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Keywords = reflexive-praxis

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13 pages, 184 KiB  
Article
An Autoethnography of an Islamic Teacher Education Programme
by Ozan Angin
Educ. Sci. 2025, 15(1), 90; https://doi.org/10.3390/educsci15010090 - 15 Jan 2025
Viewed by 959
Abstract
This article explores Islamic Teacher Education through an autoethnographic account of the author’s experience with the Graduate Certificate of Education (Islamic Pedagogy) at the University of South Australia. It addresses the lack of research on how Islamic Pedagogy is taught, contributing to the [...] Read more.
This article explores Islamic Teacher Education through an autoethnographic account of the author’s experience with the Graduate Certificate of Education (Islamic Pedagogy) at the University of South Australia. It addresses the lack of research on how Islamic Pedagogy is taught, contributing to the growing scholarship on faith-based teacher education. Autoethnography is a qualitative research method that combines autobiography and ethnography, emphasising personal experiences to explore cultural communities. It is especially useful in studying emerging concepts like Islamic Pedagogy and faithful praxis. This approach challenges Western positivism, promoting epistemic reflexivity, and offering critical insights into marginalised perspectives and educational practices. This paper employs autoethnography to present the author’s faithful praxis journey as a transformative pedagogical shift, shaped by their experiences with Western and Islamic epistemologies, aiming to empower Muslim voices in education and challenge marginalisation, with the Graduate Certificate fostering epistemic reflexivity and providing a platform to reconcile Islamic and Western knowledge in the classroom. This paper also clarifies the distinction between Islamic Pedagogy and Islamic integration through autoethnography by highlighting their complementary nature as opposed to the author’s initial assumptions around their interchangeability. Whilst this article contributes to the growing Islamic Teacher Education scholarship through an autoethnographic perspective, further research to assess broader program efficacy is still needed. Full article
(This article belongs to the Special Issue Teacher Education for Islamic Education and Schooling)
15 pages, 417 KiB  
Article
Fostering Faithful Praxis: Tracing Educators’ Affective Turning Points in an Australian Islamic Teacher Education Program
by Nadeem Memon, Isra Brifkani and Dylan Chown
Educ. Sci. 2024, 14(10), 1110; https://doi.org/10.3390/educsci14101110 - 14 Oct 2024
Cited by 3 | Viewed by 2697
Abstract
There has been a rise in Islamic schools in Australia, a trend similarly seen in other Western countries, and yet limited opportunities for teacher preparation on what it means to impart an Islamically grounded education. This study utilises qualitative research methods, specifically portraiture [...] Read more.
There has been a rise in Islamic schools in Australia, a trend similarly seen in other Western countries, and yet limited opportunities for teacher preparation on what it means to impart an Islamically grounded education. This study utilises qualitative research methods, specifically portraiture to shed light on the experiences of in-service Islamic school educators, with varied backgrounds and religious affiliations in a cohort of the Graduate Certificate in Education (Islamic Education) program in Australia. This faith-based teacher education program aims to foster “faithful praxis”, and recenter the Divine in teaching and learning. The research focused on analysing transformative affective shifts as reflected in the program’s final portfolios. Portraits of four participants reflect a reconceptualisation of education as a holistic process that aims to nurture the whole student: mind, body, and soul. The portraits also highlight awakening experiences that signify the role of reflexivity and self-reflection of the educator so that educational renewal is of the whole collective in the school community. Implications of this study signify the role of spirituality in teaching and learning and the importance of moving beyond conventional and secular models of teacher education programs. Full article
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16 pages, 2529 KiB  
Article
Curatorial Dissonance and Conflictual Aesthetics: Holocaust Memory and Public Humanities in Greek Historiography
by Anastasia Christou
Histories 2024, 4(2), 204-219; https://doi.org/10.3390/histories4020010 - 26 Mar 2024
Cited by 1 | Viewed by 1999
Abstract
Despite the increasingly diverse societal landscape in Greece for more than three decades within a context of migration, understandings of its fragile histories are still limited in shaping a sense of belonging that is open to ‘otherness’. While Greek communities have utilised history [...] Read more.
Despite the increasingly diverse societal landscape in Greece for more than three decades within a context of migration, understandings of its fragile histories are still limited in shaping a sense of belonging that is open to ‘otherness’. While Greek communities have utilised history as a pathway to maintain identity, other parallel histories and understandings do not resonate with ‘Greekness’ for most, such as the case of Greek Jewry. Critical historical perspectives can benefit from tracing ‘re-membering’ as a feminist practice in the reassessment of societal values of inclusivity. Histories of violence and injustice can also include elements of ‘difficult histories’ and must be embraced to seek acknowledgement of these in promoting social change and cultural analysis for public humanities informing curation and curricula. Between eduscapes, art heritage spaces, an entry into contested and conflictual histories can expand a sense of belonging and the way we imagine our own connected histories with communities, place and nation. Greek Jews do not constitute a strong part of historical memory for Greeks in their past and present; in contrast to what is perceived as ‘official’ history, theirs is quite marginal. As a result, contemporary Greeks, from everyday life to academia, do not have a holistic understanding in relation to the identities of Jews in Greece, their culture or the Holocaust. Given the emergence of a new wave of artistic activism in recent years in response to the ever-increasing dominance of authoritarian neoliberalism, along with activist practices in the art field as undercurrents of resistance, in this intervention I bring together bodies of works to create a dialogic reflection with historical, artistic and feminist sources. In turn, the discussion then explores the spatiotemporal contestations of the historical geographies of Holocaust monuments in Greece. While interrogating historical amnesia, I endeavour to provide a space to engage with ‘difficult histories’ in their aesthetic context as a heritage of healing and social justice. Full article
(This article belongs to the Section Cultural History)
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31 pages, 2296 KiB  
Review
Management of Hemorrhagic Shock: Physiology Approach, Timing and Strategies
by Fabrizio G. Bonanno
J. Clin. Med. 2023, 12(1), 260; https://doi.org/10.3390/jcm12010260 - 29 Dec 2022
Cited by 28 | Viewed by 44309
Abstract
Hemorrhagic shock (HS) management is based on a timely, rapid, definitive source control of bleeding/s and on blood loss replacement. Stopping the hemorrhage from progressing from any named and visible vessel is the main stem fundamental praxis of efficacy and effectiveness and an [...] Read more.
Hemorrhagic shock (HS) management is based on a timely, rapid, definitive source control of bleeding/s and on blood loss replacement. Stopping the hemorrhage from progressing from any named and visible vessel is the main stem fundamental praxis of efficacy and effectiveness and an essential, obligatory, life-saving step. Blood loss replacement serves the purpose of preventing ischemia/reperfusion toxemia and optimizing tissue oxygenation and microcirculation dynamics. The “physiological classification of HS” dictates the timely management and suits the ‘titrated hypotensive resuscitation’ tactics and the ‘damage control surgery’ strategy. In any hypotensive but not yet critical shock, the body’s response to a fluid load test determines the cut-off point between compensation and progression between the time for adopting conservative treatment and preparing for surgery or rushing to the theater for rapid bleeding source control. Up to 20% of the total blood volume is given to refill the unstressed venous return volume. In any critical level of shock where, ab initio, the patient manifests signs indicating critical physiology and impending cardiac arrest or cardiovascular accident, the balance between the life-saving reflexes stretched to the maximum and the insufficient distal perfusion (blood, oxygen, and substrates) remains in a liable and delicate equilibrium, susceptible to any minimal change or interfering variable. In a cardiac arrest by exsanguination, the core of the physiological issue remains the rapid restoration of a sufficient venous return, allowing the heart to pump it back into systemic circulation either by open massage via sternotomy or anterolateral thoracotomy or spontaneously after aorta clamping in the chest or in the abdomen at the epigastrium under extracorporeal resuscitation and induced hypothermia. This is the only way to prevent ischemic damage to the brain and the heart. This is accomplishable rapidly and efficiently only by a direct approach, which is a crush laparotomy if the bleeding is coming from an abdominal +/− lower limb site or rapid sternotomy/anterolateral thoracotomy if the bleeding is coming from a chest +/− upper limbs site. Without first stopping the bleeding and refilling the heart, any further exercise is doomed to failure. Direct source control via laparotomy/thoracotomy, with the concomitant or soon following venous refilling, are the two essential, initial life-saving steps. Full article
(This article belongs to the Special Issue Evaluation and Management of Major Trauma)
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16 pages, 351 KiB  
Article
The Contribution of Critical Pedagogy to Feminist Research on Sexual Violence
by Esther Luna and María José Rubio-Martín
Soc. Sci. 2022, 11(8), 328; https://doi.org/10.3390/socsci11080328 - 26 Jul 2022
Cited by 5 | Viewed by 2757
Abstract
As a form of scientific enquiry, feminist research aims to produce knowledge that is decentred from, as well as decentres, androcentrism. It also establishes challenges that send us back to methodology and how we produce knowledge. Feminist research on sexual violence proposes a [...] Read more.
As a form of scientific enquiry, feminist research aims to produce knowledge that is decentred from, as well as decentres, androcentrism. It also establishes challenges that send us back to methodology and how we produce knowledge. Feminist research on sexual violence proposes a number of methodological challenges that open new paths for exploration: integrating intersectionality into research; reflexivity as a criterion of rigour; the development of research techniques that respect the voices and practices of women as active agents; and the role of emotions in research. In order to analyse to what degree methodological challenges are being met and what work is still to be done, we reviewed various Spanish studies (published between 2015 and early 2022) that used a feminist approach to research sexual violence. Subsequently, using illustrations from two studies we have implemented, we outlined how critical pedagogy can make an important contribution to the methodological challenges of feminist research in this field. The article proposes that a closer relationship between socio-educational praxis (critical methodology) and feminist approaches can contribute to an enrichment and improvement of scientific praxis (feminist methodology), as well as showing how knowledge production can straddle scientific concerns and social intervention. Full article
(This article belongs to the Special Issue Gender-Related Violence: Social Sciences’ Research & Methods)
18 pages, 908 KiB  
Perspective
Evaluation Warriorship: Raising Shields to Redress the Influence of Capitalism on Program Evaluation
by Nicole Robinson
Genealogy 2021, 5(1), 15; https://doi.org/10.3390/genealogy5010015 - 14 Feb 2021
Cited by 2 | Viewed by 2891
Abstract
Evaluation warriorship, as defined by ¡Milwaukee Evaluation! Inc., links the practice of evaluation learning, reflection, and storytelling to the evaluator’s social responsibility as a warrior for justice. Unchecked global capitalism has led to extreme economic and racial injustice, undermined democracies, and accelerated environmental [...] Read more.
Evaluation warriorship, as defined by ¡Milwaukee Evaluation! Inc., links the practice of evaluation learning, reflection, and storytelling to the evaluator’s social responsibility as a warrior for justice. Unchecked global capitalism has led to extreme economic and racial injustice, undermined democracies, and accelerated environmental catastrophe. This paper argues that more evaluation warriorship is needed to resist this particular system of oppression. It presents examples of how evaluators reproduce neoliberal logic (e.g., in landscape analyses and collective impact assessments), which ultimately undermines transformative change. Evaluator reflexivity questions are proposed to incite change within the field and to help individual evaluators and evaluation teams unpack neoliberalism in their own practice. Evaluation education should include instruction on the effects of neoliberalism and how it shapes both programs and evaluation approaches. Future research should expand the body of knowledge of how neoliberalism has impacted the field of evaluation, support the development of an anti-capitalist praxis, and offer new opportunities for evaluation resistance. Full article
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24 pages, 2616 KiB  
Article
Navigating Multiple Tensions for Engaged Praxis in a Complex Social-Ecological System
by Jessica Cockburn, Carolyn (Tally) G. Palmer, Harry Biggs and Eureta Rosenberg
Land 2018, 7(4), 129; https://doi.org/10.3390/land7040129 - 6 Nov 2018
Cited by 29 | Viewed by 8841
Abstract
Innovative, pragmatic approaches are needed to support sustainable livelihoods and landscape management in complex social-ecological systems (CSES) such as river catchments. In the Tsitsa River Catchment, South Africa, researchers and natural resource managers have come together to apply such innovative approaches. Since CSES [...] Read more.
Innovative, pragmatic approaches are needed to support sustainable livelihoods and landscape management in complex social-ecological systems (CSES) such as river catchments. In the Tsitsa River Catchment, South Africa, researchers and natural resource managers have come together to apply such innovative approaches. Since CSES are characterised by uncertainty and surprise, understanding and managing them requires a commitment to reflexive praxis and transdisciplinarity. Accordingly, we facilitated a collective reflection and learning process in the project team to deepen our understanding of praxis in CSES. Our findings indicate that CSES thinking created an enabling framing. However, building new linkages among diverse actors to put CSES thinking into practice is challenging, since it requires the development of novel working relationships. Existing institutional structures, power dynamics, and ways of working impose significant constraints. A deeper critical realist analysis of our findings revealed a metaphor which explains why this work is challenging. In this metaphor, the Tsitsa Project team is navigating a bumpy terrain of dialectic tensions. These are tensions for example between natural science and social science, and between science and indigenous knowledge. Based on this metaphor, we suggest an expanding role for scientists and managers, and recommend transformative social learning processes to support teams navigating such bumpy terrains. Full article
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13 pages, 241 KiB  
Article
‘Is It That We Do Not Want Them to Have Washing Machines?’: Ethical Global Issues Pedagogy in Swedish Classrooms
by Louise Sund and Karen Pashby
Sustainability 2018, 10(10), 3552; https://doi.org/10.3390/su10103552 - 3 Oct 2018
Cited by 16 | Viewed by 4741
Abstract
According to sustainable development target 4.7, by 2030, all signatory nations must ensure learners are provided with education for sustainable development and global citizenship. While many national curricula provide a policy imperative to provide a global dimension in curriculum and teaching, mainstreaming an [...] Read more.
According to sustainable development target 4.7, by 2030, all signatory nations must ensure learners are provided with education for sustainable development and global citizenship. While many national curricula provide a policy imperative to provide a global dimension in curriculum and teaching, mainstreaming an approach to teaching about sustainable development through pressing global issues requires strong attention to what happens between students and teachers in the classroom. In this article, we aim to help teachers think through an ongoing reflexive approach to teaching by bridging important theoretical and empirical scholarship with the day-to-day pedagogies of global educators. This collaborative praxis offers an actionable approach to engaging with values, conflicts and ethical consequences towards bringing global issues into teaching and learning in a critical and fruitful way. Our results show that teachers and students can both experience discomfort and experience a sense of significance and worthiness of engaging in a more critical approach. In addition, if we critically reflect and support students in doing so, as these teachers have done, we open up possibilities for approaches to global issues pedagogy that come much closer to addressing the pressing issues of our deeply unequal world. Full article
(This article belongs to the Special Issue Ethics in Sustainability Education)
10 pages, 216 KiB  
Commentary
Indigenous Studies Speaks to American Sociology: The Need for Individual and Social Transformations of Indigenous Education in the USA
by Michelle M. Jacob
Soc. Sci. 2018, 7(1), 1; https://doi.org/10.3390/socsci7010001 - 21 Dec 2017
Cited by 10 | Viewed by 7521
Abstract
Despite legislation to increase educational success for racial and ethnic minorities in the USA, educational disparities persist. I examine this trend among Indigenous peoples in the state of Oregon, but extend it to education systems across the USA. In Oregon, American Indians have [...] Read more.
Despite legislation to increase educational success for racial and ethnic minorities in the USA, educational disparities persist. I examine this trend among Indigenous peoples in the state of Oregon, but extend it to education systems across the USA. In Oregon, American Indians have the poorest educational attainment of all racial and ethnic groups; only 55% of American Indians graduate on time. I examine this problem from a critical sociological perspective, answering the call for sociology to end its “complicity in the elimination of the native”. I argue education systems are extensions of settler colonial logics and power structures. I propose educational transformations built upon Indigenous cultural teachings, advocating that we follow an Indigenous educational framework that has as its foundation: (1) Indigenous elders’ instructions that education should teach us to be “real human beings”; (2) Indigenous teachings that invite us to engage in reflexivity to understand the “spirit” of our work; and (3) my own Yakama teachings on utilizing a decolonizing praxis within educational institutions. I conclude that American sociology needs to draw from Indigenous Studies scholarship to better understand and address the education inequalities facing Indigenous peoples in the USA. Full article
31 pages, 9520 KiB  
Article
The Rhythm of Non-Places: Marooning the Embodied Self in Depthless Space
by Les Roberts
Humanities 2015, 4(4), 569-599; https://doi.org/10.3390/h4040569 - 10 Oct 2015
Cited by 8 | Viewed by 10032
Abstract
Taking as its starting point the spatiotemporal rhythms of landscapes of hyper-mobility and transit, this paper explores how the process of “marooning” the self in a radically placeless (and depthless) space—in this instance a motorway traffic island on the M53 in the northwest [...] Read more.
Taking as its starting point the spatiotemporal rhythms of landscapes of hyper-mobility and transit, this paper explores how the process of “marooning” the self in a radically placeless (and depthless) space—in this instance a motorway traffic island on the M53 in the northwest of England—can inform critical understandings and practices of “deep mapping”. Conceived of as an autoethnographic experiment—a performative expression of “islandness” as an embodied spatial praxis—the research on which this paper draws revisits ideas set out in JG Ballard’s 1974 novel Concrete Island, although, unlike Ballard’s island Crusoe (and sans person Friday), the author’s residency was restricted to one day and night. The fieldwork, which combines methods of “digital capture” (audio soundscapes, video, stills photography, and GPS tracking), takes the form of a rhythmanalytical mapping of territory that can unequivocally be defined as “negative space”. Offering an oblique engagement with debates on “non-places” and spaces of mobility, the paper examines the capacity of non-places/negative spaces to play host to the conditions whereby affects of place and dwelling can be harnessed and performatively transacted. The embodied rhythmicity of non-places is thus interrogated from the vantage point of a constitutive negation of the negation of place. In this vein, the paper offers a reflexive examination of the spatial anthropology of negative space. Full article
(This article belongs to the Special Issue Deep Mapping)
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