Dominant Ideology Research Articles

The Rise and Decline of the Liberal World Order and the Multilateral Trade System: A Critical-Constructivist Synthesis to International Regime Analysis

This article devises an analytical framework that synthesizes neo-Gramscian and social constructivist perspectives to dissect international regimes amid global hegemonic shifts. It portrays regimes as intersubjective constructs with unique social purposes within the broader hegemonic fabric, shaped by dominant ideologies and power distributions. The study examines the transition of the trade regime from General Agreement on Tariffs and Trade (GATT) to World Trade Organization (WTO) through the Uruguay Round (1986-1994) and the Doha Round’s deadlock since 2001. The article posits that the Uruguay Round marked a pivotal hegemonic transformation, transitioning the regime from embedded liberalism to neoliberalism by transforming its social purpose, norms, and generative grammar. Yet, this shift, which precipitated a legitimacy crisis within the WTO and was exacerbated by the Doha Round’s failure to regenerate neoliberal hegemony with a fresh synthesis of free trade and sustainable development, arguably rendered the WTO directionless and contributed to the fragmentation of global trade governance amidst emerging regional pacts and varied ideological visions of economic liberalism.

Sanat Bağlamında Berlin Duvarı’nın İzleri

Germany was the place where the cold war between the United States and the Soviet Union took place, planning to establish an ideological domination over the world. After the end of the Second World War, although the city of Berlin remained within the borders of East Germany, as per an agreement between the Soviets and the Western bloc countries. divided. In order to prevent their escape to East and West Germany, the German administration began to build a wall around East Berlin on August 13, 1961, closing all passages to the western part, telling its citizens that they had a freer and more prosperous life. Hundreds of people lost their lives trying to escape to West Berlin by crossing the Berlin Wall until it collapsed on November 9, 1989. The walls of the public space create a political language and a space used against the system. The aim of this study was investigated in the context of the division of Germany, represented by the wreckage of the Berlin Wall, on a social and political plane. The resistance and political discourse function of graffiti in public spaces is examined through the example of the Berlin Wall. Artistic traces with a predominant protest aspect were investigated through literature review and visual concepts. Keywords: Public art, Berlin Wall, War, Graffiti, Politics, Street Art

The masculinized feminine body: The body politics and the construction of female identity in Mohiniyattam

The article explores the sociocultural construction of aesthetic identities and the ways in which the dominant ideologies have perpetuated specific narratives of the development of Mohiniyattam. Drawing on Michel Foucault’s concept of ‘episteme’ and Judith Butler’s theory of gender performativity, the study examines the femininity embodied in Mohiniyattam and argues that the dance form has been a tool for patriarchal ideologies, transmitted through generations of dancers manifested in their performance practice. The analysis extends to the contemporary scope of Mohiniyattam, questioning the rigid notion of femininity that has defined the dance form through erotic expressions of the dancer and exploring how innovative choreographies and performative interpretations can challenge such norms. The study uses oral histories and case studies to present a multifaceted view of Mohiniyattam’s historical evolution as a dance form. The revival of Mohiniyattam at different times reflects the dominant epistemes, marked by an embedded male gaze on the female dancing body. The performers’ own initiatives reframed the concept of femininity and its portrayal by exploring the potential of the trained dancing body.

An Ethic of Linguistic Injustice: The Language of Objectivity As the Language of the Oppressor

ABSTRACT In this article, I make sense of my encounters with the language of objectivity as a student, tutor, mentor, and researcher. I rely on Dorothy E. Smith’s conceptualisation of the ethic of objectivity, a practice that requires the student to devalue their embodied experience while ripping it from their experiential knowledge, which in turn they must rewrite in the language of objectivity. In conversation with Patricia Hill Collins and bell hooks, I reflect on whose perspective the language of objectivity represents. In doing so, I argue it is the language of the oppressor, and thus, the ethic of objectivity creates in the student an internal division between an experienced world written in their own language and an objectified world written in the oppressor’s language. Identifying the ethic as an expression of dominant language ideology, I suggest that any critical writing pedagogy must relinquish the ethic of objectivity.

The Images of The Feudal Societies in Vietnamese Literary Works: A Perspective of Critical Discourse Analysis

Purpose: This study aims to apply critical discourse analysis (henceforth CDA) to examine representations of feudalism in Vietnamese literary works. The discourse-historical approach (Wodak, 2009) and socio-cognitive framework (Van Dijk, 1993) guide an analysis of how linguistic strategies construct feudal portrayals and situate them within Vietnam's sociohistorical context. Methods: A corpus of five short stories (1930-1945) thematically depicting feudalism is compiled. Detailed textual analysis identifies metaphors, lexical choices, connotations and symbolic spaces that construct vivid feudal imagery portraying oppression and injustice. Results: Findings show the discourse utilizes techniques like animal metaphors, derogatory nouns, and graphic violence to dramatize the dehumanization and brutality endured by peasants under feudalism. This study demonstrates usefulness of CDA for elucidating the complex, nuanced ways literary discourse reproduces and contests dominant power structures and ideologies. Discussion: Findings provide deeper insight into linguistic strategies that critique yet inadvertently reinforce aspects of feudalism. The adoption of CDA can enrich Vietnamese literary scholarship by enabling a more critical examination of discursive constructions of identity, inequality and power relations.

Polysemous Tradition as a Common Basis for Ideological Resistance in Windsor Forest and The Communist Manifesto

This paper delves into the nuanced use of tradition as a foundation for ideological resistance in Alexander Pope’s “Windsor Forest” and Karl Marx and Friedrich Engels’ “The Communist Manifesto.” Despite their divergent contexts—Pope’s text emerging from early 18th-century England and the Manifesto from mid-19th-century industrializing Europe—both works leverage historical and literary traditions to critique and resist dominant ideologies of their times. “Windsor Forest” subtly confronts ideologies of Protestant ascendancy and anti-Catholic sentiment prevalent in England following the Glorious Revolution of 1688, promoting peace and the unity of Great Britain under Queen Anne’s Stuart monarchy as alternatives to war and division. Through literary devices such as allegory and panegyric, Pope employs tradition not only to question the contemporary political and social landscape but to posit the Stuart dynasty as a symbol of national prosperity and harmony. Contrastingly, “The Communist Manifesto” openly challenges the capitalist ideology that Marx and Engels argue perpetuates class struggle and exploitation of the proletariat. The Manifesto calls for a revolutionary overhaul of the social order, drawing on traditions of socialist thought and the historical precedent of class struggle to justify its radical aims. Despite its revolutionary stance, the Manifesto similarly relies on the manipulation of tradition—both embracing and rejecting it—to articulate a vision of communist society. Both texts, therefore, are situated at the intersection of literary expression and ideological conflict, illustrating how tradition can serve as a versatile tool in the articulation of resistance. Whether through the invocation of historical continuity and national identity in “Windsor Forest” or the revolutionary call to arms in “The Communist Manifesto,” tradition is employed to critique existing social and political orders. The abstract underscores the complexity of these texts’ engagement with tradition, highlighting their shared emphasis on the transformative potential of ideological resistance. This comparison illuminates the rich dialogues between literature and politics, demonstrating how textual analysis can reveal deeper insights into the mechanisms of ideological critique and resistance.

‘I Am a Broken Policy’: A Critical Reflection on Whiteness and Gender Anti-Black Racism in Institutions of Higher Education and Social Services

This personal narrative is a critical reflection and affirmation letter to Black women. Throughout this commentary, at the end of each section, I have included what I call “gems”. I hope they serve as a manifesto for our collective healing from working in institutions that center on the ideologies and practices of dominance. This piece particularly focuses on the dominant ideology and practice of “whiteness” within institutions as a surveillance tool through policy that directly impacts Black women’s wellbeing through gender anti-black racism. Through storytelling and drawing on Black feminist scholarship, this narrative exposes the challenges I faced with institutional policies and practices as I pursued my career in both academia and social service work. Throughout this narrative, I highlight how the undercurrent of whiteness is embedded in the foundation of institutional policy and practices. This narrative serves as a demand for institutional accountability and reckoning with the coloniality of epistemology and ontology. There is a great emotional toll for Black women who are confronting and resisting gendered anti-black racism with deep internal struggles and triumphs. The violent institutional practices seek to eclipse Black women’s ability to dream, imagine and create. Whiteness is centered in institutional infrastructure, serves as a distraction, and impedes our ability to conceptualize the world we desire. We deserve to have imagination in our work. This narrative is a reflection of the harm of whiteness, a guide for Black women academics, a manifesto for change, and a testament to our humanity.

‘I don’t want them to see me like that’: Negotiating Motherhood Through Prison Visitation

Scholars have highlighted the significant challenges faced by system-involved mothers in adhering to dominant motherhood ideologies. However, a research gap persists regarding the decision-making process of incarcerated mothers concerning child visitation. This study delves into the intricate dynamics of mothers’ decision-making surrounding visitation, shedding light on the interplay between maternal identity, prison environments, and societal norms of motherhood. Through qualitative interviews with forty formerly incarcerated mothers, the study reveals a spectrum of strategies employed by mothers to uphold their maternal identities, including navigating stigma, shielding their children from perceived risks, and engaging in self-sacrificial behaviors in line with societal expectations.

POWER RELATIONS, HEGEMONY AND IDEOLOGY

This research aims to explore three fundamental works that address interconnected aspects of political, philosophical and social thought. “Fascism”, by Evguiéni B. Pashukanis, released in 2020, offers a critical analysis of the ideological roots and social implications of fascism. Then, “Philosophy, Ideology and Social Science - Essays on Denial and Affirmation”, by István Mészáros, published in 1993, highlights the contradictions of the capitalist system and potential social transformations. Finally, “The German Ideology”, by Karl Marx and Friedrich Engels, written in the 19th century, provides a theoretical basis for understanding historical materialism and criticizing the dominant ideology. The research seeks to draw connections between these works to enrich the understanding of contemporary social and political dynamics.

Liberating the Colonized Body and Mind

AbstractThe interstitial space at the intersection of race and disability is primed for a decolonial analysis. By examining the colonial history of Indigenous people and Black chattel slaves in North America, this paper will show how the contemporary definitions of race and disability are inherited social constructs created for the colonizer's utility to control the bodies and minds of those occupying and working the land the colonizer seeks to control for the private accumulation of imperial wealth. I will give examples of how socio‐cultural institutions like the church have inherited the logic of colonialism, creating ideologies of domination that must be challenged by a robust decolonial theology. Racism and ableism are the direct end product of a colonial view of the world that sees land and people as exploitable and expendable. A theology of liberation must grapple with the demands of decolonization to produce a just and equitable society.

Translation ideology analysis in the English and Indonesian subtitles of Hige wo Soru. Soshite Joshikousei wo Hirou. on Muse Youtube channels

Today, Muse YouTube channels are deemed to be the most prominent platforms for watching anime for people in many Asian countries, including Indonesia. Making use of the concept of Extralinguistic Culture-bound Reference (ECR) and seven translation strategies proposed by Pedersen, this quantitative research sought to identify the dominant translation ideologies of the English and Indonesian subtitles of the anime series Hige wo Soru. Soshite Joshikousei wo Hirou. on Muse Asia and Muse Indonesia and analyze the choices of translation strategies found in the subtitles of both languages. The Indonesian and English subtitles of thirteen episodes of Hige wo Soru. Soshite Joshikousei wo Hirou. were analyzed by two judges with expertise in Japanese, English and Indonesian. The judges agreed on 91% of the data and discussed the rest to reach an agreement. The results indicated that five among seven translation strategies offered by Pedersen were found in the subtitles, and both the Indonesian and English subtitles share the same dominant ideology: foreignization. In spite of the same dominant ideology, the two languages exhibited fundamental differences when it comes to rendering the ECRs. In addition, the research also drew an interpretive conclusion that also serves as a practical implication that the audiences' familiarity with Japanese culture, time and space's availability, and the guideline based on other factors outside of the field of translation were three reasonable components that had a part in the subtitling team's choices of strategies.

Negosiasi Ideologi dalam Novel Dewi Rimba Karya M. D. Idris dan N. St. Iskandar: Kajian Hegemoni Gramsci

The purpose of this research is to determine the resistance carried out by the author through ideological negotiations against the dominant ideology. This research uses a data source in the form of the novel Dewi Rimba written by M.D. Idris and N. St. Iskandar. This study used descriptive qualitative method. which leads to content analysis. This research data is in the form of words, sentences or paragraphs in the novel. Data collection was carried out using observation techniques. The results of this research are the formation of the ideology of traditionalism and humanism. The ideology of traditionalism is represented by the figures of Umar's parents and Sariah's parents. Meanwhile, the ideology of humanism is represented in the characters Umar and Sariah. As an organic intellectual, M.D. Idris and N. St. Iskandar tried to negotiate the ideology of traditionalism-humanism.

Schooling and Constructions of Citizenship: Some Reflections on Student Agency and Choice

A national system of education in modern nation-states is usually geared towards nation-building and schools play a significant role in grooming children as future citizens. While the dominant and powerful usually emerge as the ‘ideal citizen’ in the national imagination, the marginalized are constructed as the ‘other’, vilified, and stigmatised. The school, with its overt and hidden curriculum, operates as a major site for the reproduction of dominant ideology while at the same time creating opportunities for exercising human agency. This article, an ethnographic study, conducted in a government co-educational school in Delhi examines how it sought to mould the students into ‘ideal’ citizens and how this was received by them. Belonging to a relatively lower socio-economic background compared to the teaching community did they give their acquiescence? Or were they able to exercise their agency to challenge the entrenched power structures in society? Were their responses shaped by their specific social locations and the unfolding of ‘cultural politics’? Moreover, when the nature of ‘official knowledge’ itself has undergone radical shifts and the idea of citizenship has been redefined with the introduction of the National Curriculum Framework 2005, were the students able to leverage the epistemological shifts embodied in the textbooks to reimagine and construct ideas of citizenship regarding marginalised communities? These are some questions that the present article seeks to address.

Poetry, ideology and heteroglossic realities in language textbooks

ABSTRACT Using literature, more specifically poetry in English as F/L2 has grown over time. However, scholars disagree as to whether it makes any difference to language learning or what functions it serves. The purpose of this study is to examine what discourses poetry embodies, what identities it shapes, and whether it can confront dominant ideologies in English language textbooks in Pakistan. Based on Fairclough’s dialectical-relational approach and Bakhtin’s ideas on dialogism and heteroglossia, we analysed 12 Pakistani English language textbooks. Findings suggest poetry texts embody a variety of ideological themes, including linguistic sexism, nationalistic sentiments, and religious and spiritual ethos. These discourses tend to shape learners’ identities. In addition, we also found references to poems that offer learners alternative perspectives and ways of being. In certain poems, for instance, curiosity, questioning, struggle, and recognising truth as a multifaceted entity are evident, allowing spaces for heteroglossia. Using these insights, teachers, curriculum developers and textbook writers will be able to better reflect on their pedagogical approaches and content embedded in textbooks to ensure justice, equality, and inclusion for students from a variety of socioeconomic, ethnic, and religious backgrounds.

“It Scared the Crap Out of Me”: Taking Risks and Talking About Race in a Principal Preparation Course

University faculty have fixated on ways to adequately prepare social justice-oriented school leaders for quite some time. This teacher action research project documents the experiences of 14 aspiring school leaders in a principal preparation course focused on a critical race pedagogy curriculum. Using interview data, this qualitative study examines how white and Latinx students experience coursework grounded in the notion of risk-taking rather than safety. Findings from this study illustrate the following: (A) participants most resistant to the curriculum entered coursework having internalized dominant ideologies regarding merit and achievement; (B) these same students had adverse views regarding their critically conscious classmates and instructor; and lastly (C) all participants in this study demonstrated growth in their thinking regarding racial justice and educational equity. The discussion and implications address the nuances and complexities of promoting a pedagogy framed as risk-taking in preparation programs, particularly in mixed-race settings.

Language as a means of expression rather than purpose: Chinese postgraduate students’ translingual ideologies in English academic writing

ABSTRACT This study employs a mixed-methods design to explore the attitudes and expressed beliefs of Chinese postgraduate students regarding the strategic use of their entire range of languages in English academic writing (EAW). The survey findings suggest that while students generally accept the idea of mixing languages during the writing process, they have reservations about incorporating such practices into their written products. Qualitative analysis expands the quantitative dataset by elucidating the diverse stances of students—be they resistant, pragmatic, or transformative—towards translingual practices in EAW within institutional settings. The results indicate the coexistence of hegemonic ideologies that promote English dominance and counterhegemonic ideologies that advocate the reclamation of indigenous linguistic and cultural practices. Morever, students' nuanced and complex translingual orientations are both reflective and transgressive of the established monolingual norms. The article concludes by proposing implications for integrating translingual writing to reject deficit language ideologies and amplify multilingual voices in non-Anglophone higher education contexts.

Digging The ‘Dirt’: Roots and Routes of Stigma

Historically, Dalit identity is associated with different stereotypical notions. In this article, we have attempted to explore the underlying factors behind the stigma associated with them from the micro perspective in a small Muslim-dominated context of Bangladesh based on a series of intensive fieldwork. It reveals that Dalit cleaners are widely considered impure, dirty, strange, chaotic, alcoholic, and inferior. We combined two theoretical perspectives to interpret the matter systematically: Douglas’s notion of purity and pollution and Foucauldian discourse. The apparent reasons for the stigma associated with Dalit cleaners at Bhairab are association with ‘Dirty jobs, pig rearing, pork consumption, liquor consumption, and business. However, the empirical pieces of evidence show that different historical, religious, and socio-political factors (such as ideological domination of Hindu scriptures, the intervention of British colonialism, and the negative role of media and local influential businessmen) contribute significantly to the stigma.

‘Have you seen this?’: Constructing and controlling reality in The Assassination of Katie Hopkins (2018)

In 2018, against a backdrop of post-truth politics, celebrity culture and shock journalism, Chris Bush and Matt Winkworth premiered their fake verbatim musical, The Assassination of Katie Hopkins. This musical explored the ramifications of the fictionalized death of the notorious tabloid-topper Hopkins, while questioning the authenticity of the verbatim form. In doing so, the creators considered new possibilities for musical theatre. This article will explore Bush and Winkworth’s attempt to critique the cultural and political landscape, using the already ethically complex vehicle of verbatim theatre. It will consider the musical in relation to the political promiscuity of performance and slippage between the polarities of an ever-changing political spectrum. It will consider Jannerone’s concept of vanguard performance and explore the performative responses to the musical about Hopkins in the alt-right press. As we question dominant ideologies within musical theatre and embrace the sense of being, at all times, ‘post-something’, this article considers how writers can document this time of interregnum to reflect a world where ‘change is the only permanence, and uncertainty the only certainty’.

구비문학 텍스트의 지식체계에 대한 시론적(試論的) 검토

This study examines whether oral literature can be considered as a knowledge system. In an oral society, oral literature not only serves a literary function but also serves as the only medium for accumulating and transmitting forms of traditional knowledge. However, after the invention of writing, the authority in literature and knowledge shifted to ‘writing’ and ‘the written’ and (individual creations rather than group transmissions; written records over oral records). Nevertheless, oral literature has continued to preserve the essence of the oral tradition. In this respect, the acceptance of the elite's literature and ideology, the ideology and morals of the ruling class', and oral text compositions can be understood in the context of oral tradition. Therefore, analyzing oral literature texts as knowledge and the diverse types of knowledge incorporated in their composition represents an academic attempt to comprehensively study oral literature. In relation to this, it seems possible to explain the knowledge system of oral literature texts from two perspectives. One is the text itself as traditional knowledge, which is related to the issue of how to interpret the traditional knowledge inherent in oral literature texts. Through this, it will be possible to systematize what ethical beliefs, religious beliefs, historical understanding, etc. the oral literature transmission group has. The other is traditional knowledge as a component within oral literature texts, and this is related to the question of how oral literature texts constitute various types of traditional knowledge. Through this, it will be possible to systematically explain how various types of knowledge, such as indigenous language knowledge, experiential knowledge, folk knowledge, religious knowledge, knowledge of elite literary culture, and knowledge as a dominant ideology, work to compose oral literature texts. In this way, examining oral literature from the perspective of a knowledge system can provide useful implications in delving into the essential properties and functions of oral literature.

포스트 모던 건축에서 감성의 표현 특성에 관한 연구

Since the 1960s, Post-Modernism has evolved by critiquing the shortcomings of modernist regimes such as industrial capitalism, elitism, and mechanization, which were emphasized during the modern era. Multi-culturalism in the 1970s emerged with the motivation to inclusively recognize existing social contradictions and differences, aiming to reflect them in reality. Post-Modernism is the overlay of tradition, modernity, and humanistic sensibilities within a single culture. It views the contemporary world not as characterized by a singular dominant worldview or ideology, but rather as operating with a simultaneous interconnection of diverse values, perceptions, and ideologies. Therefore, this study reveals that the major trend in contemporary architecture has evolved towards strongly reflecting postmodern characteristics over time, based on design elements rooted in humanistic sensibility.