5,542 research outputs found
UMSL Bulletin 2023-2024
The 2023-2024 Bulletin and Course Catalog for the University of Missouri St. Louis.https://irl.umsl.edu/bulletin/1088/thumbnail.jp
An American Knightmare: Joker, Fandom, and Malicious Movie Meaning-Making
This monograph concerns the long-standing communication problem of how individuals can identify and resist the influence of unethical public speakers. Scholarship on the issue of what Socrates & Plato called the âEvil Loverâ â i.e., the ill-intended rhetor â began with the Greek philosophers, but has carried into [post]Modern anxieties. For instance, the study of Nazi propaganda machines, and the rhetoric of Hitler himself, rejuvenated interest in the study of speech and communication in the U.S. and Europe. Whereas unscrupulous sophists used lectures and legal forums, and Hitler used a microphone, contemporary Evil Lovers primarily draw on new, internet-related tools to share their malicious influence. These new tools of influence are both more far-reaching and more subtle than the traditional practices of listening to a designated speaker appearing at an overtly political event. Rhetorician Ashley Hinck has recently noted the ways that popular culture â communication about texts which are commonly accessible and shared â are now significant sites through which citizens learn moral and political values. Accordingly, the talk of internet influencers who interpret popular texts for other fans has the potential to constitute strong persuasive power regarding ethics and civic responsibility.
The present work identifies and responds to a particular case example of popular culture text that has been recently, and frequently, leveraged in moral and civic discourses: Todd Phillipsâ Joker. Specifically, this study takes a hermeneutic approach to understanding responses, especially those explicitly invoking political ideology, to Joker as a method of examining civic meaning-making. A special emphasis is placed on the online film criticisms of Joker from white nationalist movie fans, who clearly exemplify ways that media responses can be leveraged by unethical speakers (i.e., Evil Lovers) and subtly diffused. The study conveys that these racist movie fans can embed values related to âtrolling,â incelism, and xenophobia into otherwise seemingly innocuous talk about film. While the sharing of such speech does not immediately mean its positive reception, this kind of communication yet constitutes a new and understudied attack on democratic values such as justice and equity. The case of white nationalist movie fan film criticism therefore reflects a particular brand of communicative strategy for contemporary Evil Lovers in communicating unethical messages under the covert guise of mundane movie talk
Resilience and food security in a food systems context
This open access book compiles a series of chapters written by internationally recognized experts known for their in-depth but critical views on questions of resilience and food security. The book assesses rigorously and critically the contribution of the concept of resilience in advancing our understanding and ability to design and implement development interventions in relation to food security and humanitarian crises. For this, the book departs from the narrow beaten tracks of agriculture and trade, which have influenced the mainstream debate on food security for nearly 60 years, and adopts instead a wider, more holistic perspective, framed around food systems. The foundation for this new approach is the recognition that in the current post-globalization era, the food and nutritional security of the worldâs population no longer depends just on the performance of agriculture and policies on trade, but rather on the capacity of the entire (food) system to produce, process, transport and distribute safe, affordable and nutritious food for all, in ways that remain environmentally sustainable. In that context, adopting a food system perspective provides a more appropriate frame as it incites to broaden the conventional thinking and to acknowledge the systemic nature of the different processes and actors involved. This book is written for a large audience, from academics to policymakers, students to practitioners
The discursive construction of higher education policies in Greece during the financial crisis (2011-2014): a critical discourse analysis of the debate around the policy-making of the 4009/2011 framework act
During the past decade Greece has been experiencing a tremendous fiscal crisis. The recession ensued by the crisis along with the adopted austerity measures have dealt a severe blow not only to the basic, daily operations of Greek HE institutions but even to their very survival. Within this adverse financial context, a major framework act was passed (Law 4009/2011 âStructure, function, quality assurance of studies and internationalisation of institutions of higher educationâ) with a view to address some of the deficiencies and challenges in the sector. The major changes that this law brought referred to a new governance and structure model and the reintroduction and strengthening of quality assurance procedures, with the aim to set the Greek higher educational agenda one step closer to the Bologna process and the European Union directives. Albeit being voted by a wide political margin in the Greek parliament the 2011 Law failed to be efficiently implemented within the specified time period. This failure can be attributed to the interweavement of various structural and political factors, such as the strong opposition by the academic community and the inconsistent political communication and amendments taking place after the 2011 Actâs enactment.
Consequently, these developments gave rise to a variety of new competing ideas and discourses about the character of higher education reform and its social and economic implications. This thesis critically explores the role and function of the competing discourses between the various political and public actors (politicians, academics, students, etc.) in the construction and (de-) legitimation of the Greek HE reforms during the financial crisis, from 2011 until 2014 focusing on the enactment of the 4009/2011 Law. The objectives of this study are (a) to explore how the political and public debate regarding the HE reforms that were introduced by the 4009/2011 Law in Greece has been developed in the light of the recent financial crisis; (b) how the debate has impacted on the construction and dissemination of the HE policies introduced by the 4009/2011 Law; and (c) to examine the co-articulation of the debate with the structural and contextual features that surround it.
The research is rooted in a critical realist theoretical approach that acknowledges the co-articulation and interaction between policy, discourses and contextual/ structural factors. A qualitative approach was adopted, which involved the analysis of parliamentary policy speeches and face-to-face, semi-structured interviews with actors that have been specifically involved in the policy-making process of the 2011 reforms (i.e. rectors, academics, journalists, trade union members and politicians). The framework of Critical Policy Discourse Analysis (CPDAF) was used for the analysis of the textual data.
The analysis of the data revealed two overarching discourse themes: (a) University Governance and the issue of University Councils and (b) Quality Assurance and Internationalisation of Greek Higher Education. Overall, the thesis has identified a division between the ideas, imaginaries, goals and/or interests that underpin policy actorsâ discourses - which was discursively built upon a political and ideological polarisation. Two discursive coalitions thus emerged: those who support the 2011 reforms and those who oppose them.
However, the new knowledge discovered through this research indicated the existence of moderate or even similar opinions - especially with regard to the implementation of quality assurance and accreditation processes. The external policy actorsâ influence (such as the EU and OECD) along with the pivotal historical moment of financial crisis have been crucial to building the common ground found in the actorsâ discourses.
Overall, the commonly accepted imaginaries tend to be promoted by different coalitions in such a way that contribute to a hyperbolic account of the various differences that separate the political parties. This results in the misconception of having two distinct, polarised coalitions involved in the policy process. This has influenced the way policy problems have been defined as well as what solutions are being offered by the policy actors, creating more conflict and increasing ambiguity in regard to core issues such as the purpose of HE, its governance, academic freedom and the character of higher education degrees.
This study provides novel insights about the discourse dynamics that take place within the Greek HE policy sphere. At the same time, it contributes to relevant literature through the adoption and use of a critical discursive approach to policy-making while at the same time providing a robust analysis of the interaction between policy discourses and contextual and structural factors (such as the financial crisis)
International Academic Symposium of Social Science 2022
This conference proceedings gathers work and research presented at the International Academic Symposium of Social Science 2022 (IASSC2022) held on July 3, 2022, in Kota Bharu, Kelantan, Malaysia. The conference was jointly organized by the Faculty of Information Management of Universiti Teknologi MARA Kelantan Branch, Malaysia; University of Malaya, Malaysia; Universitas Pembangunan Nasional Veteran Jakarta, Indonesia; Universitas Ngudi Waluyo, Indonesia; Camarines Sur Polytechnic Colleges, Philippines; and UCSI University, Malaysia. Featuring experienced keynote speakers from Malaysia, Australia, and England, this proceeding provides an opportunity for researchers, postgraduate students, and industry practitioners to gain knowledge and understanding of advanced topics concerning digital transformations in the perspective of the social sciences and information systems, focusing on issues, challenges, impacts, and theoretical foundations. This conference proceedings will assist in shaping the future of the academy and industry by compiling state-of-the-art works and future trends in the digital transformation of the social sciences and the field of information systems. It is also considered an interactive platform that enables academicians, practitioners and students from various institutions and industries to collaborate
Identity, Power, and Prestige in Switzerland's Multilingual Education
Switzerland is known for its multilingualism, yet not all languages are represented equally in society. The situation is exacerbated by the influx of heritage languages and English through migration and globalization processes which challenge the traditional education system. This study is the first to investigate how schools in Grisons, Fribourg, and Zurich negotiate neoliberal forces leading to a growing necessity of English, a romanticized view on national languages, and the social justice perspective of institutionalizing heritage languages. It uncovers power and legitimacy issues and showcases students' and teachers' complex identities to advocate equitable multilingual education
Religion, Education, and the âEastâ. Addressing Orientalism and Interculturality in Religious Education Through Japanese and East Asian Religions
This work addresses the theme of Japanese religions in order to rethink theories and practices pertaining to the field of Religious Education. Through an interdisciplinary framework that combines the study of religions, didactics and intercultural education, this book puts the case study of Religious Education in England in front of two âchallengesâ in order to reveal hidden spots, tackle unquestioned assumptions and highlight problematic areas. These âchallengesâ, while focusing primarily on Japanese religions, are addressed within the wider contexts of other East Asian traditions and of the modern historical exchanges with the Euro-American societies. As result, a model for teaching Japanese and other East Asian religions is discussed and proposed in order to fruitfully engage issues such as orientalism, occidentalism, interculturality and critical thinking
2023-2024 Boise State University Undergraduate Catalog
This catalog is primarily for and directed at students. However, it serves many audiences, such as high school counselors, academic advisors, and the public. In this catalog you will find an overview of Boise State University and information on admission, registration, grades, tuition and fees, financial aid, housing, student services, and other important policies and procedures. However, most of this catalog is devoted to describing the various programs and courses offered at Boise State
Criticality and Collaboration: Developing Critical Literacy Writing Instruction for Secondary Black Students
The purpose of this study was to explore the beliefs and identities of two Black ELA teachers committed to criticality and examine how these beliefs and identities affect perspectives and teaching practices. This study also explored the process through which the two teachers created instructional units of study intended to support the secondary Black student participants deepen their criticality development. Finally, the studentsâ writing was assessed to analyze the curriculumâs impact. This study drew upon sociocultural learning theory and critical literacy writing instruction. Critical composition pedagogy was used to design instruction with the intent to help students write for critical social change. This qualitative study also employed case study methodology and critical discourse analysis methods. Findings demonstrate how the teachersâ social justice background, cultural experiences, and pedagogical practices supported their efforts to develop critical curriculum. Through the critical discourse analytic tool, additional findings suggest the critical composition pedagogy curriculum increased student participantsâ exploration of identity, investigation of community concerns, and increased their active involvement in classroom tasks. Implications highlight the importance of students writing for critical social change and the urgency of addressing challenges to critical curriculum such as administrative mandates and legislation that limit the praxis of critical literacy focused teaching and learning
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