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Objective The insights of Latinx/@ immigrants are essential to developing interventions that better address complex multilevel phenomena impacting mental health. Despite important advances in methods that genuinely embody participatory research practices, attention to collaborative data collection, analysis, and dissemination are limited. Our aim is to describe the development and implementation of research practices to address these gaps through an emphasis on and understanding of the centrality of language in collaborative research processes. Method Guided from the outset by community-based participatory research principles, our community-academic research partnership recognized the importance of developing and intentionally studying our collaborative processes. As part of an ethnographic interview study with 24 Latinx/@ immigrants, a community-university research team developed innovative methods, including practices related to research team meetings, data collection, analysis, and dissemination, which we documented through ongoing discussion and reflection. Results The resulting participatory research processes were grounded in a theoretical framework of praxis and language and included six innovative and iterative stages: (a) Establishing the research team, (b) planning the interview process/data collection, (c) developing the data analysis methodology, (d) interpreting findings to adapt the intervention, (e) integrating results of the participatory process into the analysis, and (f) data analysis for dissemination. Conclusions A focus on praxis and language revealed how the language of research structures' power, meaning, feeling, collaboration, analysis, and transformation. We also found that bilingual participatory analytic processes have important implications with respect to achieving genuine inclusion in rigorous research that moves toward equity for Latinx/@ immigrants and other populations. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Technological skills transfer approach from extension practitioners to the emerging farmers plays a significant role in the educational developments of the emerging farmers. These approaches have to take into account the methods of teaching that are in line with what is acceptable and underpinned by the adult teaching and learning approaches. Agricultural extension as an educational development programme for the emerging farmers needs to borrow from these approaches. Emerging farmers and extension practitioners in South Africa are mostly a group of diverse adults from different backgrounds and varying political, economic and social statuses. The formal education status of the emerging farmers might play a role in the ability to consume and apply presented information on the farm. However, the manner or approach that the information is presented could determine whether the emerging farmer become resistant to the information or not. The study employed the Participatory Action Research methodology with the philosophical framing of Bricolage to generate data that was analysed using Critical Discourse Analysis. The emerging farmers and extension practitioners volunterily engaged in the emancipatory discourse to outline the learning challenges using agricultural extension methods. Presenting agricultural information to the emerging farmers in the form of the Basic Education pedagogy, undermine the adult education prerequisites for the emerging farmers during training and farm visits. The emerging farmers, as adults exposed to agricultural extension, has to be conducted so guided by the trialled and tested adult education principles. By law, every individual over 15 years of age are entitled to adult education. The extension practitioners need to be acquainted with the adult education perspective. Keywords: Technological skills transfer, Emerging farmers, Extension, Pedagogic praxis

Architecture exists in time. This statement may appear to be a truism but this is not the way in which architecture is typically conceived. It is not acceptable to conceive of architecture within the abstract context of stasis, nor to consider the architectural project ‘finished’ upon the completion of construction. Praxis must engage deeply with the dynamic conception of architecture within an evolving context, throughout the life of a building in time, and as animated through occupation and constructive perception. This paper provides a theoretical overview of time as it relates to architecture and philosophy. An architecture of time designs the conditions for interaction between user and environment, resists the crutch of formal autonomy, and finds novelty through engagement and the faith in the ability of the user to appropriate the space in unexpected and serendipitous ways. In this way architecture becomes a medium for the creative agency of time.

In this paper, we name and uplift the ways in which Miya community workers are building communities of resistance as ways to address the manifold colonial, structural (including state-sponsored), and epistemic violence in their lives. These active spaces of refusal and resistance constitute the grounds of our theorizing. Centering this theory in the flesh, we offer critical implications for decolonial liberatory praxis, specifically community-engaged praxis in solidarity with people's struggles. In doing so, we speak to questions such as: What are the range of ways in which Global South communities are coming together to tackle various forms of political, social, epistemic, and racial injustice? What are ways of doing, being, and knowing that are produced at the borders and liminal zones? What are the varied ways in which people understand and name solidarities, alliances, and relationalities in pursuit of justice? We engage with these questions from our radically rooted places in Miya people's struggles via storytelling that not only confronts the historical and ongoing oppression, but also upholds desire—Interweaving and honoring rage, grief, pain, creativity, love, and communality.

No recuerdo dónde leí la anécdota de un profesor inglés de la Open University que daba una conferencia sobre la docencia universitaria. Uno de los asistentes, avanzada la conferencia, le interrumpió para protestar diciéndole que todo aquello que les estaba señalando resultaba inne-cesario, que él como parte de sus colegas allí presentes tenían ya muchos años de ser profesores, 25 en su caso, y que todo lo que había que saber sobre enseñanza ya lo sabían. El conferenciante, que tampoco se mordía la lengua, le respondió preguntándole si estaba seguro de tener 25 años de experiencia o lo que tenía era, más bien un año de experiencia repetido 24 veces.

Racial inequities in palliative and end-of-life care have been well-documented for many years. This inequity is long-standing and resistant to many intervention efforts. One reason for this may be that research in racial inequity in palliative care, and the interventions developed, do not account for the effects of race and the everyday racism that patients of color experience while navigating the healthcare system. Public Health Critical Race Praxis (PHCRP) offers researchers new routes of inquiry to broaden the scope of research priorities in palliative care and improving racial outcomes through a novel conceptual framework and methodology. PHCRP, based off critical race theory (CRT), contains ten principles within four foci to guide researchers toward a more race conscious approach for the generation of research questions, research processes, and development of interventions targeting racial inequities.

Purpose: The primary purpose of this article is to explore the speech-language pathology (SLP) Praxis test, a barrier to culturally and linguistically diverse (CLD) individuals entering the profession, by investigating first-time pass rates and mean scores by test taker race/ethnicity. Other potential barriers to licensure and certification, as well as solutions for mitigating these barriers, will also be addressed. Method: SLP Praxis test data from two windows of time, 2008–2011 and 2014–2020, were compared for the following: (a) proportions of test taker race/ethnicity relative to U.S. demographic estimates of racial/ethnic group proportions overall, (b) proportions of racial/ethnic groups, and (c) trends in test-taker mean scores by race/ethnicity. First-attempt pass rates by racial/ethnic groups were also calculated for the 2014–2020 testing window. Results: The percentage of some CLD SLP Praxis test-taker groups increased since the 2008–2011 testing window but is still not representative of U.S. racial/ethnic demographics. The first-attempt pass rates and overall mean scores of CLD test-taker groups remained substantially lower than White non–Hispanic/Latinx test takers. Conclusions: Despite the encouraging trends in SLP Praxis test-taker racial/ethnic diversity, disparities persist between the racial/ethnic makeup of SLP Praxis test takers and the demographic makeup of the United States. Consequently, these disparities have implications for the continued lack of cultural representativeness seen in our workforce.

The benefits of user-centered and participatory design have been widely acknowledged for the development of technologies that are likely to be appropriated by the product's stakeholders. While participatory design has been applied to some affective technologies, the technical and algorithmic complexity of those based on semi-intelligent information filters (SIIFs) pose distinct challenges. Coincidentally, these technologies raise important and distinct ethical issues that make stakeholder input critical during product design. We present a framework for fostering genuine engagement from stakeholders through the case example of biomusic - a SIIF-based affective technology that translates emotion-related physiological changes into sound. During a 3-day workshop, ethnographic methods were used to collect data about the interface between biomusic and individuals on the autism spectrum. From these data, emergent themes, such as such as privacy, data security, conceptions of assistive technology and representation of emotions were analyzed using a grounded theory approach. In order to illuminate distinct design decisions implicated by these complex and interwoven ethical issues, we propose a design framework consisting of a technological, a human-centered and an ecological lens. This framework and recommendations provide a concrete praxis for engaging stakeholders in the complex issues associated with the design of SIIF-based emotion-oriented systems.

The prevalence use and handling of plastics have become a global menace to the environment. This menace has even led to a national discourse on banning plastics in Ghana. The plastic waste situation seems to be an oblivious less concerned by some Ghanaian sculptors, engineers and scientists on its artistic exploration and contribution to the quota of environmental sanitation in Ghana. However, having identified the artistic qualities of plastics, this article seeks to transform plastic waste into art by exploring and analysing non-biodegradable polyethylene as a viable and unconventional material for sculpture. The focus of this studio-based research employed the Praxis with arts-based recycling approach as technique and procedures to create a bust from plastic waste as a means of establishing its viability as an unconventional material for sculpture. It was established from the outcome of the research that plastics as non-biodegradable material should not be seen as an environmental menace, but a viable and unconventional material for sculptors and other professionals like engineers and scientists beyond Ghana must also expand on this research further.

Previous research has demonstrated the impact that Twitter can have for promoting and\ud discussing a feminist agenda. Given the gendered neoliberalism that exists within\ud academia, tweets under the hashtag ‘#AcademicTwitter’ may also be an important space\ud for feminist praxis. Yet, to our knowledge, there is no empirical work analysing the\ud function of ‘Academic Twitter’ from a distinctly feminist perspective. Thus, we asked\ud “How is Academic Twitter used for feminist praxis?”. We conducted a reflexive thematic\ud analysis of 596 tweets containing the hashtag #AcademicTwitter. This generated four\ud themes showing how Academic Twitter can be a valuable site for feminist praxis, by\ud enabling academics to 'give testimony to academia', 'access the hidden curriculum’, and\ud engage in both 'academic kindness' and 'resistance and advocacy'. Despite these benefits,\ud we also observed a tension between Academic Twitter as a site for feminist practice, yet \ud 2\ud also as potentially complicit in promoting the competitiveness and overwork that\ud pervades academia. We recommend that future feminist research interrogates the ways in\ud which more diverse forms of feminist praxis, including more negative experiences, are\ud negotiated on Academic Twitter.

This study shows records that teachers make about their practices, experiences in light of the impact of changes in educational policy. The interest in knowing what teachers think about their practice began with a reflection aimed at a new praxis in which one of the obstacles to student learning is related to the teacher's precarious academic knowledge, with discrepancies between theory and practice, since theory it is important, but alone it is insufficient for the classroom. The aim of the study was to explore, through the literature, the need for alignment between theory and practice. The methodological procedures used for data collection included literature review, on-site observation and semi-structured interviews with teachers. The information collected was analyzed qualitatively, from the perspective of the authors who guided the theoretical foundation. It was concluded that it is up to the educator to perceive characteristics of the student and their interaction with the environment.

This study presents a systematic review on existing cognitive screening tools for mild cognitive impairment and dementia in populations with low education and literacy levels. Cochrane Library, PubMed and LILACS databases were examined for studies including adults aged 50 years old or older with low educational level. 61 articles were included. Despite its frequent use, studies on Mini-Mental State Examination (MMSE) revealed that educational level biased the score obtained, regardless of other factors. Separately, the Informant Questionnaire on Cognitive Decline in the Elderly, the Fototest, or the Eurotest, appear to minimize the effect of education and literacy. MMSE is unreliable for individuals with low literacy. Tasks involving reading, writing, arithmetics, drawing, praxis, visuospatial, and visuoconstructive skills have a greater educational bias than naming, orientation, or memory. An adequate determination of educational level and validation of instruments in populations with heterogeneous levels of literacy requires further research.

This article outlines a theoretical framework for researching popular politics in the Middle East and North Africa. It sketches a Gramscian alternative to existing approaches in materialist Marxism, cultural studies, and social movement studies. It also aims to think a Gramsci useful to historians, political scientists, sociologists, and anthropologists, beyond the common loci of Gramsci scholarship in political theory, comparative literature, and international relations. With a start point in Gramsci's philosophy of praxis, it puts forward a concept of popular politics as a mostly slow-moving, complex, and many-layered transformative activity, a form of historical protagonism comprising a variety of moments, capable of working changes on existing forms of hegemony and founding new social relations. The point is to enable researchers in Middle East studies to see and research popular politics, carry on a critique of transformative activity, and inform transformation in the present.

The article calls attention to a mismatch between the multiple and often seemingly incommensurable understandings of ‘gender’, circulating both within trans and non-trans gender scholarship. Particular attention is paid to the ways in which ‘gender’ is assumed and utilized in feminist ethnography. I argue that the pressing implications that transgender theory and experience have for epistemic habits and ethnographic praxis are yet to be properly acknowledged. Using personal experiences as a non-passing transfeminine ethnographer, I show how a masking of contradicting understandings of gender regularly takes place both in everyday research situations and on levels of academic writing. This, I argue, contributes to upholding cisnormativity in ethnography.Keywords: ethnography, transgender, methodology, feminism’Nainen’, ’naisena’, mitä sillä tarkoitat? Feministinen etnografia, transtutkimus ja läpimenemättömyyden käyttöArtikkeli käsittelee sekä trans- että ei-transsukupuolen tutkimuksessa kiertäviä ’sukupuolen’ määritelmien moninaisuuksia ja näiden keskinäisiä ristiriitoja. Tekstin painopiste on erityisesti tavoissa, joilla sukupuolta ymmärretään feministisessä etnografiassa. Artikkelissa väitän, että transteorian ja -kokemusten implikaatioita episteemisille ja etnografisille käytännöille ei ole tähän mennessä huomioitu kunnolla. Hyödynnän omia kokemuksiani transfeminiininä etnografina näyttääkseni, miten ristiriitaisten sukupuolikäsitysten häivyttäminen tapahtuu sekä kentätyötilanteissa että tieteellisessä kirjoittamisessa. Peittämisen käytännöt ylläpitävät osaltaan etnografian cisnormatiivisuutta.Avainsanat: etnografia, transsukupuolisuus, metodologia, feminismi

Engaging organizational communication and rhetorical studies subfields, we develop a case for decolonial and Indigenous approaches that offer texture and depth. In the process, we flip the existing topographic “map” of the field and shift Eurocentric canons undergirding cultural and critical Communication Studies. Drawing on vignettes from our fieldworks, we argue for a decolonial critical intervention to affirm marginalized voices, experiences, and theories. Our focus demonstrates how Indigenous methods and decolonial theories advance more responsible engagements with Indigenous epistemologies. Providing a theoretical challenge to the occlusion of indigeneity, we offer a conceptual praxis-oriented mode of theory building that engages communities toward creating Indigenous Communication futures.

Braiding our words, "dissi-dance," and desires, this article engages how various social actors, and communities-which we are a part of and belong to-challenge structural violence, oppression, inequity, and social, racial, and epistemic injustice. We thread these reflections through our written words, in subversive letters which we offer in the form of a written relational conversation among us: a plurilogue that emerges in response to our specific locations, commitments, and refusals, as well as dissents. Our stories and process of dissent within the various locations, relationships, and contexts that we occupy served as the yarn and needle to thread our stories, posed questions and reflections. Braiding, threading and weaving together, we animate deep decolonial inquiries within ourselves, and our different cultural contexts and countries. Refusing individualism-the illusions of objectivity as distance, the academic as expert, and the exile of affect and emotion on academic pages-we choose to occupy academic writing and ask: What if academic writing were stitched with blood and laughter, relationships and insights, rage and incites? What if, at the nexus of critical psychology and decolonizing feminism, we grew an "embodied praxis?" Unlike academic writing, traditionally designed to camouflage affect, connection, relationality and subjectivity, these letters are unapologetically saturated in care and wisdom toward a narrative-based embodied practice: decolonial plurilogues of relational solidarities for epistemic justice. Our plurilogue of dissent offers a view to advance community research and action with goals of liberation, decoloniality, and community wellness.

In this article, we will discuss an editing model that highlights the plurality of texts and paratexts from writers' archives, provided by the approximation between Textual Criticism and information technology that culminated in the emergence of Digital Humanities. Our proposal seeks to rethink and review the philological praxis of text editing through the Critics interfaces: Textual, Genetic and Sociological, in a digital environment. We will outline an editing proposal that rethinks and points out new paths of contemporary philological practice, made possible by new electronic supports, to review and expand the voices of history and perceive other subjectivities about the concepts of text and authorship. The objective is to show how digital editing explores the complexities of the text, through a digital hypermedia, in a way that contemplates the multiple aspectsof the corpus: linguistic, contextual and bibliographical, considering the production, transmission and reception processes.

Se muestran diferentes obras y proyectos relacionados con el arte sonoro, la ciudad y el uso de tecnologías contemporáneas. Se divide en introducción, metodología, resultados y conclusiones. En los resultados primero se señalan conocidas obras que sirven de antecedentes a los siguientes proyectos mostrando la tradicional reunión de este género con lo tecnológico. Después se abordan las obras núcleo del texto avanzando desde internet y las conocidas Tecnologías de la Información y la Comunicación, a los Sistemas de Gestión Geográfica, las Apps, la Realidad Virtual, la Inteligencia Artificial, el Big Data y el Internet de las Cosas. Con todo ello se muestra que estas tecnologías ofrecen importantes posibilidades al arte sonoro, a la ciudad y al ciudadano, que este género sigue beneficiándose de las innovaciones tecnológicas y que ciertas temáticas y praxis como mapas, cartografías, audioguías, conciertos de ciudad o la urbe como instrumento continúan directa o indirectamente tomando hoy nuevos niveles de profundidad.

This article argues that South African teacher education and development policy lack an explicit philosophy of education and corresponding pedagogy that promote transformation and equality. After an analysis of some works by Paulo Freire, it is argued that it is in a Freirean philosophy of education and in a pedagogy of hope that the praxis of teacher education establishes the notion of teachers as unfinished beings and agents of hope. This article offers an opportunity to imagine what Freire’s Pedagogy of hope (FREIRE, 1994) could contribute to the dialogue regarding the policy, gazetted in 2011 and revised in 2015, on the minimum requirements for teacher education qualifications in South Africa. The fundamental role that teacher education institutions can play in contributing to the transformation of education is defended, particularly if the philosophy of Freirean education and a pedagogy of hope are compromised. The article concludes with an attempt at re-orientation of teacher education policy. Este artículo sostiene que la política sudafricana de formación y desarrollo docente carece de una filosofía educativa explícita y de una pedagogía correspondiente que promueva la transformación y la igualdad. Tras un análisis de algunas obras de Paulo Freire, sostengo que dentro de una filosofía freireana de la educación y una pedagogía de la esperanza, la praxis de la formación docente establece la noción de maestros como seres inacabados y agentes de esperanza. Este artículo ofrece la oportunidad de imaginar lo que la Pedagogía de la Esperanza de Freire (FREIRE, 1994) podría contribuir al diálogo sobre la política, publicada en 2011 y revisada en 2015, en cuanto a los requisitos mínimos para la formación de profesores en Sudáfrica. Yo defiendo el papel fundamental que las instituciones de formación docente pueden desempeñar para contribuir a la transformación de la educación, sobre todo si la filosofía de la educación freireana y una pedagogía de la esperanza son comprometidas. El artículo concluye con un intento de reorientación de la política de formación docente. O presente artigo argumenta que a política de formação e desenvolvimento de professores(as) na África do Sul carecem de uma filosofia da educação explícita e correspondente pedagogia que promovam transformação e igualdade. Após uma análise de algumas obras de Paulo Freire, argumenta-se que uma práxis de formação de professores(as) encontra na filosofia da educação freireana e na pedagogia da esperança a compreensão de professores(as) como seres inacabados e agentes da esperança. Este artigo oferece uma oportunidade para imaginar o que a Pedagogia da esperança de Freire poderia contribuir para o diálogo acerca da política, publicada em 2011 e revisada em 2015, que define os requerimentos mínimos de qualificação para a formação de professores(as) na África do Sul. Defende-se o papel fundamental que instituições de formação de professores(as) podem desenvolver, contribuindo para a transformação da educação, especialmente quando a filosofia de educação e a pedagogia da esperança são prejudicadas. O artigo conclui com uma proposta de reorientação da política de formação de professores(as).

Facing the massive changes that occur in society as a result of the Industrial Revolution 4.0 era, an era marked by a blend of technology that blurs the lines between the physical, digital, and biological fields. Between the physical and digital become connected. Acceleration towards the digital world was stimulated by the emergence of the Covid-19 pandemic. The digital world becomes a world no longer a virtual world but a real world whose existence is in our midst. Changes in the Industrial Revolution 4.0 era will greatly impact the religious social life of mankind. The development of the Industrial Revolution 4.0 era, has given birth to changes in community culture which of course must also change the paradigm and praxis of the church's mission. The paradigm and praxis of the church's mission need to be evaluated and rethinking and reconstruction need to be carried out in the light of God's Word and contextually. This study uses the following methods: 1. Systematic Literature Review by collecting several references through literature study so as to obtain data related to the paradigm and praxis of the church's mission that is developing; 2. Hermeneutics by examining several Bible verses related to the topic as the basis for the construction of paradigms and missionary praxis in the era of the Industrial Revolution 4.0. The results of this research are expected to be able to contribute to the church, especially with regard to the construction of the paradigm and practice of the church in carrying out its mission in the era of the Industrial Revolution 4.0. The church can take advantage of the opportunities resulting from the Industrial Revolution 4.0 era. in carrying out its mission.

NVivo is a methodological tool in analyzing qualitative data. The software belongs to the genre of Computer-assisted Qualitative Data Analysis Software (CAQDAS). This qualitative case study aimed to explore the practices of NVivo adopters within the West Visayas State University (WVSU) System, Academic Year 2019-2020. A researcher-made and foreshadowed Focus Group Discussion (FGD), in-depth interview, and observation protocols were utilized to gather data from the participants. The conceptual analysis was done using NVivo 12 Plus, while the researcher did the analytic analysis. The study revealed that the WVSU NVivo adopters are generally tech-savvy and stationed in the research office. Their speed of using the software varies. The adopters vary in terms of using NVivo- some were fast learners, while others were slow. They regularly ask questions from the researcher-resource speaker, though the NVivo manual of operation was distributed to them. Seven (7) themes have emerged that may optimize NVivo’s functionalities in qualitative data analysis. These themes are requirements for improved coding practices, the need for enhanced visualization skills; the importance of the knowledge on the NVivo research cycle; qualities of NVivo adopters; motivation in using NVivo; and practices for practical qualitative data analysis using NVivo. It is thus concluded that there is a need for WVSU administration to consider several mechanisms to improve the use of CAQDAS, specifically NVivo, in qualitative data analysis.

The pandemic and the strengthening of oppressor-oppressed relationship in contemporaneity have characterized difficult times in Brazil, marked by moments of the conservative’s ideals advancement, and the questioning of social and educational values. In this essay, we revisit Freire’s works to dialogue about the oppressed ones in contemporaneity, and how the freeing praxis in teaching can overcome oppression, restoring humanity. This research utilizes the approach of qualitative nature and chooses as an investigative process the bibliographic study. In the analysis, the problematizing education can be the way to promote debates about social, economical, political, and cultural problems, leading to the true participation and the transforming formation of students. Freire’s theoretical-methodological perspective becomes highly relevant in the current political context, which can provide conditions to the oppressed to identify the alienation of the popular masses by narratives, by means of communication and in its relation to the world.

Calls to decolonise the curriculum gain traction across the academe. To a great extent, the movement echoes demands of the decolonisation era itself, a period from which academics draw both impetus and legitimacy. In this article, we examine the movement’s purchase when applied to the teaching of international law. We argue that the movement reinvigorates debates about the origins of international law, centring its violent foundations as well as its Eurocentric episteme. Yet, like many critical approaches toward international law, the movement is smitten with itself and with the regime. As a consequence, the outcome of its activism and critique is predetermined: both must redeem the Eurocentrism of international law and its associated pedagogy. Calls to decolonise the curriculum ultimately validate the epistemological limitations inherent to a stratified, international order, failing to offer a genuine alternative framework or epistemology.

Taking a geopolitical perspective centred in the Argentinian Andes, the authors propose a hermeneutical view of dialogical archaeology. The application of this theoretical and methodological approach to the example of the archaeological site of Huayatayoc (Puna de Jujuy, Argentina) enables an interpretation of the site as a complex woven fabric of diachronic local and scientific practices and narratives. The authors’ work at Huayatayoc provides an example of the potential of this approach for the development of a critical Latin American archaeology, which seeks to acknowledge the multiple interests and narratives of researchers and local communities in dialogue.

Recent research describing the practices of specialist elementary general music teachers and students is limited, and few research studies specifically examine how practicing music educators think about their music teaching practices. In this mixed-methods case study, we bridged these areas of research by examining music educators’ expressed beliefs about music teaching and learning in light of descriptive analysis and hierarchical linear models (HLM) of time sampling data of their teaching practices in elementary music classrooms. Participants ( N = 7) shared beliefs that everyone is musical and that music educators must therefore create an environment in which children develop their musicianship by singing, moving, and playing. Time sampling data indicated that teachers spent most of their time talking, while students spent most of their time sitting still and silent. Children in younger grades spent significantly more time in movement activities than those in older grades. HLM analyses provided predictive implications for teachers’ use of singing and movement. In this article, we present findings from qualitative analysis of planning artifacts, reflections, and interviews and from HLM of time sampling data, and discuss potential meanings for music teaching and music teacher education.

Ao analisar a experiência de agrupamentos humanos engajados em causas transformadoras, observa-se que, recorrentemente, as premências do presente não apenas direcionam o olhar ao passado no sentido de diagnosticar obstáculos para modificar a situação corrente, como também na busca por experiências pretéritas que sirvam de inspiração para pensar o futuro. Assumindo este ponto de partida e por intermédio de análises bibliográficas, o manuscrito reflete acerca do itinerário histórico das concepções de utopia e de sua variante, a ucronia, de forma a identificar como estes futuros e passados idealizados dialogam com realidades concretas e com interesses de agrupamentos humanos específicos. Por fim, pondera a respeito da relação entre ucronia e os conceitos de “desacordo-diagnóstico” e de “autoafirmação-inspiração”, de forma a categorizar as estratégias de instrumentalização do passado pelos interesses transformadores e pela práxis política dos movimentos sociais contemporâneos.

En el presente trabajo se combinan la sólida y valiente defensa de la razón humana realizada en varios lugares por Joseph Ratzinger, con su aplicación al campo de la regulación y valoración de la praxis humana, en especial al derecho, la política y la economía. Finalmente, se realiza una valoración de las ideas de Ratzinger en esos aspectos y una defensa de sus conclusiones.

The world is experiencing the impacts of COVID-19 pandemic – from lockdown restrictions to economic uncertainty. Though troubling, the COVID-19 crisis presents an opportunity to galvanize support to strengthen urban planning's capacity in Africa. This paper draws on the global response to the pandemic to proffer three lessons that can bolster planning action to respond to health, spatial and socio-economic challenges confronting African cities: (i) recognition of urban planning as an urgent public health activity; (ii) emphasizing urban planning's innate capacity to address health crises; and (iii) citizen engagement to accept planning measures. These lessons are likely to improve urban planning action.

English Medium Instruction (EMI) is a growing educational praxis in the world. Sri Lanka also practises EMI in primary, secondary and university education contexts. Nevertheless, EMI is not adequately researched: the existing scholarship alludes to the significance of its context-dependency (e.g., Snchez-Prez, Maria del Mar 2020). Moreover, there is a lacuna of scholarly knowledge of how EMI works in Sri Lankan educational contexts. Hence, this exploratory study examined lecturers’ practices of, and insights into, EMI within the context of Sri Lankan higher education. The data were drawn from in-depth qualitative interviews with ten lecturers who teach Social Sciences through EMI at three state universities in the country. Interviewees – encompassing males and females and belonging to varying age groups – have a range of EMI teaching experience and different professional and educational qualifications. Qualitative thematic analysis was utilised to uncover themes related to EMI in the data. Findings disclose a few issues and problems associated with EMI. They underscore the belief that EMI enhances L2 (Second Language) proficiency, thus creating a space for job opportunities for undergraduates, and higher education and professional development for both lecturers and students. Nevertheless, EMI is problematic mainly due to (i) low L2 proficiency in both lecturers and students, (ii) lecturers’ inconsistent praxis in assessing and teaching students, (iii) the shortage of training programmes on EMI, and (iv) arbitrary administration issues including the recruitment of EMI lecturers. The paper provides insights into EMI implementation in English as L2 contexts and adds new vocabulary to EMI praxis and research.

In this 2021 AFHVS Presidential Address, Kim Niewolny provides a brief foray into the onto-epistemic framing of critical praxis for sustainable food systems transformation. Niewolny proposes we engage in the creative entanglement of critical praxis and the social imaginary to “unthink” the orthodoxies that govern our ideas of the possible. She offers several possibilities as pathways toward a food system that embodies health equity, ecological justice, land sovereignty, and human rights, including: (1) agroecological research and movement building; (2) food, farm, and health policy; (3) food and farm system worker protections as public health and human rights concerns; (4) intersectional food justice scholarship and curriculum; (5) narrative-led, community-based, and action-oriented methodologies as multi-dimensional inquiry; (6) and multi-sector and multi-racial coalitions as dynamic networks that challenge linear, neoliberal, and technical-rational practices. Niewolny concludes with a call for radical hope as a principle for critical food systems praxis. Published version

En este artículo indagaremos en la perspectiva heideggeriana de la corporalidad a partir de sus consideraciones de los gestos y las figuras hápticas, tanto en elaboraciones en torno a Sein und Zeit como en sus especificaciones de los Zollikoner Seminare. En este marco distinguiremos el carácter secundario de sus consideraciones del cuerpo físico y algunas de sus implicancias. Para ello analizaremos sus elaboraciones en torno a la praxis y las relaciones con el mundo circundante para circunscribir su tratamiento de los índices corporales o las figuras manuales en su trabajo de 1927. Luego articularemos sus consideraciones sobre los gestos corporales en sus seminarios de 1960, de tal modo que permita dar cuenta de alcances y límites de estas elaboraciones.

This paper critically examines the parallels of devaluation encountered by early childhood educators and sessional faculty members in Ontario as reflective praxis. The three authors’ experiences are diverse and include a tenured professor and two sessional faculty members, both ofwhom have worked in the field of Early Childhood Education and Care (ECEC). The narratives of the authors inform the concerning trend of precarity and devaluation embedded within two polarizing spectrums of the Ontario educational landscape: Post-Secondary Education (PSE) and ECEC. Although these aforementioned areas of education rarely intersect, the authors centre them on the frontline of the neoliberal assault on education transpiring in Ontario today. The three authors self-identify as female settlers; two have doctoral degrees; one has an MA and is an early childhood educator (ECE). One author self-identifies as a racialized and white-coded cis-gendered woman, and two selfidentify as white, cis-gendered women. All of the authors have worked in Ontario’s post-secondary landscape, one as sessional faculty member and then a tenured professor, and two as sessional faculty members. The paper will problematize the neoliberal assault on higher education and ECEC through a Feminist Political Economy (FPE) conceptual framework in order to draw on the multifaceted ways femAtlantis Journal Issue 40.1 /2019 46 inized discourses devalue the work of ECEs and perpetuate the overrepresentation of women, particularly racialized women in precarious faculty positions.

Listening is a pervasive and significant act of conservation research and praxis, mattering greatly for the realisation of conservation agendas, not least its ambitions to be outward looking and inclusive in approach. Yet, the value and role of listening has been barely explored in a sustained and reflexive way. This paper is a preliminary schematic of what it might mean to attend to the act of listening, set within the context of a larger field of listening scholarship as well as more specific manoeuvres to embed relational approaches into the study of people and nature interactions. We explore what it means to 'listen well' within the context of conservation, highlighting the importance of recognising listening as a relationship and our positions and power within those relationships; the need to care for the relationship through respect and empathy; and the building of inclusive relationships of listening by attending to how space and time influences understanding. We offer examples of how researchers and practitioners can create spaces for listening, illustrating our discussion with personal reflections about listening practices gained through our various conservation and research careers. We provide approaches and ideas which help the reader—academic and practitioner—to both understand and articulate the value of listening in conservation and relational values of nature. We hope to inspire the wider use of listening-based approaches in conservation research and practice, and the recognition and support from senior managers and funders of what is needed to promote long-term and meaningful relationships between people and nature.

This paper reflects on the literature on Critical Language and Intercultural Communication Education in light of learnings gained from designing and delivering a course titled ‘Intercultural Communication’ over four years to large cohorts of first-year tertiary students in Australia. It is based on a qualitative research project which involves the analysis of two sets of data: a) ethnographic notes from teaching staff meetings, tutors’ interviews, and tutorial observation, and b) student formal and informal feedback surveys as well as focus group discussions. The paper explores what and who is at stake when teaching and learning about language and intercultural communication from a critical perspective. It unveils from a praxis perspective (theory informed by practice and vice versa) the deeply political and ethical level of engagement that is required of teachers, the kind of metalinguistic and metacultural knowledge, as well as the kind of disposition towards critical thinking and reflexivity, that are called for when teaching and learning in this domain in an Australian tertiary environment.

El binomio teléfonos móvil y RRSS en la adolescencia transciende lo tecnológico. Las prácticas de uso tan habituales en su vida cotidiana son ubicuas, pero relativamente invisibles para docentes y familias. Un conocimiento necesario para marcar una hoja de ruta en el diseño de propuestas educativas mediadas por tecnologías móviles. Mediante un estudio descriptivo longitudinal cuantitativo, se identifican niveles de uso y comportamiento con los teléfonos móviles en una muestra (N=645) escolar en ESO-Bachillerato, prestando especial atención a qué aplicaciones son las más empleadas, y el tiempo de uso en función del género y nivel educativo. Los resultados evidencian que el teléfono móvil no se percibe como un sistema de almacenamiento de información, se emplea con una finalidad comunicativa (RRSS) de las que se nutren las aplicaciones de edición de imagen (fotografía-vídeo) y consumo de audiovisuales (vídeos-música). En el segundo año de ESO hay un incremento de aplicaciones y de tiempo empleado frente al móvil. Las diferencias de género suponen brechas significativas en cuanto al uso de RRSS, y el valor de la imagen un punto axiomático en ello. Una praxis que evidencia las amenazas que suscita su empleo, y el reto de diseñar una alfabetización digital ambiciosa que contemple usos responsables de las RRSS, conocimiento sumo informado de los contenidos digitales y la introducción de escenarios comunicativos multimodales para crear y compartir. The association of mobile phones and social networks during adolescence surpasses technological considerations. These practices, while extremely common and ubiquitous in adolescents’ daily lives, are relatively invisible to teachers and families. It is, therefore, necessary to establish a roadmap in the design of educational proposals enhanced by mobile technologies. Through a quantitative longitudinal descriptive study, levels of use and behavior with mobile phones are identified in a sample (N=645) of Secondary School and Baccalaureate students. Special attention, which we disaggregate by gender and education level, is paid to the most commonly used apps and to time of use. Results show that the mobile phone is not only identified as an information storage system, but it is also used for a communicative purpose (social media) which is supported by image editing applications (photography-video) and audiovisual consumption (videos- music). In the second year of Secondary Education there is an increase in the use of apps and in the time spent using mobile phones. There are significant differences in relation to gender in the use of social media, being the value of the image an axiomatic point in this difference. Results show the threats inherent in the use of mobile phones and highlight the challenges when it comes to designing an ambitious praxis of digital literacy that contemplates responsible uses of social media, highly informed knowledge of digital content and the introduction of multimodal communication scenarios that favour sharing creative processes.

In this article, we discuss how, as supervisors in largely Anglophone university contexts in England, we are trying to develop supervisory practices informed by the discussions of epistemic (in)justice and the languaging of research. Having rehearsed these discussions, and considered the opportunities provided by research integrity policy formulations in our context, we conceptualise doctoral supervision critically, interculturally, and ecologically. We then report our efforts to shape the supervisory agenda so that, in the local spaces available to us, the shaping influences of the epistemic and linguistic in the wider research environment are problematised. In particular, we focus on two strands of our thinking, namely: a) the implications of epistemic hierarchies and the value of an intercultural ethic for the transknowledging at the heart of doctoral research; and b) the role of language(s) in research and the value of a translingual researcher mindset. In both strands, our thinking has moved from a more instrumental to a more critical stance regarding research, researcher thinking, and supervision. This development highlights some of the complexities involved in developing critical intercultural praxis for doctoral supervision. We conclude with recommendations—aimed at all those involved in doctoral supervision—to facilitate a critical intercultural supervisory culture.

This commentary presents the position that modern medicine is a colonial artefact in the sense that the type of scientific thinking that underpins modern medicine emerged from western knowledge structures based on a history of colonialism. The author suggests the colonial roots of Western-based modern medicine must be re-examined. While there are various critical theories that may be applied in this reexamination, most do not adequately account for intersectional, intergenerational, and sociohistorical inequities encountered in the multiplicity of global contexts in practice teaching and research within medicine. The author presents decoloniality as a theoretical perspective from which to interrogate sociohistorical, geopolitical, and economic perspectives on gender, race, and heteropaternalistic influences in medicine emanating from a basis in colonially developed systems of knowledge production. The author offers definitions of relevant theoretical terms and suggests that decolonial praxis begins with an initial realization or awareness of one's position within the colonial matrix of power followed by the reflecting or deliberation, or a grappling with real-life struggles that are encountered in confronting the oppressive operations of the colonial matrix of power. Decolonial praxis involves action through challenging mainstream foundational theories-the questions they generate, the research methods they support, and the writing styles they employ. In medical education this may involve changing powerful actors, such as medical journal editors and researchers, with historical privilege; shifting the balance of power in research spaces; and dismantling physical and intellectual structures and institutions established on colonial epistemologies.

This keynote speech was delivered at the International Conference on Interdisciplinary and Strategic Studies (ICRIS) on August 12, 2021. It explains the concept of colonial-capitalism and highlights the importance of understanding the underlying logic of capitalism behind the praxis of colonialism. From the middle to late stages of colonialism over the past 500 years, the underlying logic of colonial conquest continued to evolve. Initially, it was the Crusades that prompted the Europeans to start their exploration but then it was the conflicts and competition among the European powers themselves that galvanised their desire to conquer the world. This speech also illustrates how colonial-capitalism has changed our view of nature and our human relationship with the natural world, which in turn has influenced how we manage our natural resources. It concludes by reflecting on how we are still living in the long shadow of the 19th century and why the struggle for mental liberation continues until today.

Urban South Grassroots Research Collective for Public Education (USGRC) is a New Orleans-based coalition melding research and grassroots organizing for racial-economic equity. Buras examines her in...

In this paper, I explore how teacher professional learning focussing on pedagogical praxis and teachers’ socio-cultural backgrounds can foster generalist teacher’s identity as a science teacher. In...

A Psicologia Social Comunitária (PSC) busca desenvolver intervenções psicossociais que contribuam para a supressão das desigualdades sociais presentes em nossa realidade. Assim como a PSC, o Teatro do Oprimido (TO) propõe uma atividade artística e política comprometida com a transformação da realidade social. Objetivamos apresentar algumas possíveis articulações e contribuições do TO para o campo da PSC, com destaque para as experiências que têm sido realizadas ante as opressões de gênero ainda vivenciadas por inúmeras mulheres no âmbito da sociedade brasileira. Realizamos uma revisão narrativa de literatura, contextualizando dimensões centrais do TO que podem favorecer a atuação dos profissionais da Psicologia diante de situações de exploração e opressão. Consideramos que o TO pode se conformar como uma ferramenta metodológica potente para uma práxis em PSC comprometida com a transformação da sociedade em direção à emancipação política e humana.

Phenomenology’s return to lived experience and “to the things themselves” is often contrasted with the synthesized perspective of science and its “view from nowhere.” The extensive use of neuropsychological case reports in Merleau-Ponty’s Phenomenology of Perception, however, suggests that the relationship between phenomenology and science is more complex than a sheer opposition, and a fruitful one for the praxis of medicine. Here, I propose a new reading of how Merleau-Ponty justifies his use of Adhémar Gelb and Kurt Goldstein’s reports on Johann Schneider for his phenomenology of embodied perception. I argue that for Merleau-Ponty these neuropsychological case reports represent a coherent deformation of the intercorporeally expressed existence of Schneider that through speech fall again onto the common ground of perception, thereby allowing Merleau-Ponty to understand, in the equivalent sense delivered by language, Schneider’s total being and fundamental illness. I then discuss what Merleau-Ponty’s method implies for a phenomenological praxis of medicine, and for the role of science in this praxis.

In this essay, we center hip-hop culture and Black cultural legacies. We envision and offer a two-fold framework which illuminates the intersection between the two. We explore ways that the Black cultural experience (or better yet Black cultural praxis) has always brilliantly and organically demonstrated the shape and form of a scholarship of consequence. Black cultural praxis, or reflective action with a Black emancipatory influence, has always allowed freedom of movement, freedom of body, freedom of tongue, and freedom of voice. We translate what this cultural praxis teaches and urges regarding the transformation, unbinding, and freeing of both educators and educational spaces. We demonstrate how the intersection of hip-hop culture and Black cultural legacies can be instructive and transformative to educators. We invite educators to reimagine their classroom spaces by not only focusing on learning about hip hop but from it as well.

The world watched the killing of George Floyd from a position of COVID induced captivation. The succeeding global protests and Black Lives Matter movement justly prompted us all to consider our own complicity with the modes of systemic racism which have normalized anti-Black thought and action. The Wonkhe@Home: Black Lives Matter event (July 2020) sought to share pragmatic advice for ‘taking action to tackle racism across HE’, aware of the responsibility for the Higher Education sector to acknowledge its own role in consecrating racist forms of knowledge. This ‘statement’ translates session outcomes for Popular Music Academics (PMA), provoking the ethical imperative to reflect upon individual situational praxis towards White Allyship action. Through consideration of PMA’s typical fields of agency, I make suggestions towards development of anti-racist learning cultures within Popular Music Higher Education.

De natureza qualitativo-interpretativista, nosso estudo objetiva relacionar a educação linguística crítico-decolonial, bem como nossas experiências de vida e formação com as praxiologias freirianas. Redigimos narrativas autobiográficas a partir do questionamento: Como se deu seu primeiro encontro com a práxis freiriana? Produzimos, ainda, uma narrativa (auto)biográfica de Paulo, em bricolagem, com dados encontrados em cinco de suas obras. Como resultado de nossos esforços, acreditamos que este texto fortaleceu nosso sonho de vivenciar uma educação pública de qualidade, que encoraje mais sujeitos na luta em defesa dos/as oprimidos/as pela raça, gênero e condição social.