Critical Social Theory Research Articles

Exploring Ubuntu Philosophy as a Foundation for Holistic School Social Work in South Africa

This conceptual paper examines the integration of Ubuntu philosophy into school social work practice in South Africa, proposing a transformative framework rooted in interconnectedness, compassion, and community. Drawing from critical social work theories, cultural humility, and restorative justice, the study explores the potential benefits of incorporating Ubuntu in addressing the diverse needs of students. Key findings highlight the positive impact on academic outcomes, community cohesion, and the creation of a more culturally responsive educational environment. The study emphasizes the importance of cultural competence, community engagement, and restorative practices in shaping interventions. Significantly, the study contributes to a growing body of literature on culturally responsive social work practices, providing insights that can inform transformative approaches to school social work in South Africa and potentially beyond.

Initial Teacher Education for Social Justice in South Africa: A Higher Education Policy Perspective

The Constitution of the Republic of South Africa envisions a socially just society where all citizens enjoy fundamental human rights. Education is regarded as significant in realizing social justice (SJ). Hence, South African education policy is underpinned by the conviction that teachers are drivers of societal change and instrumental in creating a socially just society. It is therefore expected that initial teacher education (ITE) programs to train prospective teachers will be infused with knowledge, competencies, values and attitudes to develop the dispositions that would facilitate social justice in a democratic and open South African society. In this desk-top study, we investigate the attributes and competencies promoted and advanced through the Minimum Requirements for Teacher Education Qualifications Policy (MRTEQ) (2015) concerning the training of prospective South African teachers for the realization of social justice. We gathered our data through a literature review and a policy analysis, and we drew from critical social theory (CST), which argues for social transformation, human emancipation, and capacitation to make sense of our findings. We found that the MRTEQ (2015) promotes and advances knowledge, contextual awareness, and critical pedagogy as significant attributes and competencies for realizing social justice through education and, more specifically, ITE. The implication is that all initial teacher programmes must be designed to equip prospective teachers with these attributes to contribute to realizing social justice and transforming society. Against this backdrop, specific recommendations are made to develop these attributes in prospective teachers.

Social reproduction theory and critical state theory after the COVID-19 syndemic

This article offers an insight into the challenges faced by social movements when attempting to politicize the crisis of reproduction which took place during the COVID-19 syndemic in the city of Barcelona. The analysis provided here expands on the analysis of social reproduction theory and, more broadly, on Marxist feminist approaches. In fact, one of the factors accounting for the absence of politicization during the syndemic is the type of responses given to the emergency by the authoritarian neoliberal state, which were beyond those envisaged by the 10th thesis theorized by Marxism-Feminism and social reproduction theory. Thus, in this article, we argue that this situation is an opportunity to establish a dialogue between critical state theory and Marxism-Feminism to understand how the agency of the state may condition the social reproduction of life and block the emancipatory possibilities of care and the social struggles regarding the crisis of care, complementing thus the10th thesis of Marxism-Feminism.

Using Critical Social Theory as Professional Learning to Develop Scholar—Practitioners in Physical Education: The Example of Bourdieu’s Theory of Practice

In this conceptual article, we present the idea that the physical education (PE) teacher is, out of professional necessity, a scholar—practitioner. To substantiate and evolve this idea, we develop a Deweyian pragmatist view of the scholar—practitioner which also embraces criticality. This stance collapses the binary notion of theory and practice and instead embraces theory and practice as a duality. We add a critical dimension to this duality through recognising that scholar—practitioners (especially leaders) require criticality and cultural awareness to raise questions over knowledge conventions and the mitigations of contextual factors their learners may face. We then turn to the critical and practical sociology of Pierre Bourdieu to illustrate how the use of theory may help PE scholar—practitioners enhance their criticality and cultural awareness. More specifically, we draw on Bourdieu’s primary concepts of field, capital and habitus to show how the application of this theory can help PE scholar—practitioners position themselves in relation to their profession and how they might know their field; be aware of their, and their students’, capital worth in relation to that field; and know themselves (their personal—professional habitus). In conclusion, we suggest that for PE scholar—practitioners, theory-based learning and its applied use might be considered a form of professional learning and not be limited to Bourdieu’s theory but extended to include a range of other aspects of critical social theory. We finish by suggesting that this approach to the PE scholar—practitioner is even more pertinent due to the field of PE becoming increasingly a third space—something which requires additional research and analysis.

The Impact of the Civil Rights Movement on Educational Segregation in the United States

Purpose: the aim of the study was to investigate the impact of the civil rights movement on educational segregation in the united states
 Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
 Findings: The findings reveal three notable research gaps. Firstly, while the analysis provides a comprehensive view of the Civil Rights Movement's objectives and impact on educational segregation, a conceptual gap exists in the lack of in-depth exploration into the precise mechanisms through which the movement's strategies translated into concrete changes within educational policies and practices, necessitating a more nuanced understanding of these linkages. Secondly, a contextual gap emerges as the study outlines distinct Civil Rights Movements and their implications for educational segregation, yet lacks an investigation into the interplay between these movements and the broader socio-political context that shaped their strategies and outcomes.
 Unique Contribution to Theory, Practice and Policy: Social identity theory and critical race theory may be use to anchor future studies on the impact of the civil rights movement on educational segregation in the united states. Promote culturally relevant teaching practices that acknowledge and incorporate diverse cultural perspectives into the curriculum. Diversity in School Governance: Encourage policies that promote diverse representation in school boards, administrative leadership, and decision-making bodies.

'There is no justice in nursing school': A qualitative analysis of nursing students' experiences of discrimination shared on Reddit.

To explore nursing students' experiences of stigma and discrimination within nursing programmes as shared on Reddit, and how other Reddit users offer support and guidance. Qualitative interpretive description. Through a critical social theory lens, this study draws on students' posts from three nursing subreddits: r/studentnurse, r/nursingstudent and r/nursing. Data were collected from March 2013 to March 2023. Reflexive thematic analysis was conducted to generate broad themes of nursing students' experiences of stigma and discrimination, and how other Reddit users offered support and guidance. A total of 43 posts with 1412 associated comments were included in this analysis, which generated three predominant themes of nursing students' experiences. Nursing students faced stigma and discrimination across contexts, including from peers, nurses and other healthcare providers working in clinical practicum sites, and patients. Nursing students' posts described navigating the impacts and consequences of such experiences, including on well-being, and programme and career success. In contexts where students were often alone in their experiences of stigma and discrimination within their programmes and with few identified supports, Reddit users sought support and community through Reddit. While many comments offered validation and support, challenges of this social media platform included conflicting advice and unhelpful, judgmental messages. Despite widely articulated social justice commitments in the profession, nursing students continue to experience stigma and discrimination across contexts within their nursing programmes. Nurses and nurse educators have a responsibility to acknowledge and make visible such experiences, and take direct action to prevent and remediate stigma and discrimination within nursing education. This research contributes to the growing empirical evidence that nursing students' experience stigma and discrimination within nursing programmes and the healthcare system. Adherence to COREQ guidelines was maintained. No patient or public contribution.

Community-Oriented Policing: A Theoretical Exploration and its Implications for Building Safer Communities

Community-oriented policing (COP) has emerged as a paradigm shift in law enforcement, emphasizing community collaboration, trust-building, and proactive problem-solving. This concept strives to foster more collaboration and confidence between police officers and community residents, with the ultimate objective of reducing crime and enhancing public safety. This research investigates the theoretical foundations of COP through an extensive literature review, a secondary data analysis. This essay aims to present a thorough analysis of the theoretical frameworks supporting COP while shedding light on its theoretical foundation and real-world applications. The study delves into theoretical frameworks including Normative Sponsorship Theory, Critical Social Theory, Broken Windows Theory, and Social Resource Theory, highlighting their relevance to COP and the implications for building safer communities. Normative Sponsorship Theory advocates for community involvement in shaping policing norms, fostering trust, and enhancing effectiveness. Critical Social Theory offers a critical lens to analyze COP in the context of broader societal structures and inequalities, emphasizing the need for systemic transformation. The Broken Windows Theory underscores the importance of addressing visible signs of disorder to deter crime, aligning with COP’s proactive engagement with communities. Social Resource Theory underscores the role of social capital and community engagement in crime prevention and public safety. The integration of these theories into COP underscores the importance of trust, collaboration, and proactive problem-solving in law enforcement. Understanding and incorporating these theoretical underpinnings into COP practices can significantly contribute to building safer and more harmonious communities. This study enriches the discourse on COP and provides valuable insights for policymakers, law enforcement agencies, and communities striving to enhance public safety and community well-being through collaborative policing strategies.

Social ontology and critical theory: the problem of negative social experiences

Resumo: O que significa afirmar que uma sociedade produz experiências sociais negativas? De um ponto de vista de ontologia social, qual a imagem ou figuração da sociedade pressuposta em tal diagnóstico? O presente artigo visa a enfrentar tais questionamentos, por meio da reconstrução de alguns modelos teóricos e, em particular, de alguns modelos críticos. Metodologicamente, trata-se de partir da forma como cada modelo diagnostica experiências sociais negativas, a fim de melhor se refletir sobre como há diferentes possibilidades de se entender o social. Este texto está dividido em três partes. Na primeira, com foco na teoria social clássica, abordam-se os tratamentos dispensados por Durkheim e Marx ao fenômeno do suicídio, além de se trabalhar o conceito de alienação, no segundo. Em seguida, no âmbito da teoria crítica frankfurtiana, expõe-se como tanto o modelo de Adorno quanto o de Honneth podem ser lidos como tentativas de enfrentar o problema do sofrimento social, no seio das sociedades modernas. Por fim, num terceiro momento, analisa-se o modo como as experiências sociais negativas são articuladas à ideia de crítica radical por Luc Boltanski. Tal perspectiva será apresentada como uma alternativa ao modelo honnethiano na superação de desafios que se colocam ao campo da teoria crítica, na atualidade.

RAZÃO INSTRUMENTAL E EDUCAÇÃO: REFLEXÕES SOBRE A ESCOLA E AS NOVAS TECNOLOGIAS

ABSTRACT: The reflections of Critical Social Theory on instrumental reason are the heart of critical analyses of the 20th-century catastrophes represented by Auschwitz. The ethical imperative expressed by Adorno for education, that Auschwitz not happen again, remains vital as the historical changes that took place in the 21st century did not alter the fundamental characteristics of instrumental reason. In this article, we point out the current tendency to propose school adjustment to the demands created by digital technologies as a symptom of the persistence of the predominance of instrumental reason in education. This article aims to criticize how the insertion of new technologies in the school has been proposed, failing to consider both the ethical dimension of education and the relationship between form and content in the new apparatus. The criticism of the concept of instrumental reason remains fundamental for recovering the ethical discussion in education.

Advent of the online Neo-subject

Arguably, from a post-Foucauldian perspective, information and communications technology (ICT) offers an arena for ongoing subjectivation aligned with societal or moral guidelines, such as the principles of efficacy and joy, technology-centrism and consumerism. In line with the tradition of critical social theory, the present paper offers a theoretical and a Central and Eastern Europe (CEE)-centred empirical framework based on recent social practices.

Philosophy and University Studies

The German social philosopher, educator, and founder of critical social theory Max Horkheimer wrote his work ‘Philosophy and University Studies’ as a speech delivered on August 6, 1948, at the University of Frankfurt before returning from emigration to the United States to post-war West Germany. A year later, after Horkheimer was reinstated as Director of the Institute for Social Research, this text was first published in the fourth issue of the ‘Frankfurter Hefte’. In this work, with which the German philosopher began a cycle of his philosophical and educational works, he continued the previous theme of the book ‘Dialectic of Enlightenment’ (1947), which, published in collaboration with Theodor W. Adorno, has the character of a programmatic socio-philosophical work of post-war critical theory. Horkhamer’s critique of the ideological elimination of the phenomenon of Western individual, which he made in his post-war article ‘Authority and the Family in Modernity’ (1947-1949), also found its theoretical continuation here. Following the theoretical essence of the ‘Dialectic of Enlightenment’, the Frankfurt philosopher identified one of the factors negative for the humanistic socio-cultural development of Western European society, which historically led to the humanitarian catastrophe of the Nazi ideology carriers domination, the theoretical knowledge that has powerfully eliminated the presence of customary principles of moral coexistence in Western society. The author also noted the process of ideological abolition of the social significance of the individual’s activity as a phenomenon of Western culture. Philosophy, primarily as a producer and carrier of abstract meanings, including humanistic ones, ideologically significant for normal social life, because of the social alienation caused by such a theory and society, has lost the opportunity to be a significant knowledge for both Western European society and university education as a common tool for this culture to educate the Western personality. In order to renew the spiritual forces of social life and turn the course of history towards humanised change, it was proposed to bring to the forefront of the renewed university education the power of personal critical thinking, the ability to foster which social power could not completely destroy in philosophy because of its traditionally inherent spiritual resilience.

SDG commentary: services from institutions that offer fair and sustainable living for all humans

PurposeThe purpose of this commentary is to present a critically constructive examination of the contribution of service research to the development of services from institutions that offer fair and sustainable living for all humans.Design/methodology/approachThe authors draw upon critical thinking and critical social theory to problematise the neoliberal agenda (e.g. marketisation and privatisation) that shapes the service ecosystems within which the sustainable development goals (SDGs) and service research relating to SDG11 – sustainable cities and communities – and SDG16 – peace, justice and strong institutions – are often based. The authors critically review extant literature aimed at these goals and present constructive pathways for transformative social change to foster fair and sustainable living for all.FindingsThe authors find that the United Nations institutions, the SDGs and the service ecosystems that shape the research and practice addressing SDG11 and SDG16 are often grounded in neoliberal capitalist ideology that may inhibit transformative change. While service research has made some relevant and important contributions to support the development of services from institutions that offer fair and sustainable living, there is a need to consider alternative assumptions upon which service research and service design can be based to fully realise such transformative goals.Originality/valueThis commentary encourages service research scholars to engage with critically constructive perspectives that harness critique for transformative change.

Radicalisation studies: An emerging interdisciplinary field.

This research note provides an overview of Radicalisation Studies as an emerging interdisciplinary field aimed at developing more holistic understandings of how and why individuals and groups turn to extreme ideologies and political violence. It traces the evolution of radicalisation research across core social science disciplines, including sociology, psychology, anthropology, and political science. While this burgeoning scholarship has expanded knowledge, persistent gaps remain due to studying radicalisation in disciplinary silos. To address this fragmentation, the research note proposes an integrated Radicalisation Studies approach grounded in critical social theory and reflexivity. This paradigm synthesises concepts and mechanisms from across disciplines to investigate the complex interplay between individual vulnerabilities, group dynamics, and broader socio-political contexts in generating radicalisation. The note outlines theoretical foundations, guiding research questions, and methodological strategies for this new field focused on mixed-methods, multi-level analysis. Radicalisation Studies holds promise for advancing theoretical integration, contextualised explanations, critical perspectives on radicalisation discourse, and evidence-based preventative policies. While challenges remain in institutionalising this emerging field, Radicalisation Studies has the potential to steer research towards greater interdisciplinarity and the nuanced understandings necessary to elucidate this complex phenomenon. The research note aims to spur debate on constructing Radicalisation Studies as a viable scholarly enterprise.

Judging a Book by its Cover: Examining Reader Reception of Peritexts in Queer Young Adult Literature

The rise of LGBTQIA+ and queer young adult (YA) literature has led to an increased diversity in the range of texts available for young readers. The covers of these texts use various design elements to market to their target audiences, employing signifiers to indicate a narrative’s queer themes that range from subtle coding to explicit representation. This article presents findings from a qualitative research study at a regional university in Australia, which explored reader responses to peritexts used by queer YA books in a context where book bans that target marginalised identities, including queer identities, are increasing around the world. Queer-identified research participants aged 18-30 engaged in focus groups, discussing and analysing pre-selected queer YA texts over the course of eight months. Participants had a range of responses to the peritexts, including finding that signifiers of queer themes were affirming to their own identities and could be indicators of allyship in public spaces. Participants also discussed the potential risks associated with publicly consuming a book explicitly presented as queer through its peritext, emphasising concerns around vulnerability, exposure, and a lack of safety. This article uses a theoretical framework of critical social theory and queer theory to shed light on the relationship between peritext and reader response in queer YA literature, providing insights into how these elements contribute to readers’ understanding and engagement with queer narratives, and the potential value of peritext for queer and non-queer audiences.

Re-imagining assessment in higher education: Creating alternative pathways for inclusive and democratic assessments in Zambian higher education institutions

This paper interrogates emerging issues and assessment practices within higher education institutions in Zambia. It presents the reflections of a sample of lecturers and students from the country’s largest public university on their assessment experiences during and after the COVID-19 pandemic disruptions. Employing a qualitative research framework grounded in critical social theory, the study uncovers the constructions of assessment in higher education and how current assessment practices, particularly the focus on grades, undermine authentic learning experiences and learner motivation. Through in-depth interviews, participants challenge current practices and envision alternative approaches to higher education assessment that prioritize flexibility and creativity. This article gives a voice to the otherwise voiceless students and lecturers whose insights might be critical in transforming higher education assessments for student empowerment, equity, criticality, and lifelong learning.

Furthering Anti-Racist Practice: Reconciliation in Action (RéconciliACTION) (Discussion Paper)

Nursing scholarship and practice has been historically complicit in the (re)production of racial inequities by not acknowledging and countering their part in the legacy of colonization . This paper will discuss the implementation of an experiential transformative learning project, RéconciliACTION, grounded in critical social justice theory. Four elements – testimonial authority, experiential learning, reciprocity, and relationality - can be implemented in nursing education that value lived experience to create change toward address anti-Indigenous racism in educational settings and health institutions. Lessons from the RéconciliACTION Project reinforce the need to increase nursing educators' knowledge of such methods and practices. Essential to this process is the recognition of lived experience as knowledge via Testimonial Authority. The process of transformation begins with the integration of anti-racist practices and Indigenous content. This project seeks to create leaders and allies in the journey towards reconciliation, reducing anti-racist attitudes and practices in educational and medical facilities

Trabalhadoras migrantes latino-americanas e violências: rumo a uma visão interseccional?

Abstract The history of Latin American society has been influenced by colonization, which has subjugated non-white women to gender violence, racism and sexism. This article discusses the work of female Latin American migrants through the lens of intersectionality to reflect upon the historical and social realities of Latin women who migrate in search of employment or to escape violence. Drawing upon the contributions of the sociologist Patricia Collins, this article discusses the concept of intersectionality and topics pertaining to intersectional analyses (relationality, power relations, social inequality, social context, complexity and social justice). As a critical social theory that is under construction, intersectionality deepens the analysis of oppressions experienced by female migrant workers, such as xenophobia, racism, slave labor, sexual exploitation and precarious working conditions. Thinking about the violence experienced by female Latin American workers from an intersectional perspective implies listening to these women, understanding their resistance, increasing the visibility of collective actions, and guaranteeing the implementation of public policies considering their experiences and perspectives.

The Open Prison of the Big Data Revolution: False Consciousness, Faustian Bargains, and Digital Entrapment

Although some scholars raise alarm about societal harm emerging from Big Data practices, critical social theory (CST) Information Systems research on the structures and dynamics driving Big Data practices is rare. In this research commentary, we interrogate how tech firms use social practices and platform design to strategically manipulate individuals into accepting datafication and data assetization that accrue positive data network effects for themselves and mostly negative data network effects (economic loss, social and privacy harm) for individuals. We draw on the ideas of Heidegger and Marcuse to critically question the Big Data paradigm in order to develop better understanding of the social implications for individuals and society. Using the concepts of false consciousness, digital entrapment, and Faustian bargains, we critically inquire into the Big Data practices that keep us tethered to digital platforms. Specifically, we interrogate sociomaterial structures that socially condition individuals into a digital habitus and to identify themselves as homo digitalis, who view all their “relations” (social and economic) as digital. This social conditioning reproduces a false consciousness that constricts our worldview, undermines our rational choices, and enables the risky compromises we make with tech companies that manipulate and exploit us with their increasingly oppressive Big Data practices and related dark patterns. We critically analyze the case of Microsoft Viva to provide an illustration of how mundane digital tools can condition our reality and entrap us into an open prison. We argue that if we do not critically interrogate our false consciousness of the digital and understand how digital giants colonize our social systems by structurally embedding Big Data practices, we will continue to be susceptible to manipulation and digital entrapment. Ongoing risky compromises with tech firms will erode the very foundations of the “good life,” freedom, liberty, and personal privacy, and they will institutionalize the open prison. The CST explanation we propose and the research agenda we outline are meant to encourage research into solutions to the digital entrapment problem.History: Suprateek Sarker, Senior Editor; Robert Gregory, Associate Editor.Supplemental Material: The online appendix is available at https://doi.org/10.1287/isre.2020.0588 .

Digital platforms, surveillance and processes of demoralization

While digital platforms have become an increasingly important research area in the information systems discipline, the existing literature does not conceptualize a theoretical link between platforms and morality. This paper theorizes such a link by drawing on Jensen’s (2010) conceptualization of processes of demoralization to operationalize two notions from critical social theorist Zygmunt Bauman: workers’ moral impulse and moral ambivalence. We conducted a case study of a large luxury resort hotel to examine how digital platforms (specifically TripAdvisor and WhatsApp) facilitate surveillance. Our findings show how digital platform-facilitated synoptic and panoptic forms of surveillance can suppress workers’ moral impulse and foster moral ambivalence towards such issues as invading others’ privacy, pressuring others outside working hours, and increasing surveillance in the workplace. This paper offers a novel perspective on theorizing the links between digital platforms, surveillance, and workers’ morality and highlights some unintended consequences.

Critical social theory, inclusion, and a pedagogy of hope

In recent years, issues of inclusion within the field of adult education have garnered increasing attention and have expanded to consider various equity and social justice concerns. Frequently, however, these concerns are considered in a piecemeal fashion, either with a narrower focus on a particular equity issue, or as a simplified add-on to wider debates about educational design, delivery modes, or policy structures. To deepen the discussion around inclusion in lifelong learning, it is important to draw upon critical social theory to explore not only particular circumstances and challenges faced by different groups seeking equity and inclusion, but also to consider the broader frameworks in which adult teaching and learning happens. Despite challenges such as neoliberalism, adult educators need to retain Freire’s belief in the possibilities offered by a pedagogy of hope and the belief that humans have the capacity to make positive changes.