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Critical theory

About: Critical theory is a research topic. Over the lifetime, 5372 publications have been published within this topic receiving 164765 citations.


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Journal Article
TL;DR: Readers and writers use a variety of modes of inscription (print, oral and multimedia) to understand, analyze, critique and transform their social, cultural and political worlds Beginning from Freire (1970), critical literacy has become a theoretically diverse educational project, drawing from reader response theory, linguistic and grammatical analysis from critical linguistics, feminist, poststructuralist, postcolonial and critical race theory, and cultural and media studies.
Abstract: Readers and writers use a variety of modes of inscription – print, oral and multimedia – to understand, analyze, critique and transform their social, cultural and political worlds Beginning from Freire (1970), ‘critical literacy’ has become a theoretically diverse educational project, drawing from reader response theory, linguistic and grammatical analysis from critical linguistics, feminist, poststructuralist, postcolonial and critical race theory, and cultural and media studies In the UK, Australia, Canada, South Africa, New Zealand and the US different approaches to critical literacy have been developed in curriculum and schools These focus on social and cultural analysis and on how print and digital texts and discourses work, with a necessary and delicate tension between classroom emphasis on student and community cultural ‘voice’ and social analysis – and on explicit engagement with the technical features and social uses of written and multimodal texts

56 citations

Book
09 Jan 2018
TL;DR: The Manifesto for a Post-Critical Pedagogy (Punctum Books, 2017) as mentioned in this paper is a post-critical pedagogy for education that is based on hope in the present, rather than on optimism for an eternally deferred future.
Abstract: The belief in the transformative potential of education has long underpinned critical educational theory. But its concerns have also been largely political and economic, using education as the means to achieve a better – or ideal – future state: of equality and social justice. In Manifesto for a Post-Critical Pedagogy (Punctum Books, 2017) our concern is not whether such a state can be realized. Rather, the belief in the transformative potential of education leads us to start from the assumption of equality and to attend to what is “educational” about education. The original “Manifesto” invites a shift from a critical pedagogy premised on revealing what is wrong with the world and using education to solve it, to an affirmative stance that acknowledges what is educational in our existing practices. It is focused on what we do and what we can do, if we approach education with love for the world and acknowledge that education is based on hope in the present, rather than on optimism for an eternally deferred future. The Manifesto for a Post-Critical Pedagogy sets out five principles that make manifest those educational practices that do exist today and that we wish to defend. The “Manifesto” also acts as a provocation, to start a conversation about what this means for research, pedagogy, and our relation to our children, each other, and the world.

56 citations

Journal ArticleDOI
TL;DR: The authors argue that Foucault, although he is provocatively insightful on a number of key points, ultimately provides a less satisfactory account than Jurgen Habermas, and the core problem is Foucaults inability to conceptualize juridical subjectivity, something which is necessary if he is going to connect his notion of aesthetic subjectivity with his endorsement of new social movements.
Abstract: Power, subjectivity, otherness, and modernity are concepts that contemporary political theorists increasingly find to be closely interwoven. In search of an adequate comprehension of the interrelationships among these concepts, I examine the work of Michel Foucault and Jurgen Habermas. I argue that Foucault, although he is provocatively insightful on a number of key points, ultimately provides a less satisfactory account than Habermas. The core problem is Foucault's inability to conceptualize juridical subjectivity, something which is necessary if he is going to connect his notion of aesthetic subjectivity with his endorsement of new social movements.

56 citations

Journal ArticleDOI
Colin M. Gray1
TL;DR: In this article, a study of the role of informal critique in shaping design thinking and judgment is presented, with a focus on the framing of Bourdieu's habitus, as seen through a critical theory perspective.
Abstract: Critique is considered to be a central feature of design education, serving as both a structural mechanism that provides regular feedback, and a high stakes assessment tool. This study utilizes informal peer critique as a natural extension of this existing form, engaging the practice community in reflection-in-action due to the natural physical co-location of the studio environment. The purpose of this study is to gain greater understanding of the pedagogical role of informal critique in shaping design thinking and judgment, as seen through the framing of Bourdieu's habitus. The methodology of this study is informed by a critical theory perspective, and uses a combination of interview, observation, and stimulated recall in the process of data collection. Divergent viewpoints on the role of informal v. formal spaces, objectivity v. subjectivity of critique, and differences between professor and peer feedback are addressed. Additionally, beliefs about critique on the individual and group level are analysed as critical elements of an evolving habitus, supported by or developed in response to the culture inscribed by the pedagogy and design studio. This form of critique reveals tacit design thinking and conceptions of design, and outlines the co- construction of habitus by individual students and the design pedagogy.

56 citations

Journal ArticleDOI
TL;DR: It is argued that this nursing documentation depicted the colonisation of the sociocultural lifeworld by the bio-technocratic system, as evidenced by a particularly bio-centric and modernist construction of the workings of the body within the texts.
Abstract: This article is based on a discourse analysis of the complete nursing records of 45 patients, and concerns the modes of rationality that mediated text-based accounts relating to patient care that nurses recorded. The analysis draws on the work of the critical theorist, Jurgen Habermas, who conceptualised rationality in the context of modernity according to two types: purposive rationality based on an instrumental logic, and value rationality based on ethical considerations and moral reasoning. Our analysis revealed that purposive rationality dominated the content of nursing documentation, as evidenced by a particularly bio-centric and modernist construction of the workings of the body within the texts. There was little reference in the documentation to central themes of contemporary nursing discourses, such as notions of partnership, autonomy, and self-determination, which are associated with value rationality. Drawing on Habermas, we argue that this nursing documentation depicted the colonisation of the sociocultural lifeworld by the bio-technocratic system. Where nurses recorded disagreements that patients had with medical regimes, the central struggle inherent in the project of modernity became transparent--the tension between the rational and instrumental control of people through scientific regulation and the autonomy of the subject. The article concludes by problematising communicative action within the context of nursing practice.

56 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
2023215
2022403
2021153
2020189
2019206
2018227