Authors: Zeus Leonardo
    Abstract:

    Critical Social Theory is a multidisciplinary knowledge base with the implicit goal of advancing the emancipatory function of knowledge. It approaches this goal by promoting the role of criticism in the search for quality education. Through Critical Social Theory in education, quality is proportional to the depth of analysis that students have at their disposal. As a Critical form of classroom discourse, Critical Social Theory cultivates students’ ability to critique institutional as well as conceptual dilemmas, particularly those that lead to domination or oppression. It also promotes a language of transcendence that complements a language of critique in order to forge alternative and less oppressive Social arrangements. A Critical Social Theory-based movement in education highlights the relationship between Social systems and people, how they produce each other, and ultimately how Critical Social Theory can contribute to the emancipation of both.