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3613.More information
The purpose of this paper is to re-examine the foundation of critical literacy. I claim that critical literacy should be conceived as praxis rather than a unified theory. This is because the foundation of critical literacy includes diverse philosophical positions with some disagreements between them. When critical literacy is treated as a unified theory, such internal contradictions implode the theory. Instead, by conceiving it as praxis, even those theoretical tensions can be rendered generative for insatiable reading of the wor(l)d. To demonstrate this, I juxtapose Marxist/Freirean approach and Foucauldian approach to critical literacy. The former approach solidifies the battle ground for critical projects by “naming” the wrongs of the world, while the latter dissipates such identification by inserting divergence and discontinuity into the narratives. I discuss the kinds of critical literacy questions these two approaches enable us to ask, and generate new questions that emerge from the theoretical tensions.
Keywords: Critical Literacy, Paulo Freire, Michel Foucault, Karl Marx, Praxis, Pragmatism
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3614.More information
That values are practically inaccessible to rational justification has been emphasized by sociological thought since Max Weber. His notion of the war of the gods highlighted this. Logical positivism has also emphasized the emotional and appellative function of axiological notions and moral concepts. Among the moderns, David Hume's skepticism was one of its ancestors. The sociologist Niklas Luhmann, heir to these skeptical traditions, adds three further elements to the epistemological dimension of the notion of value: 1) reference to values is conflict-generating; 2) it blocks any possibility of discussion because it 3) is always accompanied by a presumption of acceptance by the discussion partners. Hence the new function that Luhmann assigns to ethics understood as a reflexive theory of morality: the warning against morality and the discourse of values.
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3616.More information
AbstractAside from his famous astrolabe and his legendary tomb, other objects and places have been associated with Samuel de Champlain. Such is the case with the wampum band held in the collections of the Quai Branly Museum in Paris, which was part of the recent exhibition titled « First Nations, Royal Collections of France ». The exhibition visited the Pointe-à-Callière Museum in Montreal during the summer of 2007. Fairly well known for having appeared in various publications and exhibitions over the last century, until recently it was claimed that this wampum had been given to Champlain himself by the Hurons in 1611, in order to forge an alliance which would ensure the development of New France. As interesting as it would have been to identify this founding alliance, the appearance of the individual beads and of the wampum band in general, Champlain's silence on the subject, the constitution of the royal collections and the way in which this mistaken interpretation developed makes it clear that Champlain never saw or touched this wampum. While underscoring the need for researchers to question objects with the same rigour they apply to written documents, a reflection on this particular object also provides a context for discussing the difficulty of documenting and interpreting Amerindian objects which have been integrated into museum collections.
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3617.More information
This article is based on the idea that the appropriation of university governance in sub-Saharan Africa is registered in a globalization paradigm. In fact, sub-Saharan academic systems are socialized to governance by external actors, namely international institutions, specialized institutions and university cooperation agencies which give African academic systems a foundation of new managerial technics. Sub-Saharan academic systems adopt this foundation and integrate it into a reform process. These reforms are concrete answer to the standardization of university governance, thereby allowing them to cooperate with Western universities, as well as financial and specialized institutions to obtain technical and financial resources. Sub-sahrians academic systems are included in the university governance phenomenon, which is a topical issue in a knowledge economy.
Keywords: gouvernance universitaire, appropriation, mondialisation, Afrique subsaharienne, système universitaire, university governance, appropriation, globalization, sub-Saharan Africa, academic system