135 research outputs found
Residuality and inconsistency in the interpretation of socio-theoretical systems
This article addresses the interpretation and criticism of theoretical systems. Its particular focus is on how to assess the success of theories in dealing with some specific phenomenon. We are interested in how to differentiate between cases where a theory offers an unsatisfactory acknowledgement of a specified phenomenon and those where a theory offers a deeper, more systematic understanding. We address these meta-theoretical issues by developing Parsonsâs analysis of positive and residual categories in various respects including a focus on mutual support as the basis of positivity, differentiating synectic (reconcilable) and antinomic (irreconcilable) residual categories, and distinguishing divisions that are central to systems from those between centre and periphery. We also consider how this conceptual toolkit can be put into practice
The necessity and possibility of powerful âregionalâ knowledge: curriculum change and renewal
© 2016 Taylor & Francis. The paper argues that powerful regional knowledge is necessary and possible and that there are historical precedents supporting these claims. Regional knowledge is being used in a double sense: the first Bernsteinian, the second in relation to knowledge generated outside the academy. Both are important if the debate is not to be confined solely to the global north and if the curriculum is to be responsive to geo-political realities. In order to think critically about access to higher education, we need to consider the sorts of knowledge, engagement, and opportunities that are open to newer actors. This includes recognising the contextual nature of professional practice and also that social movements beyond the academy can and do challenge academic knowledge. The paper concludes that many of issues addressed are not capable of theoretical resolution alone and that we need more empirical work to inform curriculum change and renewal
Introduction: Toward an Engaged Feminist Heritage Praxis
We advocate a feminist approach to archaeological heritage work in order to transform heritage practice and the production of archaeological knowledge. We use an engaged feminist standpoint and situate intersubjectivity and intersectionality as critical components of this practice. An engaged feminist approach to heritage work allows the discipline to consider womenâs, menâs, and gender non-conforming personsâ positions in the field, to reveal their contributions, to develop critical pedagogical approaches, and to rethink forms of representation. Throughout, we emphasize the intellectual labor of women of color, queer and gender non-conforming persons, and early white feminists in archaeology
Rethinking Epistemic Relativism
âRelativismâ is often treated as a dirty word in philosophy. Showing that a view entails relativism is almost always considered tantamount to showing that it is nonsensical. However, relativistic theories are not entirely unappealing â they have features which might be tempting if they werenât thought to be outweighed by problematic consequences. In this paper I argue that itâs possible to secure the intuitively appealing features of at least one kind of relativism â epistemic relativism â without having to accept any problematic consequences. I do this by defending what I call 'stratified relativism'
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