Critical Practice Research Articles

Latinx Youth as Linguistic Experts: Documenting Translanguaging Moments in Youth Participatory Action Research

ABSTRACT Drawing on Youth Participatory Action Research (YPAR) and translanguaging frameworks, the purpose of this study is to demonstrate how Latinx youth leverage their community knowledge and language practices in community-based research. Through a multimodal and ethnographic examination of the students engagement in youth-driven research this article highlights how language is central to the expertise they cultivate of their everyday socio-political worlds. Findings showcase how the youth in this study drew on their linguistic expertise alongside their community knowledge and sociopolitical awareness to make sense of the various components of the research process. Further, they document translingual practices that are reflective of the lived realities and of the multilingualism located within their community. Engaging in translingual practices throughout the YPAR project reflected authentic, joyful, and critical practices of meaning making throughout their inquiry. Implications for this study include co-designing linguistically transformative spaces for youth and the importance of recognizing the community knowledge and experience that shapes their linguistic practices.

Uncovering the uncoverers: identity, performativity and representation in counter-disinformation discourse

ABSTRACT Treating counter-disinformation activities as a discursive practice producing knowledge in specific cultural and historical contexts, this article brings a vital cultural studies perspective to an incipient Critical Disinformation Studies agenda. At the same time, it cautions against inadvertently aligning that agenda with the ‘bad faith’, right-wing populist critique of counter-disinformation practices, acknowledging their genuine potential to enhance democratic culture. It proceeds by interrogating the communicative strategies informing the proliferating Western counter-disinformation initiatives which have mushroomed in response to what is widely perceived to be one of democracy’s most potent threats, and which border on a ‘moral panic’ serving to conceal key ideological tensions. Grounded in Critical Discourse Analysis methods, a close reading of mission statements and related materials from the websites of four leading counter-disinformation units demonstrates how these texts interweave three functions – identity construction, performativity, and representation – to generate the overarching ‘discursive formation’ or ‘articulation’ constituting counter-disinformation as modern liberal democracy’s core, but also exposing its fault lines. Specifically, it shows that a failure to reconcile competing accounts of truth (as scientific rationality and normative value) indexes deeper contradictions pitting the liberal emphasis on individual freedom and capitalist efficiency against the democratic prioritizing of popular power, dispassionate observation against civic participation, and the promotion of transparency against the creeping power of surveillance. It concludes that the absolutist epistemology – a vestige of disinformation’s Cold War conceptual origins – designed to cover over these paradoxes masks the complex roles played by truth and deception in politics, thereby hindering the emergence of alternative, oppositional forms of knowledge capable of embracing truth in its radical contingency and plurality and facilitating democratic renewal.

Keep quiet or act? Challenges in integrating ethical theory into gerontological nursing care during students’ first clinical rotation: A discussion paper

AimThe aim of the paper is twofold: 1. To present observations based on first-year nursing students’ narratives during clinical rotation in gerontological nursing care; and 2. Explore a nursing educator’s reflections on these observations in relation to the didactic and ethical challenges that occurred. BackgroundThe teaching of ethics is included in nurse education worldwide. Students are in their first clinical placement in residential care of older persons confronted with the moral complexities of gerontological care, where they get little possibility to share emotions and thoughts about ethically challenging nursing situations with a supervising registered nurse. DesignA critical discussion paper. MethodThe educator’s reflections in this discussion paper are based on a narrative assignment in ethics where first-year nursing students reflect on and describe a nursing situation during their clinical rotation in the residential care of older persons. ResultsMost students were acting as mere spectators in the described nursing situation where an older person, ethical standards, or evidence-based care was violated. Some students acted as advocates to the older person and intervened in the situation and a few as inspirers showing alternative ways of handling ethically challenging situations. ConclusionsEducators in nursing programs at the undergraduate level require time for student-centered formative guidance to foster moral courage and practice. During first-year students’ clinical rotation, the learning goals in long-term residential care of older persons are focused on evidence-based basic nursing care. In this, students are confronted with ethically challenging situations, where the possibility to learn from a critical reflective practice is rare. When observing situations where an older person is subjected to unethical or unsafe nursing care it is common that the students take the spectators’ role, not knowing how to deal with what is observed. Some students are taking an intervening role by trying to alleviate the vulnerability of the older person. A few are showing moral courage by directly intervening when experiencing unethical or unsafe nursing care or conduct. In this the student can inspire fellow students or staff during their clinical rotation in alternative ways of handling ethically challenging situations. As older persons are the largest demographic group that nurses will experience, educators need a sound knowledge of ethics as well as gerontological care to be able to meet and nurture students’ ethical reflections during clinical practice and to foster practical wisdom in nursing.

Historicizing historicism: Reinhart Koselleck and the periodization of modernity

ABSTRACT Starting from J. Fabian’s critique of anthropology and its study of the ‘primitive’ Other, Fernando Esposito discusses R. Koselleck’s work as a critique of historical practice, not least the practice of periodization. While often understood as ‘merely’ a contribution to the question of temporalities, Koselleck actually aimed to develop a new way of writing and understanding history. Seen in this light, his work on historical time is really about a fundamental theoretical reorientation of the discipline. This fundamental reinvention of history was the central problem Koselleck wrestled with. Based on his personal experience of the Third Reich and the Second World War, he came to the conviction that history had no meaning and no goal, and therefore undertook a historicization of historicism, i.e. a re-evaluation of the way history had been written up to his own times. Koselleck’s historicization of historicism was a decisive chronopolitical act. It was catalyzed by his intention to debunk an unhistorical understanding of history and to replace it with a self-reflective, truly historicist historicism, a metahistory reflecting upon the ‘conditions of possible histories’.

Environmental, energy, and economic assessment of Jatropha curcas L. biodiesel production in China

Developing non-grain forestry woody fuel industries such as Jatropha curcas L. (JCL) aligns with the national conditions of countries with food shortages and large populations, such as some countries in Africa and Asia, and is an ideal alternative to replace fossil fuels. Determining appropriate planting densities suitable for different regions is one of the most critical practices for agriculture and forestry to achieve high yields and sustainability. This study conducted a life cycle assessment (LCA) of the JCL biodiesel's environmental impact, energy balance, and economic analysis (3E) of two densities and three of the most suitable planting regions in China. Findings reveal that the density of 2500 plants/ha had a better 3E performance than 1600 plants/ha, and Yunnan province outperformed Guizhou province and Sichuan province. JCL biodiesel effectively mitigates the greenhouse effect (1141.14–1936.59 kg CO2 eq/t) compared to conventional fossil diesel in different cases. Key factors influencing environmental performance include seed yield, urea applied during cultivation, methanol for biodiesel conversion, and electricity for irrigation. The Net Energy Balance (NEB) and Net Energy Ratio (NER) demonstrate the superior energy efficiency of JCL biodiesel over fossil diesel. The cost of producing JCL biodiesel decreased with the maturation of the trees, with water use and labor salary accounting for over 80% due to the necessity of the cultivation stage. Although the Financial Net Present Value (FNPV) was negative when considering only JCL biodiesel, it became positive (12111.64–27342.44 CNY) with the inclusion of by-products (glycerine, press-cake, and shells) in high-density cases. Our findings suggest that JCL biodiesel with appropriate density can serve as a sustainable biofuel alternative, replacing a portion of the fossil diesel currently on the market and significantly contributing to climate change mitigation and nonrenewable energy conservation.

Critical Posthumanist Literacy: Building Theory for Reading, Writing, and Living Ethically with Everyday Artificial Intelligence

AbstractLiteracy has become inextricably bound with machine processes, especially in the age of ubiquitous, consequential artificial intelligence (AI). Despite a relatively long history of AI involvement in our everyday reading and writing practices, the public availability of generative AI tools has set off a wave of heated debate—and concern—about AI's role in our lives. We argue that critical literacy theory and tools can serve as a foundation, when combined with posthumanist ideas and some technical knowledge, for understanding, teaching, and participating in our AI‐infused world. In this paper, we outline our theory of critical posthumanist literacy, which draws on posthumanist scholarship to re‐imagine critical literacy with respect to concepts of ontology, agency, ethics and justice, and pedagogy. For each concept, we build on humanist, critical perspectives to show how posthumanist scholarship can help theorize for literacy in the age of AI, especially as AI presents both lingering and new challenges to conceptions of human text production and consumption. Posthumanism provides us with alternative modes of thinking about the nature of “things” (and ourselves); with an understanding of agency as not a human possession but an accomplishment among/within many human and non‐human actors; with an expanded ethics that accounts more deeply for non‐humans; and with pedagogy that embraces ambiguity, movement, and speculation. Using these ideas to expand critical literacy practices, we offer concepts and questions for guiding literacy practice and research, with the understanding that these are no longer separable from complex computational systems.

Becoming and Remaining (Un)Critical: A Longitudinal Study of Beginning History Teachers

In this study, researchers used a longitudinal multisite qualitative cross-case study to examine the beliefs and practices of five beginning teachers related to critical historical inquiry. They collected interview, observation, and classroom artifact data over a 5-year period, from teacher preparation through the teachers’ 4th year in the classroom. Using critical theory as the frame, the researchers found that the beginning history teachers tended to move along two pedagogical continuums: one related to the criticality of content and the other related to didactic- or inquiry- based instruction. Teachers were more successful in engaging in critical historical inquiry practices if they had well-developed conceptual and practice tools and had opportunities to teach within school contexts that supported the use of critical historical inquiry.

Polyhydroxybutyrate Plastics Show Rapid Disintegration and More Straightforward Biogeochemical Impacts than Polyethylene under Marine Biofragmentation.

Although massive studies have investigated the spatiotemporally occurring marine plastisphere, a new microbial ecosystem colonizing the surfaces of plastics, the resulting biofragmentation process and impacts of plastics on biogeochemical cycles remain largely unknown. Here, we leverage synchrotron-based Fourier transform infrared spectromicroscopy (FTIR mapping) and metagenomic sequencing to explore independent marine microcosms amended with petroleum-based polyethylene (PE) and biobased polyhydroxybutyrate (PHB) plastic films. FTIR mapping results demonstrate unequal fragmentation scenarios by which the PE plastic rarely releases oxidized fragments while PHB disintegrates quickly, gradually forming fragments composed of extracellular polymeric substances resembling plastic films. Metagenomic analysis shows the critical role of hydrocarbonoclastic lineages in the biodegradation of the two plastics by the fatty acid degradation pathway, where the PE plastics host different microbial trajectories between the plastisphere (dominated by Alcanivorax) and surrounding seawater. In contrast, the PHB addition demonstrates decreased microbial richness and diversity, consistent community composition (dominated by Phaeobacter and Marinobacter), and apparently stimulated sulfur cycle and denitrification pathways in both the plastisphere and surrounding seawater. Our study gives scientific evidence on the marine biotic processes distinguishing petroleum- and biobased plastics, highlighting marine PHB input exerting straightforward impacts on the water phase and deserving critical management practices.

Sociocultural perspectives on neurodiversity—An analysis, interpretation and synthesis of the basic terms, discourses and theoretical positions

AbstractThe neurodiversity concept can now be found in many places. However, it is often misunderstood and many people are not aware of its complexity. The aim of this paper is to highlight the different facets of the term neurodiversity as well as the discourses around the neurodiversity movement in order to bring together the interconnections around identity politics, diversity and social disadvantage. This article is intended as a contribution to the advancement of neurodiversity studies, which could be understood as a branch of disability studies. Finally, it will be argued that neurodiversity can be understood (1) as a natural and equal diversity of neuronal structures, (2) as a concept of identity politics, (3) as social critique of hegemonic structures and practices, and (4) as a subject that can be examined systematically on the basis of a praxeological research methodology that integrates neurodiversity in the concept of performativity of embodied thought and action.

From reflective practice to critical reflective practice on the block

From reflective practice to critical reflective practice on the block

Where we are: reflecting on our use of critical mapping practices for spatial justice in teacher education

PurposeThe purpose of this article is for three teacher educators to reflect on their use of mapping and mapping-adjacent activities in university courses vis-à-vis the development of their own critical praxis toward spatial justice. The authors focus on how the centering of geospatial literacies through spatial justice issues impacts the development of criticality for preservice teachers and their teacher educators.Design/methodology/approachThe paper opted for collaborative reflections about our teacher educator praxis through self-study and critical friends. Three teacher educators wrote vignettes about their experiences with place-based mapping approaches in teacher education coursework.FindingsThe paper suggests that mapping activities (broadly defined) create space(s) for courageous conversations on difficult topics (e.g. race and social-economic status). These spaces are not only between teacher and student but also can be extended to teacher educators by focusing on critical and collaborative self-study.Research limitations/implicationsBecause of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to use critical and collaborative reflection to inform their own praxis.Practical implicationsThe paper shares pedagogical approaches and reflections for highlighting geospatial literacies and critical place consciousness within teacher education.Originality/valueThis has significance as there is a relative dearth of literature detailing how critical teacher educators can learn with and from each other when working to focus place-based learning in the context of teacher preparation.

Factors influencing knowledge translation into critical care practice: The reality facing intensive care nurses in Limpopo Province

Background. Nurses working in intensive care units (ICUs) must incorporate new knowledge and evidence-based practice (EBP) into their daily routines to enhance patient outcomes. However, this integration often falls short in ICU settings. Weekly clinical audits reveal incidents where ICU nurses neglect evidence-based interventions, impacting patient outcomes and ICU stays. Objective. To explore the factors influencing the translation of knowledge into ICU practice. Methods. We conducted exploratory, qualitative research to investigate ICU nurses’ perspectives on knowledge translation into ICU practices. The study employed purposive sampling to select ICU nurses. We used paired interviews and group discussions to gather insights from ICU nurses regarding the factors influencing the translation of knowledge into ICU practices. Data analysis was performed using Boomer and McCormack’s nine steps of creative hermeneutic data analysis. Results. One main theme, ‘We are just surviving’ emerged, encompassing two sub-themes: management and workplace culture. Under management, participants described barriers, such as resource scarcity, behaviour, outdated evidence-informed protocols and workload. Under workplace culture, participants mentioned negative attitudes and a lack of teamwork, contributing to poor-quality care. Conclusion. In ICUs, nurses are expected to integrate new knowledge and scientific evidence into their daily practice, yet they face challenges in doing so. Interventions should be implemented to address management and workplace culture.

Undergraduate Student Nurses' Satisfaction, Self-confidence, and Perception of High-fidelity Simulation-based Learning on Critically-ill Patients.

Replicating critical care practice settings in high-fidelity simulation (HFS) provides more learning opportunities to develop competencies, improve self-confidence, and learner satisfaction in a safe environment. Simulation is increasingly adopted globally as an alternative teaching strategy. Yet, data on the HFS experience of Filipino undergraduate nursing students is limited. This study describes the satisfaction, self-confidence, and perception of undergraduate nursing students on the use of HFS-based learning on critically-ill adult and pediatric patients requiring advanced life support (ALS). A quantitative, descriptive, correlational study was conducted using purposive sampling on all fourth-year BS Nursing students enrolled in Critical Care Nursing course in a state university. Data were collected through an online survey on demographic data, and the students' perceptions towards high-fidelity simulation-based learning (SBL) using three tools, namely: Simulation Design Scale, Educational Practices Questionnaire, and Student Satisfaction and Self-confidence in Learning. T-test and ANOVA were used to compare the means of the variables. Bivariate analysis (Pearson's product-moment correlation) was performed to find the relationship between variables. A total of 86 students participated in the survey. Overall, the students were highly satisfied with the simulation experience (4.46 out of 5.0, SD=0.47), and had high ratings of self-confidence in SBL (4.44 out of 5.0, SD=0.42). Overall satisfaction level was positively related to student's perception on simulation design (r=0.61, p<0.01) and educational practices (r=0.59, p<0.01). Similarly, the students' overall self-confidence with SBL was also positively correlated with their perceptions of the simulation design (r=0.32, p<0.01), and educational practices (r=0.34, p<0.01). Effective use of technology through HFS-based learning is useful in increasing satisfaction and self-confidence of Filipino undergraduate nursing students in caring for critically-ill patients needing ALS. Educators must highly consider all parameters of simulation design and educational practices in planning and implementing HFS-based learning to achieve meaningful learner experience.

The anatomy of body shaming in sports coaching

Stories of body shaming in sports coaching are becoming widespread, and can intentionally, unintentionally, or inadvertently be used in different sports coaching practices. These practices do not necessarily intend to harm athletes. The aim of this paper is to explore body critical and body sensitive sport coaching practices that have the potential to be shaming, or as we call it in the title, the ‘anatomy’ of body shaming. The study used photo elicitation interviews including vignettes for data generation with 12 coaches from nine different sports. The results demonstrate that body criticality and body sensitivity function in different subtle ways and that coaches were well-aware of the potentially damaging influence that they can have on athletes. The article concludes with recommendations for further research exploring how athletes experience the most subtle and invisible ways of body critical and body sensitive practices, and how they internalize this well-intended but still potentially shaming advice.

A Review of Critical Pedagogy-Informed Collaborative Professional Development Practices in English Language Teaching

This systematic review aimed to provide a comprehensive view of critical pedagogy-informed collaborative professional development practices in English language teaching. Using four databases and relevant keywords, we found 67 studies conducted in Asia, South/Central/North America, Europe, Australia, and the Gulf countries and systematically analyzed them. Results show that critical collaborative practices enabled teachers to develop a critical stance, implement pedagogically critical actions, and initiate social change regarding social awareness and power distribution. However, these changes, visible in teachers’ pedagogical practices, have not expanded onto a macro-social level. Implications for language teacher development program planners and policymakers are discussed.

Dueling cartographies: science, positivism, art, and critical praxis

ABSTRACT Since the first uses of the term in the 19th century, cartography has grown into a sprawling, contested discipline and practice. Today, cartography has been described both as dying and as one of the best jobs to pursue in the 21st century. In this article, we deconstruct this dichotomy by describing three common axes along which cartography has been bifurcated -art and science, critical and post-positivist approaches, and research and practice. These dualisms serve as a frame to better understand what cartography has become and how it is no longer necessarily what self-described cartographers do. In response, we argue that, with the rise of prominent humanistic and affective approaches to geovisualization and the burgeoning field of data science and analytics emerging predominantly outside of traditional cartographic praxis and scholarship, what it means to take cartography seriously across these divides provides an inclusive, unique path forward for both the discipline and practitioners. Using examples from recent work, we lay out potential work that prioritizes ideas from nonrepresentational theory as a framework through which cartographers might productively resituate the field.

Exploring maternal perceptions of critical digital engagement practices in Iranian children

ABSTRACT Limited studies exist that demonstrate the way that children show critical digital literacies such as expressing their voices through digital technologies at home. To explore this further, the present study draws on Mirra et al.’s framework (2018) to analyze the types of critical digital engagement with digital technologies. Critical digital engagement refers to different critical digital literacy practices used to achieve a particular goal such as critically evaluating, creating, sharing, and designing digital resources. In this study, we recruited five Iranian families involving five mothers and six children aged six to seven. The data collection process involved semi-structured interviews with the children and mothers, demographic profiles, and collecting photos of the children’s home digital literacy practices. Having used deductive coding, we report on several differences and similarities between children’s digital literacy practices and their types of critical engagement such as critical digital consumption, production, distribution, and invention. These similarities and differences may stem from political, historical, social, cultural, and economic influences in the Iranian context. Understanding the way that children express their voices through digital technologies can give invaluable insights for policymakers, teachers, and parents to better support children in becoming engaged digital citizens.

Exploring young adults' experiences with food allergy during their teenage years: A practice research study.

Symptoms of anxiety, eating disorders and social isolation are prevalent among teenagers with food allergy compared to peers without. Treatment of teenagers with food allergy focus on preventing anaphylactic reactions, with little attention to promoting social and emotional well-being. The aim of the study was to explore young adults' perspectives on everyday life with food allergy during their teenage years to improve future clinical practice. Critical psychological practice research. During a 2-day camp the perspectives of 10 young adults (18-23 years) were explored through participant observation and informal interviews. Three follow up interviews were conducted. A co-researcher group discussed preliminary results, clinical challenges and ways forward. Being together with peers with food allergy was crucial, fostering belonging and normalisation. The shift in responsibility of managing the risk feels overwhelming and stressful during teen age. Self-understanding was influenced when managing food allergy in social contexts, inducing feelings of burden and isolation. Acceptance and understanding from social relations became important for all participants, and they all underlined desire for being viewed as individuals rather than being defined by their allergy. Support from other peers with food allergy is crucial for the participants. Transition to independently managing risks introduces uncertainty and social constraints, affecting self-understanding and interactions. Clinicians should prioritise peer support and empower teenagers in managing the risk and psychosocial challenges.

Reformed theology critique of public health policies and practices in KwaZulu-Natal

Churches are currently successfully involved in community development and empowerment, providing health workers and agencies with support and helping meet tangible needs of the people. Four fundamental areas are undertaken in responding to the reformed critique of public health policies and practices in KwaZulu-Natal (KZN), namely: public health policies and practices in light of Reformed theology, public health policies and practices in KZN, the role of religion and religious entities in contributing to health in communities and to investigate the possibilities of collaboration between church and state to improve the public health system in KZN. The article aims to establish a common framework of strengths, barriers, and make recommendations for positive church responses to public health issues in order to inform an improved collaborative strategy.

Conversational Accessibility

Conversations between healthcare workers and patients are of ethical import and ought to be regarded as a significant healthcare practice in their own right. Yet patients’ ability to voice concerns about their care to a healthcare worker should not be taken for granted. Drawing on Merleau-Ponty’s embodied and interpersonal conception of human agency, I argue that phenomenology as a critical practice enables us to recognize that conversations with others, much like physical spaces, are places whose accessibility is not guaranteed. I then examine how issues of conversational accessibility are at play in the larger context of public health research and how we might rethink existing practices in light of community-based participatory research.