Search Results (24)

This conceptual paper explores how artificial intelligence—particularly machine learning-based algorithmic systems—is reshaping cultural transmission and symbolic power in the digital age. It argues that algorithms operate as cultural agents, acquiring a form of operative agency that enables them to intervene in the production, circulation, and legitimation of meaning. Drawing on critical pedagogy, sociotechnical theory, and epistemological perspectives, the paper introduces an original framework: Critical Algorithmic Mediation (CAM). CAM conceptualizes algorithmic agency through three interrelated dimensions—structural, operational, and symbolic—providing a lens to analyze how algorithmic systems structure knowledge hierarchies and cultural experience. The article examines the historical role of media in cultural transmission, the epistemic effects of algorithmic infrastructures, and the emergence of algorithmic hegemony as a regime of symbolic power. In response, it advocates for a model of critical digital literacy that promotes algorithmic awareness, epistemic justice, and democratic engagement. By reframing education as a space for symbolic resistance and cultural reappropriation, this work contributes to rethinking digital literacy in societies increasingly governed by algorithmic infrastructures. Full article

Early modern theologians often cast female curiosity as both a moral flaw and an epistemic transgression. Aware of this suspicion, Teresa of Ávila professed to have renounced such dangerous impulses in her youth. Yet the persistent presence of curiosity in her writings suggests a strategic redeployment—one that fosters attentiveness and subtly renegotiates ecclesiastical authority as she actively advances reform within the Carmelite order. Through life-writing and scriptural exegesis, Teresa cultivates a disciplined appetite for knowledge: an appetite that outwardly conforms to, yet quietly subverts, doctrinal anxieties surrounding women’s intellectual desires. Her use of curiosidad moves fluidly between sacred and secular registers—sometimes connoting superficial fascination, at other times signaling a deeper, interior restlessness. Resisting reductive interpretation, Teresa reveals a sophisticated and self-aware engagement with a disposition both morally ambiguous and intellectually generative. The same culture that once feared her intellect would ultimately aestheticize it. After her death, Teresa’s relics were fragmented and displayed in Philip II’s Wunderkammer, transforming her once-condemned curiosidad into curiositas, an imperial collectible. Reading Teresa alongside her posthumous interpreters—Fray Luis de León and Miguel de Cervantes—this essay explores how her radical epistemological ambition reverberated through Spanish intellectual culture. Spanning this cultural arc—from sin to spectacle, from forbidden desire to sanctified display—Teresa emerges as a masterful theorist and activist reformer of spiritual authority. In these expansive roles, she reveals the immense and often contradictory power that curiosity wielded in the early modern world. Full article

Proclaiming Our Roots (POR) began as an academic community-based research initiative documenting Afro-Indigenous identities and lived experiences through digital oral storytelling. Since its inception, Proclaiming Our Roots has grown into a grassroots social movement focused on self-determination, cultural reclamation, and resistance to colonial erasure. This paper explores Proclaiming Our Root’s evolution, from a research project to a grassroots social movement, analyzing how storytelling, relational accountability, and Indigenous, Black, and Afro-Indigenous governance have shaped its development. Drawing on Indigenous methodologies and grounded in Afro-Indigenous worldviews, we examine how POR mobilizes digital storytelling, community gatherings, and intergenerational dialog to give voice to Afro-Indigenous identity, build collective consciousness, and challenge dominant narratives that erase or marginalize Black, Indigenous, and Afro-Indigenous presence. Through a sharing circle involving Proclaiming Our Roots community members, advisory council members, and the research team, in this paper we identify key themes that reflect the movement’s transformative impact: Identity and Belonging, Storytelling as Decolonial Praxis, Healing, Spirituality and Collective Consciousness, and Resistance and Social Movement Building. We discuss how these themes illustrate Proclaiming Our Roots’ dual role as a site of knowledge production and political action, navigating tensions between institutional affiliation and community autonomy. By prioritizing Afro-Indigenous epistemologies and centering lived experience, POR demonstrates how academic research can be a foundation for long-term, relational, and community-led movement-building. In this paper, we want to contribute to broader discussions around the sustainability of grassroots movements, the role of storytelling in social change for Indigenous and Black Peoples, and the possibilities of decolonial knowledge production as epistemic justice. We offer a model for how academic research-initiated projects can remain accountable to the communities with whom we work, while actively participating in liberatory re-imaginings. Full article

In the wake of post-truth politics, neo-oral media, and epistemic fragmentation, qualitative researchers face intensified pressure to justify the legitimacy of our methods. This essay explores the idea that writing itself can be a form of research—not merely an act of representation, but an epistemic, institutional, and affective method. Structured in two voices—one stylized and poetic, the other scholarly and conceptual—the piece moves through five acts to examine writing as a form of border-crossing. It argues that voice-rich, situated writing is not indulgent; it is a way of thinking, navigating complexity, and holding space for uncertainty. Drawing on traditions of performative autoethnography, collective biography, data feminism, and more-than-human inquiry, the essay considers how writing can generate insight, foster civic resonance, and resist epistemic conformity. A heuristic table offers readers practical entry points for approaching writing as method. This essay is for those moments when something in the sentence feels off, but we write it anyway. It asks what becomes possible when we write not to comply, but to inquire. Full article

This study addresses how religious affective content in digital media influences epistemic authority, social imaginaries, and religious beliefs. It draws on data from 64 in-depth interviews with Generation Y and Generation Z individuals with a higher-education background who identified as Christian, Muslim, or Hindu, conducted in Mumbai, India. While influencers are increasingly playing a significant role in the daily lives of the respondents, the impact of family on religious behavior appears to be more substantial than the epistemic sources on social media. In this context, accrued social capital can help individuals develop resilience or resistance to online disinformation, hate speech, and radicalization. Furthermore, while individuals exhibited animosity toward politicians and journalists, they also expressed nationalist attitudes, e.g., a shared Indian identity and common cultural capital, which may serve as ‘superglue’ for living peacefully in the current climate shaped by religious fundamentalist movements. In general, this field study contributes to the ongoing scholarly growth of the interdisciplinary focus of digital religion studies, and particularly on the impact of the social media domain on fundamentalist beliefs. Full article

The ¿Dónde Vive la Ciencia en su Comunidad? (where does science live in your community?) photovoice project is a community-based participatory research project that investigates the presence and influence of science within local environments. In collaboration with researchers, science, technology, engineering, mathematics (STEM) educators, and community members from the Latine community in Corona, Queens, the project investigated where science is found in our communities. Community researchers used photography to document their surroundings and identified key themes related to the role of science through technology, community health, safety, and wellness. The photovoice method elevated social justice issues through critical dialog, creating opportunities for change through collective action. Among the critical issues discussed were urban planning, specifically the impacts of gentrification on the local community and the possibilities that greening offered as a site of agency, multigenerational learning, and resistance through ways of knowing. Community researchers examined the dual nature of STEM as both a tool of control and a means for justice, interrogating whose voices and experiences are prioritized in decision-making processes. Establishing shared green spaces emerged as an act of epistemic disobedience and resistance for sustaining community health and cultural identity. The project highlights how collaborative, community-led initiatives promote the reclamation of political power through collective action and disrupt colonizing forces, offering actionable recommendations for policy, research, and practice to guide justice-oriented change. Full article

Taking settler-environmental interest in Indigenous traditional ecological knowledge (ITEK) as a case study, this paper critically examines some ethico-political pitfalls that can accompany attempts to undiscipline the conceptual and academic boundaries between religion and science. Although settler interest in ITEK appears to heed calls to center Indigenous perspectives in response to ecological crises, I argue that in practice such turns repeatedly enact neocolonial maneuvers that risk obfuscating and exacerbating the settler-colonial status quo. Employing the analytic of biocolonialism, I focus in particular on the discursive construction of Indigenous knowledge as a universal good that any interested parties might access and circulate. I criticize this conception on anti-colonial grounds and propose that it depends on a picture of knowledge as such as an apolitical commodity. By way of parochializing that conception and loosening its grip on the settler-environmental imagination, I examine expressions of Indigenous epistemic resistance which generate a competing picture of knowledge as anti-public or secret. I conclude by suggesting that this second picture invites settler environmentalists to cultivate capacities of going without ITEK and claiming that analysts should continue to pursue the sort of critical and constructive work performed here if experiments in undisciplining are to cohere with anti-colonialism. Full article

Since the WHO declared COVID-19 a pandemic, prominent social actors and institutions have warned about the threat of misinformation, calling for policy action to address it. However, neither the premises underlying expert claims nor the standards to separate truth from falsehood have been appraised. We conducted a scoping review of the medical and social scientific literature, informed by a critical policy analysis approach, examining what this literature means by misinformation. We searched academic databases and refereed publications, selecting a total of 68 articles for review. Two researchers independently charted the data. Our most salient finding was that verifiability relied largely on the claims of epistemic authorities, albeit only those vetted by the establishment, to the exclusion of independent evidentiary standards or heterodox perspectives. Further, “epistemic authority” did not depend necessarily on subject matter expertise, but largely on a new type of “expertise”: in misinformation itself. Finally, policy solutions to the alleged threat that misinformation poses to democracy and human rights called for suppressing unverified information and debate unmanaged by establishment approved experts, in the name of protecting democracy and rights, contrary to democratic practice and respect for human rights. Notably, we identified no pockets of resistance to these dominant meanings and uses. We assessed the implications of our findings for democratic public policy, and for fundamental rights and freedoms. Full article

We have in recent years seen growing calls for pedagogies for social change amongst communication and development scholars, identifying resistances, critiques, and emerging practices in the field. This review article addresses this ‘pedagogical turn’, suggesting that it is in these pedagogies we can see the pathways to unlearn and relearn communication for social change. Offering a decolonial analytical lens, this article asks two questions: What characterizes these critical pedagogies? And how can the various pedagogies contribute to unlearning and relearning the field of communication and social change? This article is structured in five parts, first offering a review of key critiques articulated within the field of communication and social development in the past two decades, arguing that, in practice, what we are seeing is the organic development of a pluriverse of knowledges, values, and visions of society. Secondly, it proposes the decolonial term of ‘unlearning’ as a pedagogical pathway and epistemological ambition for the production and recognition of a pluriverse of knowledges, thereby challenging dominant perceptions of society and social change. Thirdly, it introduces a model of analysis which structures ways whereby we can think about monocultures and ecologies in relation to a range of dimensions of the pluriverse. Fourthly, it reviews key critical pedagogies, discussing how they address epistemic injustice both in broader societal contexts as well as in the university space. This article concludes by discussing how the process of unlearning through critical pedagogies has implications for the configuration and definition of the field of communication and social change, suggesting three areas for further research: ways of seeing (positionality), new subject positions (relationality), and new design processes (transition). Full article

This article investigates conceptions of morality within the framework of ressentimentful victimhood in the manosphere, while also exploring avenues for resistance among young individuals encountering the “hatred pipeline”. In Study 1, we use the emotional mechanism of ressentiment to examine how incels construct narratives of victimhood rooted in the notion of sexual entitlement that remains owed and unfulfilled, alongside its “black pill” variant emphasising moral and epistemic superiority. Through a linguistic corpus analysis and content examination of 4chan and Incel.is blog posts, we find evidence of ressentiment morality permeating the language and communication within the incel community, characterised by blame directed at women, and the pervasive themes of victimhood, powerlessness, and injustice. In Study 2, we delve into young individuals’ reflections on incel morality and victimhood narratives as they engage with online networks of toxic masculinity in the manosphere. Drawing from semi-structured interviews with young participants who have accessed the manosphere, we explore their perceptions of risks, attribution of blame, and experiences of empathy towards individuals navigating the “hatred pipeline”. Our analysis underscores the significance of ressentiment in elucidating alternative conceptions of morality and victimhood, while shedding light on the potential for acceptance or resistance within online environments characterised by hatred. Full article

While religious dogma and science are often viewed at odds, scientific knowledge is increasingly integrated into religious journalism. This challenges the epistemic tenets that underlie the worldviews of religious readers. In this study, we aim to investigate the role of religious journalists as science gatekeepers and, more specifically, uncover their ethos in advocating science communication to their audience, amid widespread ambivalence. To this end, we focus on the ethical gaze of ultra-Orthodox (Haredi) Jews in Israel. An enclaved religious group that has a history of challenging scientific precepts and has of late demonstrated various levels of ambivalence and resistance to scientifically inspired policies made during the COVID-19 pandemic. To this end, we conducted in-depth interviews with 20 Haredi editors, radio and print/online journalists, engaged with science reporting before and during the COVID-19 outbreak. The findings unveil several ethical facets employed by Haredi journalists: care, community, professionalism, and religion. The findings also outline the interaction between professional, religious, and communal codes of conduct, as they play out in bounded mediascapes. Accordingly, religious journalists’ role breaches traditional boundaries as they respond and strive to integrate multiple sources of knowledge for what they see as the betterment of their devout readers. Full article

Resistance to clean energy policy in the United States stems partly from public hesitancy and skepticism toward anthropogenic climate change. This article examines self-declared climate change skeptics’ views of clean energy policy along a continuum of skeptical thought, spanning from epistemic denial to attribution doubt. To perform this, we use data from an online survey administered in the US Pacific Northwest and a series of pilot interviews conducted with skeptics in the same region. Results reveal that skeptics’ support for clean energy policy is consistently linked with their environmental concern across the skepticism continuum. Conspiracy ideation and distrust in science lead to a reduction in support. However, the positive effect of environmental concern trumps the effects of these beliefs. Important and hopeful implications of these findings for climate change communication and policy are discussed. Full article

This article explores the process of decolonizing and indigenizing research from my perspective as a Mapuche woman. During this process, I examine how to approach and analyze colonial and patriarchal archives through an indigenous lens, leading me to consider a transformation of my work into an indigenous research endeavor. In this undertaking, I delve into the interplay of affective and political dimensions within indigenous research, recognizing them as catalysts for resistance and knowledge construction. I emphasize the significance of first-person research as a powerful means of empowering marginalized individuals and validating personal and collective experiences, countering Eurocentric epistemologies that perpetuate colonial and epistemic violence. Furthermore, I advocate for the recovery of marginalized knowledge and the integration of native epistemologies. As a third step in the process of decolonizing and indigenizing my research, I introduce the concept of ‘Mapuchization of research.’ This idea represents a process of reconnection with the ancestral knowledge of my people, where past and present come together. It intertwines several dimensions, including political, epistemological, and ontological, with the aim of contributing to indigenous research methodology, based on the knowledge found in Mapuche culture and history. Full article

Translingual students’ identities transcend multiple languages and cultural allegiances. Sociolinguistics widely discusses the linguistic and racial oppressions these students face in schools due to epistemic racism, which is often observed in the tension between their multilingual and multimodal communicative styles and language perspectives rooted in monolingual and monocultural ideologies. This paper expands on the literature that denounces epistemic racism, uses Raciolinguistics and New Literacy Studies as theoretical frameworks, and reports on the following inquiries: What are the characteristics of delegitimizing school stakeholders who become agents of epistemic racism in their interactions with translingual students? How do translingual students reject these agents’ marginalization? Critical focus groups, semi-structured and arts-based interviews, and emplaced observations were used to collect data, centering the identities and voices of participants. Two key findings emerged. First, school stakeholders with various roles, social power, and degree of impact epitomize epistemic racism through ideological discourses. Second, “Translinguals” resist through novel concepts for which I have coined the terms "Covert and Overt Transresistance,” enacted by the means of resisting transliteracies. The theoretical, research, and practical implications of these findings, along with recommendations for future research, are discussed. Full article

Low vaccine uptake in South Tyrol, particularly for non-coronavirus and SARS-CoV-2 vaccines, poses a significant public health challenge in the northernmost province of Italy. This qualitative study conducted in-depth interviews with a purposive sample of vaccine-sceptical parents to examine the factors that contribute to their vaccination decisions. The ten participants’ children had varied vaccination statuses, ranging from unvaccinated to partially vaccinated or vaccinated as late as possible. Only one adult participant received the SARS-CoV-2 vaccine. Using Grounded Theory analysis, the emergent meta-category of ‘self-relatedness’ was identified, highlighting the importance of individual experiences and the social context. The study found that participants’ social circles consisted of individuals with similar vaccination attitudes, often characterized by a shared affinity for nature. Although they accepted individuals with different views, they remained uninfluenced. Participants perceived healthcare professionals as one-sided and uncritical, expressing distrust toward state orders. They believed that parents should be responsible for their children’s well-being rather than the state. Distrust in the state and healthcare system, exacerbated by the SARS-CoV-2 pandemic, was rooted in negative experiences. In contrast, the participants had positive experiences with natural healing, homeopathy, and trusting the natural course of events. They perceived themselves as tolerant, non-radical, curious, health-conscious, yet critical and questioning. Participants resisted coercion, fear-mongering, and state sanctions and sought alternatives to mandatory vaccination. To address the complex social and behavioural factors underlying vaccination refusal, this study suggests that vaccination advocates, policymakers, and information providers should engage in appreciative, personal, and well-founded information exchanges with vaccine-hesitant individuals. Broad and comprehensible information dissemination, flexibility, and freedom of decision are essential for increasing informed decision making. Further research is required to better understand the epistemic basis of vaccine hesitancy. Full article