Hegemonic Ideology Research Articles

The violence of curriculum: Dismantling systemic racism, colonisation and indigenous erasure within medical education.

Epistemic violence is enacted in medical curricula in mundane ways all the time, negatively impacting learners, teachers and patients. In this article, we address three forms of such violence: White supremacy, indigenous erasure and heteronormativity. In this article, we examine the knowledge systems of medicine as a global phenomenon, impacted by Western and European ideologies of race and colonisation, both produced by them, helping to reproduce them through authoritative and hegemonic ideologies. We seek not only to problematise but also to propose alternative teaching approaches rooted in the Global South and in Indigenous ways of knowing. Taking inspiration from Paulo Freire, we advocate for the development of critical consciousness through the integration of critical pedagogies of love, emancipation and shared humanity. Drawing on Irihapeti Ramsden, we advocate for cultural safety, which emphasises power relations and historical trauma in the clinical encounter and calls for a rights-based approach in medical education. Deliberately holding space for our own vulnerabilities and that of our students requires what Megan Boler calls a pedagogy of discomfort. Our perspectives converge on the importance of critical consciousness development for culturally safe practice in medical education, acknowledging the need to emphasise a curriculum of shared humanity, introducing the concept of Ubuntu from Southern Africa. Ubuntu can be encapsulated in the phrase 'I am because we are', and it promotes a collective approach to medical education in which there is active solidarity between the profession and the diverse populations which it serves.

The Influence of Neo-Confucian Theory on Southern Korean Economic Development: An In-depth Analysis of the Relationship between Neo-Confucian Culture and Southern Korean Economy

This article assesses the influence of neo-Confucian theory in fuelling the South Korean economic development. Through an emphasis on the East Asian capitalist model of development encapsulating the interweaving of Confucian ethics and the (universally) revered Western capitalist tenets, this study directs attention to the role of cultural values in economic development. When juxtaposed with the Western model of development, the distinctiveness of the East Asian model of development resides in the fact that it interweaves the central tenets of Confucian ethics to the Western capitalist model of development, forming the basis of the Neo-Confucian theory. This study positions the interconnection between cultural values and economic growth within the divergence of academic scholarship, namely the ‘Confucian as an impediment’ and ‘Confucian as a stimulus’ strands of scholarship to equip with a comprehensive understanding of whether culture can function as an explanatory variable for South Korean economic development. The example of Korean chaebols enables readers to equip the knowledge that while culture performs a constitutive role in the South Korean economic model of development cannot serve as the sole factor for propelling the nation’s economic expansion. This study envisions bridging the widening gap in the dominant scholarship on the role of Confucianism in South Korean economic development by contending that Confucian ethics as the hegemonic ideology creates a favourable climate for the South Korean economic model to flourish.

How to be acted upon by video games while (or without) losing the fun: The gaming world according to Davey Wreden

In our actions in relation to computer games, we are rarely forced to reflect on the question of how we conceptualize the medial objects upon and with which we are acting. Do we understand computer games as products, as economically outlined goods that can only be negotiated on the basis of an inherent hegemonic ideology in terms of their manufacture, distribution and, above all, their application? Or do we view them as open texts or spaces of experience which we can assimilate and within which we can take effect in a resistant, emancipatory or dissident way, either selectively or continuously? Do we shape the game, or does the game shape us? In a nutshell: is it possible to appropriate computer games? Davey Wreden’s games and can help us investigate these questions.

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.

Entrepreneurship Education in Interactions in English Terminale and Mastering English (High School), Cameroon EFL/ESL Textbooks: A Critical Discourse Analysis

Entrepreneurship education in the 21st century has increasingly become an important topic in the field of language teaching. EFL/ESL textbooks, in the process of teaching English, have incorporated, among themes of interest, entrepreneurship, which is helpful to transform students’ environments, improve their socio-economic status, and keep them away from poverty. However, the teaching methodology and the quality of materials selected bear questionable social practices likely to denature textbook designers’ laudable intentions. This paper is a critical discourse analysis of the teaching of entrepreneurship in two selected Cameroon English language textbooks used in the French and English subsystems of education, namely Interactions in English Terminale and Mastering English (High School). It is a sociolinguistic qualitative study which hinges on Fairclough’s (2001) three-dimensional theoretical paradigm, which holds that discourses are not language-bound but encompass internal features that (re)produce social structures, social practices, and power relations, reinforcing social inequalities and hegemonic ideologies. The findings yielded significant findings, showing that both Interactions in English Terminale and Mastering English textbooks are replications of the political, economic, and social institutions of Cameroon society and inadvertently promote gender discrimination in terms of entrepreneurship representation. The textbooks examined are too idealistic in their entrepreneurial discourses and outcomes. They fail to expose students to the realities of entrepreneurial ventures, thereby depriving them of the risks and challenges faced by the prominent entrepreneurs celebrated in their course books. This study is relevant as it contributes to the improvement of entrepreneurship pedagogy in EFL/ESL textbooks used in Cameroon classrooms while adopting realistic overtones.

Resistance, Conformity, and Negotiation to Socio-cultural Anxieties: A Semiotic Reading of Female Aswang Characters in Selected Philippine Horror Films

The Philippines has a rich tradition of folklore, often portrayed in horror films to reflect cultural anxieties and hegemonic ideologies to circumvent political censorship. Among the most popular horror genres in the country is Aswang. This study examines the depictions of female Aswang in Aswang (2011), Corazon ang Unang Aswang (2012), and Maria Labo (2015) through Barthesian Semiology. Female aswang characters and their narrative exposition were analyzed on a micro, meso, and macro level. In the micro level, the Filipina aswang as a cultural reject tries to resist male chauvinism through her transformation towards her true nature, gaining control over her life, and divergence from the societal norms. On the other hand, she is represented in aswang films as someone who is being boxed with societal prescriptions, depicted as the weaker one, and is governed by her emotion. The meso level discusses how the female aswang is viewed in the context of her community, and how the latter affects her perception of herself and her decisions in life. The three films underscore the expectation on women to be domesticated, and the lead characters portrayed how women respond to these societal standards. Additionally, the macro level investigated how female aswang characters are discursively positioned in relation to socio-cultural struggles in the past and present to uncover their hegemonic constructs on poverty, injustices, mental health, and historical distortion. Keywords: Aswang, horror films, Philippine folklore, semiotics, socio-cultural anxieties.

Re-contextualizing locus of enunciation and linguistic citizenship: a diary analysis of Chinese EFL teachers’ critical intercultural awareness development

ABSTRACT This study navigates the constructive role of English as a foreign language (EFL) as a critical intercultural discourse of locus of enunciation and linguistic citizenship through which teachers in Chinese educational context act as agents of action and social change. Based on a critical discourse analysis of learner diary entries, the study traces the preservice teachers’ development of critical intercultural awareness as a result of learning provided in the course. Findings of this study suggest that relevant EFL teacher education programs should strategically fortify the discursive role of English for contesting hegemonic ideologies in curricular materials and engaging in justice-oriented dialogue through advancing learners’ reflexivity and agency.

Theory of communicative (dis)enfranchisement: introduction, explication, and application

Abstract In this essay, we set forth the theory of communicative (dis)enfranchisement (TCD). The TCD is useful for exploring the ramifications of the hegemonic ideologies which constrain and afford our everyday lives, and which are constructed and reflected in disenfranchising talk (DT). The TCD also asks what communication mechanisms work to reify and resist these hegemonic ideologies. We first introduce the warrant for this theorizing, then overview the assumptions of critical postmodernism and propositions of the TCD. We offer guidance for using the TCD via example research questions, suitable contexts, methodological tools, and conclusions researchers can potentially render. We offer criteria for evaluating the TCD regarding its consistency with critical postmodernism, utility as a heuristic framework, and capacity for claims-making. We respond to potential critiques of the TCD by distinguishing the TCD from six related bodies of communication theorizing, and by addressing the purported opaqueness of critical theorizing. Finally, we offer an example analysis to illustrate the TCD in research practice.

Extending the methodology of critical discourse analysis using Haraway's figurations: The example of The Monstrous Perpetrator within contemporary responses to child neglect and abuse.

Critical discursive analyses offer possibilities for equity-oriented research, and are a resource for addressing resistant social problems, such as child neglect and abuse (CN&A). A key challenge for discourse analysts in health disciplines is the tensions between materiality and social constructions, particularly at the site of the body. This paper describes how Donna Haraway's ideas of figuration and technobiopower can augment critical discourse analysis to address this tension. Technobiopower, an intensification of biopower in the context of technoscience, is seen as underpinning the melding of material and semiotic practices. The subject is no longer a material body, but a hybrid body that exists in tropic figuration between the real and unreal. This paper uses an analysis of the figuration of The Monstrous Perpetrator from a study of nursing responses to CN&Ato illustrate how Haraway's figuration aligns with and provides an analytical tool to extend critical discursive analyses. Specifically, this methodology offers new ways to identify the discursive qualities of bodies, and how material aspects of bodies are exaggerated, concealing their hegemonic ideologies and discriminatory effects. By identifying discourses within or inscribed upon the body, they can be disrupted, opening new possibilities for social change.

Unveiling Color-Blind Racism: Racial Violence, Identity, and Resistance in Sue Monk Kidd’s The Secret Life of Bees

Racism is pervasive in society; its roots have been deeply ingrained into individuals’ lives, hindering African Americans' ability to achieve stability and peace. It is established in favor of societal convictions that primarily benefit whites to maintain their superiority and dominance over Blacks. Naturally, white people are the foundation of racial supremacy, pretending to treat Blacks equally through practices such as color-blind racism yet limiting Blacks in different fields. African Americans continue to be victims of the dominant ideology of color-blind racism, which produces significant racial tension and conflict in American culture. Correspondingly, they face racial inequities in their daily lives. This study's primary goal is to examine how racial violence still exists in the form of color-blind racism in one of Kidd's most famous novels, The Secret Life of Bees, in which Lily, the white protagonist, is prejudiced against African Americans. Eventually, Lily realizes her ingrained white racial guilt and strives to change it once she embraces the Black community by valuing their identity. In addition, the study also examines how Lily recognizes society's color-blind racist approach, which attempts to instill racism in order to impact and constrain Blacks as an inferior race. Finally, the findings of this study provide a clear picture of the hegemonic ideology known as color-blind racism and how its ideals in practice affect the lives of Black people while favoring the prejudice and discrimination of white characters in the novel.

Developing preservice bilingual teachers’ transformative agency

U.S. bilingual educators struggle with English hegemonic ideology and inadequate ethnolinguistic resources. Using the theoretical framework of transformative agency by double stimulation, this qualitative case study investigated how preservice Chinese and Spanish bilingual teachers actively confronted such struggles during their practicum experiences to improve their culturally responsive pedagogies. Four types of warping actions were found: amplifying bilingual instruction, formulating support for bilingual learning, generating new bilingual pedagogical knowledge, and taking charge of their own professional growth as bilingual teachers. The study concludes that preservice teachers’ transformative agency can be pedagogically facilitated with mediational tools offered through formative intervention research methods. (100 words).

Mercy and the Construction of Social Control: A Four-Site Analysis of Clemency

Executive clemency is a discretionary power to grant legal mercy and is rarely given. Using data from contemporary clemency hearings in four states, I explore how state actors use commutation hearings as sites to exert social control and communicate hegemonic ideology. Clemency board members use hearings as sites to communicate the behaviors and attitudes they desire from applicants, aiming to generate compliance and consent. These state actors use the ritual of the clemency process and the hope afforded by the possibility of legal mercy as tools to motivate desired behaviors and beliefs among those in prison both explicitly and implicitly in these hearings. Such behaviors and beliefs, accordingly, are those that serve to reinforce the control and power of the state.

Beyond Neoliberalism and Capital Accumulation Theory: Evidence Learning from Turkey’s Economy

Neoliberalism is both a body of economic theory and a policy stance. The neoliberal theory claims that a largely unregulated capitalist system (“a free market economy”) embodies the ideal of free individual choice and achieves optimum economic performance.
 The phase of “embedded liberalism” was succeeded by an era of embedded neoliberalism in which the contradictions of global capitalism were veiled by the hegemonic ideology of individual freedom and prosperity in the nineteenth century.
 The conditions for a capitalist economy in Turkey were established in the 1920s within the republican political system, which supported the development of national economic capability for capitalist accumulation—albeit with strict government planning of the budget and control over the private sector and foreign trade and investment. After 1980, neoliberal economic reform weakened the statist system and, particularly since 2001, transformed Turkey into a transnational state better suited to the demands of a global economy.
 This paper tries to identify and find the link between neoliberalism and capital accumulation theory based on learning about Turkey’s economy before and after the crisis. We found that the outcome of neoliberal restructuring experiments depends crucially on pre-existing and changing power structures and relations in the course of state transformations. Thus, Turkey shifted to a neo-liberal model through voluntary choice but as an inevitable and forced outcome of a major balance of payments crisis associated with the exhaustion of the import-substitution model of industrialization.

Performativity and Performance: Identities and Multi-Dimensional Psychological Passing in Go Tell It on the Mountain

ABSTRACT This essay explores how key characters from James Baldwin’s Go Tell It on the Mountain exhibit psychological passing and performative identity formation in relation to race, religion, and sexuality. By analyzing Florence’s performing of interior whiteness, Gabriel’s performing of surface-level morality and shifting versions of exterior Blackness, and John’s performing of religiousness, straightness, and Blackness, this paper argues that Baldwin’s character development shows identities to be a performative process of multifaceted passing which on the one hand compels people to reiterate and reinforce relevant identity norms under the interpellation of hegemonic ideology in race, religion, and sexuality, but which on the other hand invites people to gain agency by challenging and subverting these regulatory norms and stereotypes through strategic performance. Through the novel, Baldwin conveys that identity formation is inherently dynamic and unstable, that passing is about interiority and religion and sexuality as well as about exteriority and race, and that the ability to see both the stage and the backstage, the ability to exhibit a surface exterior which mismatches with interior thought, is a key resource for Black survival, especially for queer Black survival.

Commentary—misconceiving merit: Paradoxes of excellence and devotion in academic science and engineering

AbstractMisconceiving Merit: Paradoxes of excellence and devotion in academic science and engineering is an easy‐to‐read, well‐organized text that implicates hegemonic ideology and the myth of meritocracy that is omnipresent within science, technology, engineering, and math (STEM) fields. The book is filled with both qualitative and quantitative data that tells a story of the popular notions of success and exceptionality including work devotion and scientific excellence and counters them with the realities of scientific productivity. It paints a picture of what academic STEM spaces are like for women, racially minoritized, and lesbian, gay, bisexual, transgender, and queer persons, and how the myth of meritocracy is upheld and reinforced by systems within academia. I recommend this book for students, teachers, grant funders, and anyone else within academic STEM and STEM education spaces.

Toward a DuBoisian theorization of school curricula

AbstractAfter a near century of mainstream academic exclusion, recent efforts in sociology have centered Du Bois as a foundational figure. However, these efforts have overlooked his contributions to theorizing K‐12 and college/university formal curricula. Moreover, curricula, teaching, and learning scholarship, already marginalized within mainstream sociology of education, have typically overlooked Du Bois’ theorizations, thus reproducing his marginalization. As a correction, this article centers Du Bois as a key figure in critical curricula theory. Specifically, Du Bois theorized that schools institutionalize formal curricula imbued with race‐class ideologies and that said ideologies shape peoples’ subjectivities, identities, and consciousness of social processes. However, Du Bois also theorized how Black schools can serve as meso‐level sites for challenging hegemonic ideologies and producing transformative ideologies. In articulating these processes, Du Bois identifies how ideological propaganda, organizational structures, and interpretations of temporal processes maintain and perpetuate racism and capitalism. This article concludes with suggestions for future research in educational sociology that incorporates these insights.

Language, gender and sexuality in 2022

This article focuses on research from 2022 that critically analyses the ways in which oppressive discourses continue to circulate, and which examines the role of language in protesting and resisting these discourses. It considers studies that remind us of the feminist and queer principles underpinning the field: to question and critique how hegemonic ideologies of gender and sexuality are reproduced and maintained. The review explores two key areas: research that reveals the continuing problem of mainstream transphobia and studies that consider how feminist discourses of resistance operate linguistically. It concludes with a call for more of this research to be applied to real-world contexts in order to create tangible change. In bringing this work together, the review aims to reaffirm the vital and emancipatory role that language, gender and sexuality scholarship has in both documenting and resisting regressive ideology.

Moral economies of housing in post-boom Croatia: Swiss franc loans crisis and politics of housing financialization

This paper traces the Croatian Swiss franc loans crisis and debtors’ movement in the context of the wider politics of housing finance after the 2000s credit and housing boom. The movement mainly contested Swiss franc loans through litigation and demands for regulation of predatory lending practices. This selective and institutional articulation of the issue reflected the urban middle-class background of the movement’s constituency and its ambivalent position of having stakes in the financialized housing regime while resisting some of its consequences. Political and financial elites supported a relaunch of a more regulated version of finance-led, state-subsidized housing provision. The structural conditions resulting from the postsocialist housing privatization and the hegemonic ideology of homeownership have been instrumental in preserving the established model. Even then, the CHF loans experience contributed to a slow and gentle shift in the politics of housing towards a possibility of, and calls for, a less ownership-dominated and financialized model.

Resistance Dynamics of Gendered Subalterns in Yug Pathak's Urgenko Ghoda

This paper explores how Mhendo resists the dominant culture and hegemonic ideology in Yug Pathak’s “Urgenko Ghoda”, published in 2066 BS, using a perspective of resistance as a theoretical framework. The objectives of the study are to examine how marginalized people oppose the dominant culture by participating in the armed revolution. The central character, Mhendo in the novel has a firm belief in the glories of the Tamang history. She learns that the ruling class conquered the Tamang warriors and subjugated them. They have become victimized on their own land. She figures out the reasons behind the misrepresentation of the people and the community as she has grown up with the Tamang myth in Ichong. This provokes her ethnic consciousness and prepares her to resist in an attempt to regain the lost history. Her decision to recruit herself in the decade-long civil war is a form of resistance to cultural hegemony. The paper writer uses here the concepts of influential critics such as Margaret S Archer, Kasper Masse, Miguel Tamen, Jocelyn A. Hollander and Rachel L. Einwohner and Gayatri Chokravorty Spivak as a theoretical framework. Spivak interrogates the concept of the colonial subject in postcolonial discourse and limits the ability to relate with diverse cultures, Similarly, Miguel Tamen believes that the attempt to critique and interpret is to express resistance.

The carceral appropriation of communications technology through the imaginal

This article explores the effect that communications technology has on hegemonic power. The first section establishes a theoretical framework combining Foucault’s carceral archipelago theory with Chiara Bottici’s concept of the social imaginal describing the medium through which inter- and trans-subjective imagination occurs. The remainder employs this framework to examine how four technological innovations (print media, radio, television and Internet) impact the (re)production of discursive hegemonic ideology, integrating a variety of historical and contemporary theories on public discourse and ideological dominance. I conclude by arguing that each case demonstrates a dialectic pattern that explains the techno-social evolution of the carceral archipelago.