Socio-critical Perspective Research Articles

"To go mad". The Generation of Feminist Criticism of Psychiatry: The Example of the Magazine Courage, 1978-1980

Using the example of the feminist magazine Courage, the article shows how its participatory production process enabled apsy-feminist knowledge generation that also included women with psychiatric experience. The magazine makers combined the women's observations, perceptions and interpretations with visual representations and acanon of literature that extended far beyond the field of psychiatry (criticism). Instead of medical psychopathologies, the women of Courage implemented writing styles and visual languages, which emphasised the experience of mental suffering and alterity and related it to the social position of women. At the same time, Courage also presented alternative feminist treatments and therapies. The Courage's critique of psychiatry was characterised by amulti-perspective approach that removed the topic of "women in psychiatry" from the narrow field of psychiatry, psychology and psychotherapy and expanded it to include artistic, patient- and experience-oriented and socio-critical perspectives.

Modelagem na/da Educação do Campo e suas relações com a Educação Popular de Paulo Freire

This work presents and deepens some discussions carried out in the context of doctoral research that deals with the articulation between Mathematical Modeling and Countryside Education. In this way, we seek to highlight some intertwinings between Countryside Education and Mathematical Modeling with the ideals of the Popular Education perspective proposed by Paulo Freire that were noticed during the investigative process. To carry out the research, we analyzed one thesis, ten dissertations and 24 articles that deal with the articulation of Mathematical Modeling with Rural Education, published between 2008 and 2023 in Brazil. The analysis of the material allows us to demonstrate that, based on the relationships/approximations found between these two perspectives, we recognize that freirean assumptions are at the basis of the connection between Modeling and Countryside Education and, therefore, we realize Modeling in/of Countryside Education as a potential for teaching and learning in countryside schools. We were able to conclude that the proposal for a Mathematical Modeling in Countryside Education takes into account the educational project of the Movement for Countryside Education (its pedagogical principles and the specificities of peasant territories). Furthermore, Modeling activities need to be combined with the concept of Critical Mathematics Education, proposed by Ole Skovsmose (2001; 2007; 2008; 2014), and be conceived in the socio-critical perspective of Modeling, which foresees teaching for transformation and social justice.

“Knock, Knock … Who’s There?” ChatGPT and Artificial Intelligence-Powered Large Language Models: Reflections on Potential Impacts Within Health and Physical Education Teacher Education

This research note suggests the emergence of Artificial Intelligence-powered chatbots like ChatGPT pose challenges to the future of higher education. We as a field should pay attention to issues and opportunities associated with this technology across learning, teaching, and research spaces. We propose ignoring, or being indifferent to, predictions about what technologies like Artificial Intelligence-powered chatbots can do can cause us to do “dumb things.” All health and physical education teacher education faculty members should make efforts to learn about these tools to facilitate informed, solution-focused decisions about whether and where to leverage them. We highlight the importance of maintaining sociocritical perspectives when considering use of digital technologies to understand and address digital (in)equity and promote equitable practices. We conclude by emphasizing the need for field-specific consensus statements to guide ethical and appropriate use of Artificial Intelligence-powered chatbots, to ensure the value of these tools is harnessed for the good of the society. [Output by ChatGPT-3]

The perceptions of future teachers about mathematical modeling and the links with D'Ambrosio's conception and mathematical knowledge for teaching

In this work, we present partial results of a qualitative research that aims to investigate mathematical knowledge for the teaching and practice of mathematical modeling in Basic Education. For that, a data collection was carried out with a group of students of the Degree in Mathematics of the Federal University of Alagoas. The results showed that the researched group showed signs that subdomains of mathematical knowledge for teaching are emerging in initial training, but the perceptions about D'Ambrosio's conception of Modeling and the sociocritical perspective are still fluid, little structured, due to the little contact with the theoretical foundation and practice of Mathematical Modeling in the context of Mathematics Education, making it necessary that in the Mathematics Degree course, mathematical modeling becomes a frequent practice in a specific discipline or inserted in the different disciplines of the Mathematics area so future teachers will be prepared to apply it in their classes.

Principle of progressive autonomy, participation, and recognition of agency. Substantive citizenship in the transition from childhood to adolescence

It is necessary to talk about children's and adolescents' education for citizenship beyond the vindication of spaces for citizen action. It is necessary to incorporate the principle of progressive autonomy highlighted by the Convention on the Rights of the Child of 1989 in terms of 'evolving capacities', from the knowledge of their rights and their exercise. This article aims to analyse the concept of substantive citizenship of children and adolescents based on their right to participation and from the recognition of their agency, as well as the promotion of and respect for the principle of progressive autonomy. Based on a participatory narrative research with a socio-critical perspective, 23 discussion groups were carried out with 210 young people between 15 and 19 years old in five Iberoamerican cities: Barcelona, Buenos Aires, Mexico City, Madrid and Sao Paolo. From the content analysis of their contributions, three dimensions emerge: to know oneself as a subject of rights from the knowledge of these rights, the importance of intergenerational relations in recognising progressive autonomy, and the incidence of age in the development of their autonomy. As conclusions, it should be noted that young people in the five cities know their rights and recognise that family, school and social networks favour their recognition as subjects of rights and responsibilities. It also reveals that age is a limiting element and a fundamental factor for the development of substantive citizenship.

Mathematics education and social-environmental crises: an interdisciplinary proposal for didactic innovation with rural communities in Mexico

ABSTRACT We report our progress on the “River Memorial Museum” didactic intervention project developed with schools, in the basin of the Atoyac River in Mexico, that are significantly impacted by the pollution produced through industrialisation. The teachers of the elementary schools in these communities, environmental scientists, educators, and community activists participated jointly in a co-construction process, designing interdisciplinary educational activities to study local environmental issues and recovering the principles of a socio-critical perspective of mathematical modelling. In this paper, we centre on presenting the methodology of the didactic intervention with the teachers of one school of an Atoyac River basin community and the principles for designing educational activities we developed collaboratively with them. We believe this methodology could be helpful to support others in thinking about similar opportunities in their communities.

Unboxing mathematics: creating a culture of modeling as critic.

From the socio-critical perspective of mathematical modeling, reflexive discussions about the nature, criteria, and consequences of mathematical models are not a natural consequence of modeling in school. This report is part of a larger study focused on stimulating reflexive discussions in practice employing constructivist grounded theory as a research method. Twenty-seven college algebra students engaged in a 3-week modeling project at a community college in the USA. Audio-recorded group discussions and written reflections were collected to determine how reflexive discussions were taking place. Analysis of students’ actions and reflexive discussions during the modeling project produced four concepts: voicing mathematics, personalizing mathematics, challenging mathematics, and negotiating mathematics. These concepts are integrated into an overall process for stimulating reflexive discussions and are conceptualized as unboxing mathematics. The overarching concept of unboxing mathematics represents one interpretation of how reflexive discussions may be constituted during modeling activities and identifies classroom mathematical practices specific to the socio-critical modeling context of this study.

Statistical modeling in teacher education

ABSTRACT The purpose of this research is to investigate prospective teachers’ learning in the statistical modeling process. To reach this goal, we position the study in a socio-critical perspective of modeling that informed the design of a statistical investigation. Participants were 10 prospective teachers from a state university in northwestern Colombia who were taking a methods course in statistics. They worked out a statistical investigation inspired by a news article on global warming. The main source of data was fragments from prospective teachers’ speech while working out the statistical investigation. The information was complemented with prospective teachers’ narratives in which they reflected on their experience with statistics. The results reveal that the prospective teachers’ discourse offers indications to suggest that the participants were in the process of developing statistical knowledge as well as developing awareness as critical citizens. Prospective teachers used statistics tools to (1) make sense of a crisis of society while progressing in the development of their statistical knowledge and (2) reflect on the critical issue while showing signs of social awareness development.

Deprivation of the future: towards the social relevance of depression in post-Soviet authoritarian democracies. The case of Belarus

The article addresses the question as to whether the transition of post-Soviet societies to capitalist democracy has led to the same kind of depressiveness that has been diagnosed by Western scholars and intellectuals with regard to Western societies. Taking Belarus as an example, I argue that the latest political history and the (g)local economic situation as well as the cultural characteristics of the Eastern European post-Soviet countries form a specific complex of conditions that define affective modes of both social and individual life. Drawing on various empirical materials, the article examines how depression as both an individual and public feeling can be shaped by particular conditions and characteristics of Belarusian society that developed under an authoritarian regime. In order to approach depression as a complex phenomenon that combines individual and social aspects, I suggest the theoretical frame built on a combination of phenomenological and sociocritical perspectives. The article results in clarification of what is the principal difference between the social production of depression in contemporary (neo)liberal democracies and that in Belarusian authoritarian democracy.

The Red Vienna Sourcebook by Rob McFarland Georg Spitaler Ingo Zechner

Reviews 184 activities enact the postmodern reality that ‘our representations, disjoined from things in the world, are not stabilized by any theory of how we make them’. The Kakanian elite organizes its representations ‘not with regard to an outer reality [...], but only with fidelity toward what it takes to be its own constructs’ (p. 85). Viewed from a socio-critical perspective, however, these ‘constructs’ are linked to the ‘patterned, prefabricated forms of identity’ (p. 98) that a decadent Kakania seeks to impose on the individual, and which are rejected by Musil’s protagonist Ulrich. Despite his discussion of the Musilian trope of imaginative Möglichkeitssinn versus rigid Wirklichkeitssinn, the main polarity identified by Mehigan in book 1 of MoE opposes the uniquely individual to the general — an opposition in which ‘singularity’ is valorized and ‘science’, with its quest for rules and regularities, inevitably acquires a negative weighting. (Mehigan buttresses his claim for the supreme importance of ‘the premise of singularity’ in Musil’s thought with a detailed reading of the remarkable short piece ‘Das Fliegenpapier’ [The Flypaper], in which the ‘pseudo-scientific gaze of the observer’ yields to ‘a certain humanism’ in the depiction of the death-throes of an individual fly (pp. 96–97).) Thus is the ground laid for the siblings’ escape in book 2 from society’s rules and conventions into the unrestrained Nietzschean individualism and radically subjective ethics of ‘der andere Zustand’. In his conclusion, however, Mehigan rows back from this extreme position and invokes the need for some kind of coming together on ‘an even playing field’ of normative commitments on the one hand and our ‘desire for singularity’ on the other, in the creation of a ‘proper ethics’ (p. 157) for a post-religious age — a task for which, he suggests, imaginative literature offers the ideal arena. Graham Bartram Lancaster The Red Vienna Sourcebook. Ed. by Rob McFarland, Georg Spitaler and Ingo Zechner. Rochester, NY: Camden House, 2020. xxx + 773 pp. £95/$120 (hbk), ISBN 9781571133557; £30/$49.95 (pbk), ISBN 9781640140677. The Red Vienna Sourcebook is the English-language version of Das Rote Wien: Schlüsseltexte der zweiten Wiener Moderne, published by De Gruyter in Berlin, also in 2020. Both are the work of the International Research Network BTWH (Berkeley / Tübingen / Vienna / Harvard). Given that The Weimar Republic Sourcebook (ed. by Anton Kaes et al.) appeared in 1994, a comparable resource for Austrian studies has long been a desideratum. As the trio of editors outline in their introduction, ‘Red Vienna’ was a unique phenomenon. That the Social Democratic Workers’ Party took democratic control of Vienna Municipal Council in May 1919 and retained it until the brief civil war of 1934 allowed a remarkably extensive programme of reforms, encompassing almost every aspect of social and cultural life, to be not only planned but also put into practice, creating an enduring legacy. Action was extensively accompanied by words, as supporters variously theorized, advocated and celebrated policies, while sceptics and opponents criticized or even vilified Reviews 185 them. Consequently, the Sourcebook has no shortage of contemporary published material on which to draw and has turned up much that is eye-catching and will be unfamiliar, even to specialists. The avowed objective of the Sourcebook is to produce not a narrative history of Red Vienna, but ‘a carefully curated series of texts, each analyzed and introduced in their own right and in their relation to other texts’ (p. 9). It is arranged in thirty-six chapters, each comprising between six and eleven (usually excerpted) texts while at the same time being grouped into a dozen larger ‘Parts’. Conceived as presenting different discursive fields, the chapters are the primary units of the Sourcebook and they, rather than the ‘Parts’, have named editors who provide a short introduction and suggestions for further reading (in both English and German). Each text also has a prefatory paragraph. The result is a book that, despite its encyclopaedic girth, is easy to navigate and has a clear overall structure. It opens, unsurprisingly, with ‘Foundations’, ‘Philosophies’, ‘Identities’ and ‘New Values’, before moving on to the different spheres in which ideas were realized: health and welfare, education, housing, sport and leisure, culture and media...

Prácticas docentes (remotas) como prácticas de acompañamiento en primer año de la formación docente inicial, en tiempos inéditos

This article approaches entrance to higher education, in teaching formation programs, and seeks to find possibilities of intervention as regards drops in this level. We are interested in getting back an experience in process, among groups of early years students, which promotes academic accessibility in these times of sanitary emergency. From a sociocritical perspective in education we recover contributions from Birgin (2015), Ezcurra (2011) and Bourdieu (2007) to reflect on higher education entrance, in which inequalities -originated at lower levels- are reproduced, together with negative views translated into practices, and the absence of certain necessary habitus to be able to go through the teaching formation. It is interesting to register the analysis in an unprecedented present, from the irruption of virtual education, which has led to the resignification of bonds and group work in learning and teaching.

REDEFININDO PRÁTICAS EDUCACIONAIS À DISTÂNCIA COM COMPROMISSO SOCIAL

En el presente trabajo se describe y analiza una experiencia de virtualización de un espacio curricular de la carrera de Bioquímica de la Universidad Nacional de Rosario. La misma se desarrolló durante el primer cuatrimestre del año 2020, como alternativa pedagógica ante la emergencia sanitaria por COVID 19 y el aislamiento social preventivo y obligatorio determinado para todo el territorio argentino. Desde una perspectiva sociocrítica, se reflexiona sobre las prácticas de educación a distancia implementadas en este contexto. Para para sostener la esencia del compromiso social universitario y de la educación crítica, dialógica, emancipadora y transformadora se diseñó una planificación educativa que permitió sostener la calidad educativa, los aprendizajes y la inclusión de los estudiantes en la virtualidad. Se analiza el formato de clases para que sean problematizadoras y habiliten la construcción de aprendizajes significativos; los modos para sostener el acompañamiento, la inclusión y los vínculos pedagógicos; la identificación de estudiantes con contextos disímiles; y la modalidad de evaluación de los aprendizajes desde una perspectiva crítica. Finalmente, se reflexiona acerca de la necesidad de problematizar el presente y el futuro de la educación, en tiempos de pandemia y pospandemia, para profundizar las democracias, la participación ciudadana, la justicia social y la solidaridad.
 

Learning about health through ‘intergenerational arts-led pedagogies’ in health and physical education: exploring pedagogical possibilities

ABSTRACT This paper shares a unique approach to primary Health and Physical Education (HPE) whereby students learn about personal, social and community health through intergenerational arts-led pedagogies. Drawing on socio-critical, socio-cultural and salutongenic perspectives, the unit of work that the students engaged with was underpinned by an assumption that health is complex, socially constructed and should be problematised. We share a case study of one Grade 5/6 class (age 10-12) that participated in a unit of work where they connected with senior citizens from the same geographical community to learn about personal, social and community health. The unit of work served to problematise the potholes of traditional HPE where health is typically politicised, moralised, risk-focused and individualised. Data collection consisted of artwork, observations, field notes, and semi-structured focus-group interviews with 23 students (mean age=11) and 18 seniors (mean age=73). The findings suggest that the intergenerational arts-led pedagogies, allowed for more nuanced understandings of health and health assets to develop, which made visible in practice a combination of socio-critical, socio-cultural and salutogenic approaches in practice. The findings also offered a novel insight into how people from different generations can link together and co-construct shared meanings of personal, social and community health. In the case study presented here, the intergenerational linking and connection led to preconceptions and stereotypes of each other to be challenged, and for traditional power balances to loosen and shift over time and context. We can see these changes as pedagogical possibilities whereby students have the opportunity to further develop their knowledge and understanding of personal, social and community health. These possibilities can only come to fruition, however, if teachers are supported to experiment and be creative in their pedagogical work. We conclude that there is rich potential for intergenerational arts-led HPE.

Lectura sociocrítica de la novela francesa contemporánea No y yo, de Delphine de Vigan

Elegir es eliminar, pero también es privilegiar y, para este artículo, mi elección recayó en No y yo (2007) de Delphine de Vigan, una novela que se encuentra en la encrucijada de dos tendencias literarias muy estudiadas por Dominique Viart y Alexandre Gefen. El primero de estos dos teóricos franceses ha estado analizando la literatura de campo desde los años 80; el segundo explora la función terapéutica de una práctica escritural que busca reparar al mundo. Esta encrucijada de ópticas en el límite de la producción literaria y de las ciencias humanas y sociales ilustra la facultad de la literatura para organizar encuentros individuales que nos ayudan a comprender mejor el mundo social, sus problemas estéticos y éticos, sus caminos tortuosos e improbables que nos revelan a nosotros mismos y a los demás. A través de la perspectiva sociocrítica de Claude Duchet y Pierre Popovic, este artículo planea dilucidar qué dice la novela sobre el mundo y de qué manera lo dice. Así definida, la lectura sociocrítica toma forma y sentido a medida que se entrelazan el análisis textual y el estudio sociológico de la novela. Este enfoque híbrido captura el espíritu de nuestro tiempo y fomenta una reflexividad crítica.

Modelagem na Educação Matemática para o desenvolvimento de conceitos de Análise Combinatória

Esse artigo tem como base uma pesquisa de mestrado que teve como objetivo identificar como a perspectiva sociocrítica da Modelagem Matemática poderia contribuir para o desenvolvimento de conceitos de Análise Combinatória. A pesquisa foi realizada com 17 alunos do 2º ano do Ensino Médio de uma escola particular no vale do Rio Doce, na região leste do estado de Minas Gerais e com um professor de Educação Física. A abordagem metodológica utilizada nesse estudo foi qualitativa e os dados foram produzidos por meio de quatro blocos de atividades, dois questionários e uma entrevista semiestruturada, que foram conduzidos no período de setembro a novembro de 2018. Os resultados mostraram que as contribuições desse estudo estavam relacionadas com o desenvolvimento ativo da aprendizagem de conceitos combinatórios por meio de um olhar crítico sobre as práticas de treinamentos de musculação nas academias pesquisadas.
 Palavras-chave: Modelagem Matemática. Perspectiva Sociocrítica. Análise Combinatória. Ensino Médio. Fichas de Treino em Academias.

La dimension sonore de l’écriture

Qu’est-ce qu’un roman dont l’écriture peut être qualifiée d’« antiraciste » ? Comment l’antiracisme s’inscrit-il dans le matériau scriptural d’une œuvre afin de faire entendre, dans la reformulation des énoncés du racisme ordinaire, la voix unique de celui qu’ils excluent ? Ces questions viennent immédiatement à l’esprit du lecteur qui tombe sur les premières pages d’Éboueur sur échafaud, roman d’Abdel Hafed Benotman publié en 2003. Ce récit d’enfance raconte l’histoire de Fafa, enfant de parents Algériens qui fait tout pour s’intégrer dans une société française qui l’exclut. Dans une perspective sociocritique, cet article interroge la langue, complexe et inventive, que Benotman invente à partir d’une socialité du « mal écrire » ou du « mésécrire ». Il a pour hypothèse centrale que la langue audacieuse de ce roman contemporain correspond à une langue aux origines multiples et donne forme à un rapport à la société et à la littérature foncièrement subjectif, dans lequel le lien social, fondé sur le racisme, se disloque pour faire apparaître l’immédiateté de sa violence et les exclusions dont il se paie.

Una lectura sociocrítica sobre minoriédad y resemantización docente en Shunko de Lautaro Murúa (Argentina, 1960)

ABSTRACT The film Shunko (Argentina, 1960) by Lautaro Murúa, based on the autobiographical novel by Jorge W. Ábalos (1949), intertwines cinematographic aesthetics of the (first) New Argentine Cinema with the representation of critical pedagogy. In the context of Latin American studies and from a sociocritical perspective, this article analyzes the way in which Murúa (as main actor and director) represents the urban teacher in relation to Bakhtinian dialogism, the process of disidentification, and critical pedagogy. It aims to disarticulate how the teacher-student binary interconnects two opposing discursive forces: the national civic-homogenizing agenda of the teacher and the dialogical intention of the local minoriédad (a neologism), embodied by Shunko. By revealing certain prejudices hidden in the Argentinian educational system of the time, this recreation offers a space of resistance that resemantizes the representation of the teacher.

Matemáticas y educación sexual mediante modelación de ecuación de la recta

La educación sexual en Chile es la que menor desarrollo ha tenido en Latinoamérica desde el 2008 hasta el 2015 (Hunt, Monterrosas & Mimbela, 2015) por lo que es deseable generar innovaciones desde cada disciplina y para ello se creó esta propuesta didáctica, enmarcada dentro de la educación secundaria, donde se busca analizar la creación de modelos matemáticos de ecuación de la recta dada las cifras de diagnosticados con seis ITS (infecciones de transmisión sexual) en Chile durante el período 2012-2015 que permitan estimar las cifras correspondientes para 2016 y 2017, esto con el fin de compararlas con las cifras reales de dichos años para visibilizar la situación de alza desmedida en ITS durante el último tiempo (Cassinelli & Fernández, 2018) y generar un diálogo respecto a la prevención de ITS y el autocuidado en adolescentes. La propuesta aplicada se fundamentó desde la perspectiva sociocrítica de la matemática y la modelación matemática (Barbosa 2003, 2018; Barbosa & Santos, 2018; Gomes & Barbosa, 2014). Fue aplicada como una clase de trabajo grupal con un curso mixto de 38 estudiantes de tercero medio (penúltimo curso de la educación secundaria chilena) donde se destacan como algunos de los resultados principales la dificultad de ciertos estudiantes para comunicarse matemáticamente, la variedad de modelos matemáticos en los seis casos de ITS a raíz de las decisiones tomadas por cada grupo y una mayor concientización respecto a la prevención de ITS y el autocuidado. Esta propuesta marca un precedente en la educación matemática y sexual chilena al aunar ambas áreas con el fin de promover el autocuidado desde un análisis disciplinar de los objetos matemáticos involucrados dentro de una situación de la vida real.

Students’ construction and use of statistical models: a socio-critical perspective

This paper addresses how students explore, construct, validate and use statistical models when facing situations designed from a socio-critical perspective. The case study used is a statistics lesson designed by a statistics teacher and a researcher. The lesson centers on nutritional information and was implemented in a 7th-grade classroom at a public school in a Northwest Colombian city. In small groups, students gathered their own data, and subsequently organized and analyzed the data, and presented their findings to the class. The main sources of data were students’ discourse in the classroom, students’ artifacts and the researcher’s journal. The findings describe a route in which students explore, construct, use, and validate their models. The results elaborate the technological and the reflective knowledge that took place in the model building activity.

Propuesta socio-crítica para investigar las culturas periodísticas a partir de la revisión de "Worlds of Journalism Study" (2012-2015)

Introducimos algunas propuestas metodológicas para estudiar las culturas periodísticas, y analizamos las preguntas realizadas a los periodistas en el Worlds of Journalism Study (2012-2015); para, a continuación, articular una perspectiva socio-crítica para investigar las culturas periodísticas. A partir de los niveles propuestos por Hanitzsch (2007): cognitivo, performativo y evaluativo; y con la intención de transcender la perspectiva que éstos aportan y que limita el estudio de las culturas periodísticas a la búsqueda de unos perfiles profesionales previamente definidos, en lugar de profundizar en los factores que definen a las culturas periodísticas (Martínez Nicolás, 2015); planteamos cinco dimensiones de análisis para investigar las culturas periodísticas: 1) Condiciones sociolaborales de los periodistas; 2) Modos de producción y metodologías de trabajo; 3) Relación del medio con empresas y gobierno; 4) Funciones de la información periodística en la vida de los ciudadanos; 5) Uso de la información periodística por parte de la ciudadanía.