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  • 1
    In: The Gerontologist, 2015, Vol. 55(1), pp.26-33
    Description: “Successful aging” is one of gerontology’s most successful ideas. Applied as a model, a concept, an approach, an experience, and an outcome, it has inspired researchers to create affiliated terms such as “healthy,” “positive,” “active,” “productive,” and “effective” aging. Although embraced as an optimistic approach to measuring life satisfaction and as a challenge to ageist traditions based on decline, successful aging as defined by John Rowe and Robert Kahn has also invited considerable critical responses. This article takes a critical gerontological perspective to explore such responses to the Rowe–Kahn successful aging paradigm by summarizing its empirical and methodological limitations, theoretical assumptions around ideas of individual choice and lifestyle, and inattention to intersecting issues of social inequality, health disparities, and age relations. The latter point is elaborated with an examination of income, gender, racial, ethnic, and age differences in the United States. Conclusions raise questions of social exclusion and the future of successful aging research.
    Subject(s): Critical Theory ; Social Inequality ; Age Relations ; Gerontological Discourse
    ISSN: 0016-9013
    E-ISSN: 1758-5341
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  • 2
    Article
    Article
    2011
    ISSN: 0004-5608 
    Language: English
    In: Annals of the Association of American Geographers, 25 April 2011, Vol.101(3), pp.537-560
    Description: This article presents Foucault's governmentality as an analytical framework that is useful for interpreting and using empirics toward critical theory. Although Foucault viewed the discipline of geography narrowly regarding spatial patterns, his geographic sensibilities connect with contemporary critical human geography, which examines processes relationally from a topological, non-Euclidean view of space. Further, Foucault's novel approach to multiscalar analysis offers critical insight into one debate: whether scale as an analytical concept unproductively reifies hierarchy and obscures the mobilization of power. Foucault's ascending analysis clarifies how scale-sensitive analysis can illuminate the mobilization of power regarding its targets (as per techniques of biopower and disciplinary power) and its diffuse sources, and how actors' practices can become unchained from normalizing societal pressures. Foucault's early scholarship on governmentality represents actors as unconscious...
    Subject(s): Critical Theory ; Epistemology ; Governmentality ; Relational ; Scale ; 批判理论 ; 认识论 ; Teoría Crítica ; Epistemología ; Gobernabilidad
    ISSN: 0004-5608
    E-ISSN: 1467-8306
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  • 3
    Language: English
    In: Sex Roles, 2013, Vol.69(7), pp.393-402
    Description: There has been a widespread increase in single-sex public schooling in the U.S. following 2006 amendments to Title IX stipulated by the No Child Left Behind Act. As its inclusion in No Child Left Behind demonstrates, single-sex public schooling is viewed as a means to improve the educational experiences and performance of low-income youth of color. Yet little is known about the effects and efficacy of single-sex public education, particularly for these populations. This piece provides a critical theoretical review of this issue. It examines the three main rationales offered by proponents of single-sex education for low-income youth of color, who contend that it will 1) eliminate distraction by and harassment from the other sex; 2) address the different learning styles of girls and boys; and 3) remedy past inequities experienced by low-income populations of color by offering them opportunities afforded to more privileged youth. The review reveals no documented benefits to single-sex public education for low-income youth of color and a number of concerns. Thus, it recommends that policy makers reconsider devoting scarce resources to this practice, which ultimately has the potential to further marginalize low-income youth of color by reinforcing racialized stereotypes of hypersexuality, reproducing narrow and restrictive definitions of gender, invalidating the experiences and identities of GLBTQ youth, and diverting attention from the need to address poverty and racism.
    Subject(s): Single-sex education ; Public schooling ; Race ; Gender ; Critical theory
    ISSN: 0360-0025
    E-ISSN: 1573-2762
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  • 4
    In: Journal of Advanced Nursing, April 2015, Vol.71(4), pp.881-894
    Description: To purchase or authenticate to the full-text of this article, please visit this link: http://onlinelibrary.wiley.com/doi/10.1111/jan.12571/abstract Byline: Carol Chapman, Mary Barker, Wendy Lawrence Keywords: critical theory; nursing practice; nutritional care; qualitative research; screening Abstract Aims This paper presents examples of good practice in nutritional screening and care and identifies methods used to overcome contextual constraints and discusses the implications for nursing practice in hospitals. Background Nutritional screening is an important step in identifying those at risk of malnutrition, but does not produce improved nutritional care unless it results in a care plan that is acted on. The importance of nutrition and implications for clinical care make it imperative to improve practice. Design Qualitative investigation. Methods Between January 2011-February 2012, focus groups were held using a semi-structured discussion guide with nine groups of health professionals (n = 80) from one hospital: four with nurses, three with doctors and two with dietitians. Discussions were audio-recorded, transcribed and coded into themes and sub-themes, which were then depicted in a thematic map and illustrated with verbatim quotes. Findings Three strategies for sustaining effective nutritional practice emerged: establishing routines to ensure screening was undertaken; re-organizing aspects of care to promote good practice; developing innovative approaches. Issues to be addressed were the perceived disconnection between mandatory screening and the delivery of effective care, a requirement for nutrition education, organizational constraints of a large university hospital and the complexities of multidisciplinary working. Conclusion Professionals seeking to improve nutritional care in hospitals need to understand the interaction of system and person to facilitate change. Nursing staff need to be able to exercise autonomy and the hospital system must offer enough flexibility to allow wards to organize nutritional screening and care in a way that meets the needs of individual patients.
    Subject(s): Critical Theory ; Nursing Practice ; Nutritional Care ; Qualitative Research ; Screening
    ISSN: 0309-2402
    E-ISSN: 1365-2648
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  • 5
    Article
    Article
    2015
    ISSN: 0022-2445 
    Language: English
    In: Journal of marriage and the family, Feb 2015, Vol.77(1), pp.77-95
    Description: The 2002 exchange on ambivalence in the Journal of Marriage and Family (Vol. 64, No. 3), published under the editorship of Alexis Walker, prompted an impressive array of research on family ties, in particular intergenerational relationships. Following a discussion of the concept's theoretical underpinnings, the author argues that advancing the concept of ambivalence rests on realizing its multilevel potential by addressing the interplay of shifting contradictions experienced by individuals and in relationships and embedded in social institutions and in macro-level arrangements and processes. She considers progress and limitations in a critical review of predominant applications of ambivalence and then investigates research that advances ambivalence as a bridging concept across multiple levels of analysis. Work on atypical family ties, dependency, contradictory cultural expectations due to migration and social change, families and the welfare state, and on climate change and disability promotes the multilevel potential of ambivalence and points to ways to advance its promise in theory and practice. Reprinted by permission of National Council on Family Relations
    Subject(s): Family ; Marriage ; Social Change ; Welfare State ; Critical Theory ; Institutions ; Sociology
    ISSN: 0022-2445
    E-ISSN: 17413737
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  • 6
    Article
    Article
    2015
    ISSN: 0034-0561 
    In: Reading Teacher, May 2015, Vol.68(8), pp.627-635
    Description: Instructional coaches continue to be an important part of school reform and professional development, and yet few studies have examined the impact of the language coaches use when working with teachers. The authors work to contribute towards filling this gap by describing a self‐;study examining their own language as instructional coaches and its impact on teachers. Paulo Freire's theories about dialogical interactions are used as a model framework. Freire outlined five conditions that must be in place to allow dialogue to occur: love, humility, faith in humankind, hope, and critical thinking. Each of these is examined regarding its impact on the coach‐teacher relationship and specific examples of situations from the self‐study are described. The authors describe how coaching dialogically can lead to greater teacher empowerment and stronger approaches to professional development.
    Subject(s): Discussion ; Action Research ; Teacher Research ; In‐Service ; Reflection ; School Based ; Critical Pedagogy ; Critical Theory ; Adult
    ISSN: 0034-0561
    E-ISSN: 1936-2714
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  • 7
    Language: English
    In: Remedial and Special Education, September 2014, Vol.35(5), pp.287-299
    Description: This qualitative case study focuses on factors mediating an urban school’s enactment of Response to Intervention (RTI). Over one school year, we (a) observed weekly RTI meetings, (b) debriefed observations weekly, (c) interviewed RTI team members, and (d) examined procedural documents. Analyses included post-observation debriefing and coding fieldnotes and interview transcripts; categorical meaning and themes were coded recursively. Informed by critical policy studies research and theory, findings indicated limited supports and minimal technical understandings of RTI. Educators appeared to replicate pre-RTI special education eligibility determination processes, manifested in scripts about student diagnoses based on minimal “interventions” and deficit-laden representations of students/families. Findings highlight challenges with urban schools’ RTI enactment and justify future critical qualitative research regarding learning in schools shifting practice under policy directives....
    Subject(s): Policy ; Response to Intervention ; Critical Theory ; Education
    ISSN: 0741-9325
    E-ISSN: 1538-4756
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  • 8
    Article
    Article
    2015
    ISSN: 1461-4448 
    Language: English
    In: New Media & Society, August 2015, Vol.17(7), pp.1059-1074
    Description: This article elaborates a theoretical case for considering new media as productive power, viewing web interfaces as both reflecting and reinforcing social logics. It then details an analytic method for websites – discursive interface analysis – which examines functionalities, menu options, and page layouts for the structures at work within them. The piece concludes with a short, illustrative examination of several official media company websites, articulating the productive constraints of their interfaces and the norms that they construct. Ultimately, the essay offers a tool for the new media research kit to improve our understanding of how norms for technologies and their users are produced and with what implications.
    Subject(s): Critical Theory ; Design ; Discourse ; Fandom ; Normativity ; Computer Science
    ISSN: 1461-4448
    E-ISSN: 1461-7315
    Source: Sage Journals (Sage Publications)
    Source: SAGE HSS (Sage Publications)
    Source: SAGE Communication and Media Studies (Sage Publications)
    Source: SAGE Journals (Sage Publications)
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  • 9
    Language: English
    In: Theory, Culture & Society, September 2015, Vol.32(5-6), pp.159-182
    Description: This article addresses the question of the relation between disciplines and transdisciplinary practices and concepts through a discussion of the relationship between philosophy and the emblematically transdisciplinary practice of feminist theory, via a discussion of interdisciplinarity and related terms in gender studies. It argues that the tendency of philosophy to reject feminist theory, as alien to it as a discipline, is in a sense correct, to the extent that the two defining features of feminist theory – its constitutive tie to a political agenda for social change and the transdisciplinary character of many of its central concepts – are indeed at odds with, and pose a threat to, the traditional insularity of the discipline of philosophy. If feminist philosophy incorporates feminist theory, its transdisciplinary aspects thus open it up to an unavoidable contradiction. Nonetheless, I will argue, this is a contradiction that can and must be endured and made productive. ...
    Subject(s): Critical Theory ; Feminism ; Gender ; Philosophy ; Transdisciplinarity ; Social Sciences (General)
    ISSN: 0263-2764
    E-ISSN: 1460-3616
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  • 10
    Article
    Article
    2011
    ISSN: 0022-4871 
    Language: English
    In: Journal of Teacher Education, 04 March 2011, Vol.62(2), pp.222-234
    Description: When the U.S. government released its 2007 census figures in January 2010, it reported that 12% of the U.S. population— more than 38 million people—were foreign born. First-generation people were now one out of every eight persons in the nation, with 80% coming from Latin America and Asia. This near-record transformation, one in which diasporic populations now constitute a large and growing percentage of communities throughout the nation and an ever-growing proportion of children in our schools, documents one of the most profound reasons that we must think globally about education. This transformation is actually something of which we should be proud. The United States and a number of other nations are engaged in a vast experiment that has rarely been attempted before. Can we build a nation and a culture from resources and people from all over the world? The impacts of these global population flows on education and on teacher education are visible all around us. ...
    Subject(s): Critical Theory/Critical Pedagogy ; Educational Policy ; Globalization ; Education
    ISSN: 0022-4871
    E-ISSN: 1552-7816
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