Contemporary society

About: Contemporary society is a research topic. Over the lifetime, 3991 publications have been published within this topic receiving 91755 citations.

The New Heritage: A Missing Link between Finnish Archaeology and Contemporary Society?

Abstract: For decades archaeologists in Finland have discussed the purpose of archaeological research and expressed the urge to increase archaeology’s infl uence in society. However, this exchange of views has not fostered systematic scientifi c attempts to analyse the societal aspect of Finnish archaeology or the complicated relationship between heritage management and academic archaeology. Finnish archaeologists are eager to promote the importance of academic research and expertise in heritage management, even if the concept and study of heritage has been almost entirely neglected in Finnish archaeology. Critical examination of dominant conceptions and ideologies in the intersecting fi elds of Finnish heritage management and academic archaeology could advance the understanding and the rethinking of archaeology’s role in the heritage process, or in society for that matter. A ‘democratisation’ of heritage, that is, insights into community participation and social inclusion, the New Heritage, could establish a link between archaeological knowledge and the well-being of people in contemporary and future societies. This requires the concepts of heritage, archaeology and heritage management to be distinguished and understood as key elements of self-contained but overlapping and connected realms, which can be analysed by conceptualising them as discourses.

Beware of False Dichotomies: Revisiting the Idea of "Black-Focused" Schools in Canadian Contexts

Abstract: Beware of False Dichotomies: Revisiting the Idea of "Black - Focused" Schools in Canadian Contexts GEORGE J. SEFA DEI This paper utilizes the narrative accounts of Black youth and "dropouts" about schools and off - school experiences in a Canadian inner city to advance the argument for a "Black - focused/African - centred" school in Euro - Canadian/American contexts. It is argued that the school should be pictured as an alternative educational site for those youths who, for vaned reasons, do not appear to perform well, academically (or socially, in the mainstream school system. It is argued that such schools could be established on an experimental basis, at both the elementary and secondary levels, with direct consultations and partnerships with students, educators, administrators, parents and local communities. Dealing with race and social difference in contemporary society requires methods of understanding and explaining social actions and practices grounded in the historical realities and lived experiences of all peoples. A critical knowledge and understanding of the multi - layered complexities of human experiences constitute a valid frame of reference for the education of youth. A continuing debate about the schooling and education of Black youths in North America concerns the efficacy of "Black - focused" or what may appropriately be termed "African - centred" schools. Particularly among African(f.1) peoples, burgeoning academic debates and political arguments demand the "reclaiming" of the sources and sites of individual and collective agency in order to improve the educational and social success of Black youths. Many educators. students, parents and community workers have drawn attention to the need for alternative pedagogic tools, and the development of inclusionary instructional practices to deliver education to the youth (see Asante, 1991; Ratteray, 1990; Hilliard, 1992; Henry, 1992; Calliste, 1994; Shujaa, 1994; Ladson - Billings, 1995; Brathwaite, 1989; OPBC, 1993; BEWG, 1993; and Dei, 1996, among many others). These groups and individuals continue to articulate powerfully the epistemological basis for African - centred schools as alternative educational sites to enhance Black students' academic and social achievement. This paper contributes to the debate by exploring the social, political and philosophical grounds for African - centred schools in Euro - Canadian/American contexts. The discussion is situated within a critique of conventional approaches to delivering education in Ontario. The case for African - centred schools at the elementary and secondary school levels rests on the idea that education must be able to respond to the material, political, cultural, spiritual and social conditions of peoples of African descent living on the margins of a White - dominated society. The paper employs an anti - racist theoretical/discursive framework to understand concerns of Black youth about education in Canada and the emerging call for African - centred schools. As examined elsewhere (Dei, 1995), the anti - racism discursive framework acknowledges the reality of racism and other forms of social oppression (class, sex, gender oppression) in all aspects of mainstream schools, and also considers the potential for change. Anti - racism questions White power and privilege and the accompanying rationality for dominance in the schooling process. Anti - racism problematizes the marginalization and the delegitimization of subordinate groups, and their voices, knowledge and experience in the educational system. An anti - racist discursive framework, understanding the processes of public schooling, critically examines the role of the educational system in producing and reproducing inequalities in society, linking issues of identity with schooling, and particularly with the processes of producing knowledge. The anti - racism discourse acknowledges the pedagogic need to confront the challenge of diversity in society, recognizing the urgency for an educational system that should be both inclusive and responsive to minority voices. …

Navigating Past “the White Man’s Agenda” in South Africa: Organizing Men for Gendered Transformation of Society

Abstract: In January 2009 Julius Malema, president of the youth wing of the ruling party in South Africa, the African National Congress (ANC), told a meeting of students that “when a woman didn’t enjoy it, she leaves early in the morning. Those who had a nice time will wait until the sun comes out, request breakfast and ask for taxi money” (Pillay 2009; Smith 2010).

What Does It Take to Be a Social Entrepreneur?: Authentic Leaders and Their Effect on Innovation

Abstract: Contemporary society is characterized by the prevalence of wicked problems to which the efforts and actions of some entrepreneurs have negatively contributed to social problems. Corporate social responsibility emerged as an early response to multifactor problems that are difficult to conceptualize or structure, but it has had limited success in engendering significant structural societal change. Social entrepreneurship is a contested construct that typically includes the social entrepreneur. A definition of social entrepreneurs is provided drawing on the literature. Social entrepreneurs offer leadership for social innovation outcomes as an antidote to prevailing social issues. This contributes to the literature on social entrepreneurs by examining how social entrepreneurs lead in the digital era. Importantly, this chapter considers the role that authentic leader behaviors (awareness, sincerity, balanced processing, positive moral perspectives, and informal influence) has in enabling social entrepreneurs to create and innovate.

'Gewoon worden wie je bent': Over authenticiteit en anti-institutionalisme

Abstract: textAnalysis of a dozen semi-structured interviews with Dutch New Age trainers demonstrates that the modern 'ethics of authenticity' underlies contemporary society's anti-institutional mood. All institutions, be they traditional or modern, or so our respondants argue, prevent one from being true to oneself. Institutional pressure for conformity to social roles, they maintain, causes feelings of alienation, mental and physical illness, malicious types of sexuality, violence and many other problems. Although the ethics of authenticity thus produces a demonization of institutions, it simultaneously, and in quite a paradoxical way, exerts considerable institutional pressure itself. Politicians, media stars and others are today morally expected to be authentic: to be true to themselves and express their emotions in public.