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Modern music education is focused on promoting multiculturalism and developing cultural awareness within the field of music. This research aims to analyze the impact of new musicology and postmodern theory on cultural diversity in music teaching, and to examine the moderating effects of intercultural competencies and expertise in music education. The study sample consisted of 450 music education students. The research utilized questionnaires with scales measuring new musicology incorporation, postmodern theory implementation, intercultural competencies, teaching methodologies, acquired music education, and cultural sensitivity. Data analysis involved various statistical methods, including correlations, regression, and mediation/moderation analyses. The results revealed that music teaching is influenced by new musicology and the incorporation of postmodern theory. Levels of cultural diversity awareness are moderated by prior knowledge of music education, while these relationships are also moderated by intercultural sensitivity. The results will be useful for curriculum developers, policymakers, and music educators seeking to enhance cultural diversity representation in music classrooms. Furthermore, a more detailed understanding of the moderating roles of intercultural competency and prior knowledge in the music class will deepen the comprehension of the interactions among variables associated with culturally relevant materials. [ABSTRACT FROM AUTHOR]

Copyright of Adab Al-Kufa is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The concept of intertextuality is a central notion in postmodern theory and an important model to describe the relation between literary texts. The central purpose of this paper is to scrutinize the idea of intertextuality in postmodern theory and how it is manifested by the British prolific novelist Peter Ackroyd `s selected novels. The English critic and novelist of more than a dozen of novels as well as the Booker Prize for Fiction. Ackroyd is a great example of English novelist who rewrites in his novels English literary history through using the notion of intertextuality. As a result, Ackroyd`s novels are significant of shoot of postmodern novel since they document the literary texts of earlier authors to become the subject of their plots which reflect the postmodern idea in which literary works are viewed to mirror other works . Therefore, Ackroyd`s novels can be regarded as unique versions of this trend of postmodern fiction as well as literary criticism. The concept of intertextuality becomes subject to adaptation and revision in postmodern literary theory.

Copyright of ANAFORA is the property of Anafora and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Before now, sex was a taboo in African literature. However, emerging voices rebel against this reticence. Among such new voices and works are Nigeria's: Adichie's Half of a Yellow Sun (2006), Habila's Waiting for an Angel (2002) and Atta's Everything Good Will Come (2005). These novels represent aesthetics of sex in Nigerian fiction. Adopting the postmodern theory this paper argues that these writers' engagement with sex assaults Nigeria's established literary conventions and that an open approach to sex liberates writers and readers from the strictures of convention and widens the possibilities of knowledge accruable from literary subject. [ABSTRACT FROM AUTHOR]

The Postmodern Theory, that had united the previous literary generation, is challenged and partly abandoned by the generation of the 1990s. Furthermore, the very idea of a literary generation united under a literary ideology fades away in the 1990s. What happens in the transition that separates these generations of intellectuals and writers? The purpose of this essay is to describe some of the major changes in paradigm that follow the peaking of Romanian Postmodernism and to bring to debate some of the possible causes of the successive transformations of the Postmodern Theory in the peripheral context of the Romanian artistic and intellectual environment of the 1980s and 1990s.

Amanda Gorman, the first American National Youth Poet Laureate, captivated more than 33 million people at the Biden/Harris Inauguration in January 2021, with her poem, The Hill We Climb. Gorman’s poetry blurred the distinction between dominance and subalternity by creating a third space, a hybrid territory (an amalgamation of sorts) between the two where the past is reconciled with the present and looks toward the future. In Gorman’s own words, “…what I’m about and what I’m here for is way beyond this moment. I’m learning that I am not lightning that strikes once. I am the hurricane that comes every single year, and you can expect to see me again soon” (See Unity With Purpose 02/04/2021). Today, Gorman’s poetry functions as a welcome relief in a politically charged, divided country. Lessons from such performances testify to a country’s determination, perseverance and love for the nation and its people. As a result, Gorman affirms that whatever the price and beyond life's contradictions, the human spirit is perpetually involved in seeking, not to divide, but to unite in the name of truth, authenticity and harmony for an ultimate deliverance.

Copyright of Historical Journal / Historijski Zbornik is the property of Drustvo za Hrvatsku Povjesnicu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of International Social Research is the property of Journal of International Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Postmodern Theory, that had united the previous literary generation, is challenged and partly abandoned by the generation of the 1990s. Furthermore, the very idea of a literary generation united under a literary ideology fades away in the 1990s. What happens in the transition that separates these generations of intellectuals and writers? The purpose of this essay is to describe some of the major changes in paradigm that follow the peaking of Romanian Postmodernism and to bring to debate some of the possible causes of the successive transformations of the Postmodern Theory in the peripheral context of the Romanian artistic and intellectual environment of the 1980s and 1990s. [ABSTRACT FROM AUTHOR]

As new practice domains open up for practitioners of family therapy in the medical, organizational, and human relations fields, family therapy educators and supervisors are required to cross the epistemological spaces of scientist-practitioner, postmodernism, and critical theory. These new possibilities challenge family therapy educators to become comfortable moving between multiple epistemologies and require a hybridization of knowledge and pedagogical approaches. This article identifies multiple conceptual frameworks for teaching graduate students theories of family therapy and introduces a meta-pedagogical framework for a developmental pedagogy that supports integration of seemingly differing epistemologies. [ABSTRACT FROM AUTHOR]

Hägglund's 'radical atheism'-innovative thinking within the philosophical current of 'speculative materialism'-revitalizes deconstruction and provides an important basis to define parameters for the archivist's role as activist for social justice. This paper argues postmodern archival theory gets deconstruction wrong by misreading Derrida's 'Archive fever' as a theory of 'archontic power'; this misleads archivists on the call for justice. Properly understanding that justice is undecidable, radical atheism explodes the tension between postmodernists' appreciation of all views and perspectives and their commitment to right unjust relations of power. This paper first advances the negative argument that 'Archive fever' is not about power and injustice. It then advances the positive argument that 'Archive fever' is Derrida's effort to look at actual archives to resolve Freud's problematic theorizing of a 'death drive.' In a close and comprehensive reading of 'Archive fever,' this paper explores the notion of 'archive fever' as a death drive and suggests Derrida's efforts are inconclusive. Viewed through the lens of radical atheism, the archive's 'traces'-the material of actual archives writ large in the manner of Derrida's thinking about a universal archive-serve to mark the flow of time. Understanding the structure of the trace reveals the source of internal contradictions, discontinuities, and instabilities in the meaning of all things. It explains why justice is undecidable. In face of the unconditional condition of this undecidability, we as archivists and humans are compelled to make decisions and to act. Deconstruction politicizes our actions and evokes a responsibility that cannot be absolved. [ABSTRACT FROM AUTHOR]

Higher education educators commonly understand social identities, including gender, to be fluid and dynamic. Lev's (2004) model of four components of sexual identity is commonly used to demonstrate the fluidity of sex, gender, and sexuality for individuals, but it does little to address the fixedness of those constructs. Through a multipronged intersectional framework and by centering trans* -students, this article proposes a more dynamic model for gender and sexuality. [ABSTRACT FROM PUBLISHER]

This article is based on a qualitative case study of 35 education students at a historically Afrikaans-medium university in Johannesburg, South Africa. The participants in the study were all from disadvantaged educational backgrounds and speakers of English as an additional language (EAL). The author used postmodern theory in analysing students' shifts in language practices, as they negotiate and re-negotiate their identities as writers and as emerging teachers through their narrative writing. Notable too was the students' grappling between linguistic identity: English, Afrikaans and the mother tongue, as well as their subsequent constraints and silences. [ABSTRACT FROM AUTHOR]

Qualitative inquiry can provide opportunities to utilize and work with theory in new and interesting ways. In this article we suggest that the philosophy of Gilles Deleuze can change, re-create, and infiltrate normative notions of family and innovate inquiry and scholarship. We begin by discussing research, theory, and methodology in family studies and the sameness and simulation present in the field. Then we move to briefly situate Deleuze within a historical and theoretical context, and we discuss immanence and difference as ideas that can disrupt and create potential. Specifically, we discuss Deleuze's concepts difference, rhizome, and becoming. Using these and other ideas, we offer some suggestions concerning how these concepts might be applied in qualitative family inquiry. [ABSTRACT FROM AUTHOR]

Mathematics education research over the past half century can be understood as operating in four distinct yet overlapping and simultaneously operating historical moments: the process– product moment (1970s–), the interpretivist–constructivist moment (1980s–), the social- turn moment (mid 1980s–), and the sociopolitical-turn moment (2000s–). Each moment embraces unique theoretical perspectives as it critiques or rejects others. And given that methodology is inextricably linked to theory, each moment calls forth not only different theoretical possibilities but also different methodological possibilities. In this article, the authors briefly discuss and critique the methodologies that are “traditionally” found in each moment and explore some of the methodological possibilities made available in the sociopolitical-turn moment. Specifically, the authors promote another way of thinking about and looking at methodology when research is framed with/in the sociopolitical hybrid of critical postmodern theory. [ABSTRACT FROM AUTHOR]

The present essay advances a critical assessment of Hjarvard's 2013 work The Mediatization of Culture and Society with an emphasis on its valuable contribution to the philosophy of communication and its current debates. The examination focuses on three specific aspects: first, the epistemological advantages of middlerange theorization over micro and macro levels of analysis; second, the usefulness of mediatization as groundwork for a critique of postmodern media theory; third, the ontic features of technology as the spatiotemporal bender of communication and action today. [ABSTRACT FROM AUTHOR]

Abstract: Medicalization studies have changed dramatically in the past decade in part due to the increased attention to the role of pharmaceuticals and the pharmaceutical industry in modern life. This review paper explores the relationship between the concepts of medicalization and the newly developed terms of pharmaceuticalization and the pharmaceuticalization of public health. We show how and why modernist thinking limits the terms'' utility to explain a world in which both modern and postmodern objects and people interact with each other. We provide a framework for reconceptualizing and empirically studying these key processes of the 21st century. [Copyright &y& Elsevier]

In this article, the authors provide an overview of mathematics education as a research domain, identifying and briefly discussing four shifts or historical moments. They illustrate how researchers working in various moments conceptualize not only the interactions among teachers, students, and mathematics differently but also teachers, students, and mathematics as subjects of inquiry as they ask different questions made possible by different theoretical perspectives. The authors then provide brief descriptions of critical theory and postmodern theory, and suggest critical postmodern theory as a hybrid theory that offers a praxis of uncertainty for reconceptualizing and conducting mathematics education research. They conclude by summarizing three research articles that they believe exemplify the empowering and humanizing uncertainties of how teachers, students, mathematics, and the multiplicity of interactions therein might indeed be reconceptualized with/in critical postmodern theory. [ABSTRACT FROM AUTHOR]

This article emphasises the importance of context in mass communication and media research. A brief summary is offered of some of the main characteristics of postmodern society and the new media landscape, and explained as the impetus for the postmodern and postcolonial paradigms in mass communication and media research. From these paradigms 'new' theories have developed, such as 'chaos theory' and 'practice theory', with their emphasis on diversity, the pervasiveness and the anchoring role of the media. Given these new paradigms and theories, many of the tenets and basic assumptions of the positivist and critical paradigms need to be revised, as does normative theory, which is still dominated by Western conceptualisations. With the above as background and an argument for the study and research of the media as a semiosphere of meaning, four research priorities for future South African mass communication and media research are introduced: (1) fundamental research about the new media; (2) (media) development communication research from an African perspective; (3) the indigenisation of mass communication and media theory; and (4) communications policy research. [ABSTRACT FROM AUTHOR]

This paper explores the knowledge production of people who claim a marginalized identity through either gender or ethnicity. Helpful to this discussion is a closer examination of 19th Century America's struggle with gender and race where we can see historic attempts to privilege gender over race or vice versa. I base my work on the 1861 narrative, Incidents in the Life of a Slave Girl, by Linda Brent. Brent makes her break with the Cult of True Womanhood (the Cult) by bankrupting the terms and parameters of normativity, demonstrating her keen awareness of the schism between the feminist social philosophy of the Cult, and her own social location. I apply two reading positions: postmodern and feminist social philosophy. My thesis: historic parameters of female normativity emerge from an inability to fully integrate gender oppression with themes of social justice and equality. A closer reading of this historic gap helps contextualize contemporary political situations by interrogating: 1) the codified approach to gendered normativity in 19th Century America; and, 2) the victimology of genderized thought which disables a connection to those outside of White feminist norms. I conclude by analyzing the way this disconnect from social justice impedes feminist struggles. [ABSTRACT FROM AUTHOR]

Postmodern theory is used to consider literacy instruction with and without an electronic whiteboard to investigate what it means to move beyond using technology to replicate older models of classroom structure that may be historically situated but that also limit or at least, do not support engagement in ways that may be possible through use of new technologies. Using postmodern theory in this regard is a way in which to consider again the thoughts and practices that tend to construct identities and ideologies in ways that work against true engagement in literacy tasks, lead to subjection and demonstration of acquiescence in place of engagement that leads to participation and critical engagement. Critical engagement as opposed to gaining and maintaining student attention to task are considered in this paper. Thinking about use of the electronic whiteboard from a postmodern perspective cautions us about careful use of this technology to avoid sending messages to students about them and their role in literacy development, the classroom, and in society. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to examine why postmodern theory failed to gain a foothold in medical sociology and ultimately became little more than relic of a recent period in sociological thought. The significance of this outcome for medical sociology has not been examined. Yet, the fate of postmodern theory is instructive not only in relation to the theory's strengths and weaknesses but also in relation to what it tells us about the basic fundamentals that any theorizing in medical sociology must include. [ABSTRACT FROM AUTHOR]

Technological objects should not be thought of as neutral devices. Rather, this paper views them as agents that, along with language, act to call into being particular human subjects. Navigational technologies (especially the global positioning system) have arisen from colonial discourses whose hallmarks are control, domination, surveillance, and a computerization of nature. Outdoor users and professionals need to be aware of these hallmarks and their effects or risk replicating practices that do violence to various human subjects and environments. Furthermore, when technological objects are engaged as if they were neutral, opportunities to refashion the relationship(s) between ourselves and nature are limited. [ABSTRACT FROM AUTHOR]

This article examines body image disturbance among gay men from various sociocultural perspectives. A review of the empirical literature on body image disturbance indicates that gay males experience greater body dissatisfaction than other groups due to their higher levels of gender nonconformity. The impact of gendered power relations on body image is considered in light of feminist, postmodernist, queer, and disability theories of the body. The history of gay bodily beauty is also examined, along with contemporary critiques of gay body politics. The author concludes that gender oppression constitutes a distinct mode of psychosocial oppression among gay men that is no less disabling than heterosexism, and therefore deserves greater attention in gay affirmative theory, research, and practice. [ABSTRACT FROM AUTHOR]

The early 20th-century French sociologist and philosopher Gabriel Tarde was an important critic of Durkheim's ontology of the social. Tarde developed a microsociological and ontological critique of the philosophical problems of resemblance and of variation underlying Durkheim's comparative sociology. Recently, thinkers such as Gilles Deleuze, Bruno Latour and Éric Alliez have begun to revisit Tarde and to develop a theme of the significance of Tarde's thought as a harbinger of postmodern theory. This article examines Tarde's theories in the light of this new reception. It is shown that Tarde draws heavily from Leibniz's theory of the quantitative continuity of qualitative singulars in order to critique Durkheim's statistics-based social realism. While some key limitations of Tarde's critique are exposed, it is argued that Tarde finds a way to remain faithful to statistical sociology as a project even while calling radically into question the qualitative unity of the social. [ABSTRACT FROM AUTHOR]

This paper examines ways in which the Internet and alternative forms of media have been employed to enhance political struggle in contemporary society, and are in fact redefining political struggle. It uses a case study of Nike Corporation to highlight that although the power and autonomy of transnational corporations operating within the global economy has been enhanced over the past few decades, there are accompanying modes of grassroots organizing which foster globalized resistance to such hegemonic tendencies. The analysis argues that the Internet provides the resources and environment necessary for cohesive organized resistance to corporate culture across the domains of production (labor issues) and consumption issues (marketing). The Internet and independent media have facilitated organizing strategies among emerging new social movements, such as the anti-sweatshop movement and the Culture Jammers movement. This paper draws on both modern and postmodern theory to explore ways in which marginal groups can utilize the new modes of technology for their own ends, and use micro-level forms of resistance to challenge macro-level trends. [ABSTRACT FROM AUTHOR]

MBA education has historically focused on the acquisition of knowledge about existing business arrangements and functions at the expense of how to generate or acquire new knowledge. In this paper we argue that acquiring new knowledge without having adopted a critical perspective is insufficient preparation for MBAs entering a work world of unprecedented change and novelty. We put forth a model for teaching critical thinking skills that help students begin to identify and examine the underlying value structures of knowledge. In so doing, they examine whether existing value arrangements and assumptions are currently appropriate and valid. A critical pedagogical framework, namely postmodern theory, is used to teach critical thinking skills in an international business course. The term, postmodern, is used here as an epistemological approach to re-conceptualizing how the world is seen and explained. This critical framework is then applied to the International Monetary Fund to exemplify the power of the model to critically examine this institution, although any major international business topic can be evaluated as well. Deconstruction is the primary postmodern technique. To deconstruct is to look for marginalized ''voices'' of those underrepresented to explain their position in contrast to the mainstream socially accepted voices. In doing so those previously marginalized are brought into the mainstream to allow for a more diverse perspective and the involvement of all those who are impacted by the object of study. Students learn to question existing institutional arrangements and to think more critically about their learning. [ABSTRACT FROM PUBLISHER]