Many organizations offer their employees the opportunity to voice their opinions about work-related issues because of the positive consequences associated with offering such an opportunity. However, little attention has been given to the possibility that offering voice may have negative effects as well. We propose that negative consequences are particularly likely to occur when employees perceive the opportunity to voice opinions to be “pseudo voice”—voice opportunity given by managers who do not (...) have the intention to actually consider employee input (i.e., managerial disregard). The effects of this kind of deception were examined by means of a survey among employees (N = 137) and managers (N = 14) of a Dutch healthcare organization. We hypothesized and found that perceived pseudo voice led to reduced voice behavior and, as a result, increased intragroup conflict. These results imply that while offering voice opportunity is mostly seen as an effective management strategy, negative effects are likely to occur when a manager is perceived to try to deceive employees by pretending to be interested in their points of view. (shrink)

ABSTRACT In Power Without Knowledge, Jeffrey Friedman develops a critique of technocracy and in doing so makes an epistemic case for exit over voice. He argues that a technocracy that fails to take people’s ideational heterogeneity into account is unlikely to possess the knowledge required to solve social problems, and that the alternative of “exitocracy” may, in some cases, overcome these limits. By creating the conditions under which individuals can exit from undesirable social situations, an exitocracy may allow people (...) to escape their social ills without knowing their society-wide causes or solutions. As Friedman recognizes, however, an exitocracy still requires technocratic knowledge, and this paper explores these requirements in further detail. First, it investigates the limits of exit as a solution to social problems, and the extent to which technocratic policies can be substituted for exit. Second, it considers the need for technocratic knowledge in the promotion of exit opportunities, and how this undermines Friedman’s defense of exitocracy. (shrink)

Abstract:Ecofeminism refers to a broad range philosophical and political movements that call attention to the link between social oppression and environmental destruction. Despite their relevance and potential theoretical and practical utility, ecofeminisms are largely absent from extant approaches to environmental governance (E-Governance). In addition to calling attention to the absence of ecofeminist voices in this arena, this paper explores the consequences of said exclusion and assesses the potential for ecofeminism to inform and ultimately improve E-Governance initiatives. I find that E-Governance (...) research often disregards or fails to explicitly acknowledge and incorporate the inseparable and mutually reinforcing nature of social and environmental forms of domination and oppression. The consequences of this are twofold. First, many extant approaches forgo any opportunity to leverage the resolution of social inequities as a potential mechanism for reducing environmental harm. Second, initiatives that appear to be equity-driven often emerge as paternalistic and perpetuate the marginalization of oppressed groups. Accordingly, I develop and apply a novel collection of ecofeminist-informed design principles for evaluating, informing, and improving existing E-Governance initiatives. Ultimately, this paper yields fresh insight into the way ecofeminist voices can help researchers, communities, and societies transform how they think about societal interactions with the environment and equips E-Governance with the capacity to challenge social and environmental exploitation simultaneously. (shrink)

Learner Voice, Learner Choice offers fresh, forward-thinking supports for teachers creating an empowered, student-centered classroom. Learner agency is a major topic in today's schools, but what does it mean in practice, and how do these practices give students skills and opportunities they will need to thrive as citizens, parents, and workers in our ever-shifting climate? Showcasing authentic activities and classrooms, this book is full of diverse instructional experiences that will motivate your students to take an agile, adaptable role in (...) their own learning. This wealth of pedagogical ideas-from specific to open-ended, low-tech to digital, self-expressive to collaborative, creative to critical-will help you discover the transformative effects of providing students with ownership, agency, and choice in their learning journeys. (shrink)

Dinner times provide rich opportunities for overt and covert socialization. Drawing upon a larger corpus of 35 video-recorded family meals involving the three-year-old Zoe and her parents, this conversation analytic study describes how Zoe displays such agency through the practice of “voicing control” – momentarily sounding and acting like an adult by performing a range of controlling acts such as leading, instructing, advising, assessing, and mediating. I argue that by playing with such activities bound to the category of a higher (...) position than hers, the child manages to grow “a head taller” in the Vygotskyan sense. The findings contribute to the budding literature on documenting socialization in naturalistic settings with a specific focus on the child’s role in such socialization. (shrink)

The 25th anniversary of R. Edward Freeman’s Strategic Management: A Stakeholder Approach provides an opportunity to consider where stakeholder theory has been, where it is going, and how it might influence the behavior of academics conducting stakeholder-oriented research. We propose that Freeman’s early work on the stakeholder concept supports the normative claim that a stakeholder’s contribution to value creation implies a right to stakeholder voice with regard to how a corporation makes decisions. Failure to account for stakeholder (...) class='Hi'>voice (especially for non-shareholder stakeholders) works to the detriment of stakeholders. We further propose that business ethicists and stakeholder scholars have a role to play with regard to supporting the interests — including a right to voice — of non-shareholder stakeholders through advocacy, teaching, and scholarship. We use the example of industrial relations teaching and scholarship as a model for future business ethics teaching and scholarship. (shrink)

The 25th anniversary of R. Edward Freeman’s Strategic Management: A Stakeholder Approach provides an opportunity to consider where stakeholder theory has been, where it is going, and how it might influence the behavior of academics conducting stakeholder-oriented research. We propose that Freeman’s early work on the stakeholder concept supports the normative claim that a stakeholder’s contribution to value creation implies a right to stakeholder voice with regard to how a corporation makes decisions. Failure to account for stakeholder (...) class='Hi'>voice (especially for non-shareholder stakeholders) works to the detriment of stakeholders. We further propose that business ethicists and stakeholder scholars have a role to play with regard to supporting the interests — including a right to voice — of non-shareholder stakeholders through advocacy, teaching, and scholarship. We use the example of industrial relations teaching and scholarship as a model for future business ethics teaching and scholarship. (shrink)

After a selective review of relevant literature about teaching business ethics, this paper builds on a summary of Fred Bird’s thoughts about the voicing of moral concerns provided in his book about moral muteness. Socratic dialogue methodology is then presented and the use of this methodology is examined, for business ethics teaching in general, and for addressing our paper topic in particular. Three short form Socratic dialogues about the paper topic are summarized for illustration, together with preparation and debriefing suggestions (...) for a Socratic dialogue unit as part of a business ethics course. In conclusion, Socratic dialogue design is related to the experiential learning approach, and characterized by a few basic traits, which imply both risks and opportunities for business ethics teaching. (shrink)

Disagreement is, for better or worse, pervasive in our society. Not only do we form beliefs that differ from those around us, but increasingly we have platforms and opportunities to voice those disagreements and make them public. In light of the public nature of many of our most important disagreements, a key question emerges: How does public disagreement affect what we know? This volume collects original essays from a number of prominent scholars--including Catherine Elgin, Sanford Goldberg, Jennifer Lackey, Michael (...) Patrick Lynch, and Duncan Pritchard, among others--to address this question in its diverse forms. The book is organized by thematic sections, in which individual chapters address the epistemic, ethical, and political dimensions of dissent. The individual contributions address important issues such as the value of disagreement, the nature of conversational disagreement, when dissent is epistemically rational, when one is obligated to voice disagreement or to object, the relation of silence and resistance to dissent, and when political dissent is justified. Voicing Dissent offers a new approach to the study of disagreement that will appeal to social epistemologists and ethicists interested in this growing area of epistemology. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Bedside VoicesJacqueline J. GloverThis issue of Narrative Inquiry in Bioethics features ten stories of Certified Nursing Assistants (CNAs) who work primarily in long-term care. This is a voice of direct care at the bedside that is not often heard. The addition of these stories in the literature is long overdue and I am honored to be asked to comment. There is much to learn from these bedside caregivers. (...) All of these stories reflect the deep struggle to be respected as a member of the health care team. But I also hear the pain of being caught in the tension between the desire to be skilled, qualified, and professional and the desire to be present in a way that emphasizes service, caring and common human touch. My commentary is informed by my experience in Rural Bioethics and my work at the Center for Bioethics and Humanities at the University of Colorado which has a commitment to Interprofessional Education. The CNAs' stories reveal much that they share with other health care professionals, but also some unique features that can teach us much.CommonalitiesSelf Care and Being Cared ForThe voice of the CNA is a voice that is echoed in a way by all health care professionals. Each of the stories bears witness to the need to take care of yourself and to be cared for in order to be able to continue to care for others. Leilani Roseberry writes "This unresolved grief and constant exposure to dying and death had me looking at every day, even every moment, through the eyes of a dying person. This is an emotion that is very difficult to put into words." She continues elsewhere, "I believe that if I had grief support opportunities available to me in my professional life, my level of care and compassion would have been much more resilient from the very beginning of my work as a CNA. Instead, only after sorting through emotions affecting my personal life and learning they were a compilation of what I experienced professionally, only then have I become much more resilient in the face of grief and mourning." Danny Reed writes, "Caregivers benefit from the same thing patients and residents do: genuine kindness. Take care of the caregivers because one day they will be all you have left in the world." And from James Bradley, "The work itself can be very draining, but to beat the stress of it, you can follow all the usual stuff like going for walks, playing with your kids, watch TV etc. The best advice though is to, as far as possible, leave the work behind when you walk off at the end of your shift. That may be the hardest thing to do but it is the only way to retain the correct professional approach."Self care can certainly be about boundaries and stress management. Health care institutions, including professional schools, increasingly have wellness programs (Johnson, 2000). It was once thought that [End Page 159] professional and emotional distance was necessary to maintain healthy relationships and avoid burn out. But current thinking seems to indicate the opposite. If a health care professional views his or her work only in terms of tasks to be performed without some connection to the meaning of what he or she is doing for the patient as a human being, that person is more likely to burn out (Halpern, 2003). Bradley's use of "correct professional approach" prompted me to think beyond wellness and health to the need to nurture meaning in one's work. The CNAs' essays are filled with the call to recognize the deeper meaning of their work. Tracy Dudzinski writes, "Most people think anyone can do this job. I thought that myself, twelve years ago. But now I know that it takes someone special. Direct care workers do not do this work because they are getting rich. They do it because they love the work and because it is the right thing to do. This is the hardest job I have ever done but it is also the most rewarding job I have ever done."There is increasing attention to the use of reflective writing in... (shrink)

The 25th anniversary of R. Edward Freeman’s Strategic Management: A Stakeholder Approach provides an opportunity to consider where stakeholder theory has been, where it is going, and how it might influence the behavior of academics conducting stakeholder-oriented research. We propose that Freeman’s early work on the stakeholder concept supports the normative claim that a stakeholder’s contribution to value creation implies a right to stakeholder voice with regard to how a corporation makes decisions. Failure to account for stakeholder (...) class='Hi'>voice (especially for non-shareholder stakeholders) works to the detriment of stakeholders. We further propose that business ethicists and stakeholder scholars have a role to play with regard to supporting the interests — including a right to voice — of non-shareholder stakeholders through advocacy, teaching, and scholarship. We use the example of industrial relations teaching and scholarship as a model for future business ethics teaching and scholarship. (shrink)

Many organizations offer their employees the opportunity to voice their opinions about work-related issues because of the positive consequences associated with offering such an opportunity. However, little attention has been given to the possibility that offering voice may have negative effects as well. We propose that negative consequences are particularly likely to occur when employees perceive the opportunity to voice opinions to be “pseudo voice”—voice opportunity given by managers who do not (...) have the intention to actually consider employee input (i.e., managerial disregard). The effects of this kind of deception were examined by means of a survey among employees ( N = 137) and managers ( N = 14) of a Dutch healthcare organization. We hypothesized and found that perceived pseudo voice led to reduced voice behavior and, as a result, increased intragroup conflict. These results imply that while offering voice opportunity is mostly seen as an effective management strategy, negative effects are likely to occur when a manager is perceived to try to deceive employees by pretending to be interested in their points of view. (shrink)

Electroencephalography (EEG) neurofeedback is a type of biofeedback that purportedly teaches users how to control their brainwaves. Although neurofeedback is currently offered by thousands of providers worldwide, its provision is contested, as its effectiveness beyond a placebo effect is unproven. While scholars have voiced numerous ethical concerns about neurofeedback—regarding opportunity cost, physical and psychological harms, financial cost, and informed consent—to date these concerns have remained theoretical. This pilot study aimed to provide insights on whether these issues were supported by (...) empirical data from the experiences of neurofeedback users. Semi-structured telephone interviews were conducted with individuals who had used EEG neurofeedback for themselves and/or for a child. The majority of respondents (N = 36) were female (75%), white (92%), and of higher socioeconomic status relative to the U.S. population. Among adult users (n = 33), most (78.8%) resorted to neurofeedback after having tried other therapies, and were satisfied with the treatment (81.8%). The majority paid for neurofeedback out-of-pocket (72.7%) and considered it to be good value for money (84.8%). More than half (57.6%) considered neurofeedback to be a scientifically well-established therapy. However, of those, 78.9% were using neurofeedback for indications not adequately supported by scientific evidence. Concerns regarding opportunity cost, physical and psychological harms, and financial cost are not substantiated by our findings. Our results partially support concerns regarding insufficient understanding of limitations. This study underlines the disconnect between some of the theoretical concerns raised by scholars regarding the use of non-validated therapies and the lived experiences of users. (shrink)

Social action projects provide opportunities for students to practice civic skills by learning about pressing social issues and taking action to address them. So to explore the texture of such projects, this paper illustrates how the pedagogy guiding them can support students to experience their agency as individuals, develop their knowledge of their broader social contexts, and provide opportunities for action. While the value of a relationship between individual agency, social knowledge, and action are richly described in theoretical texts, this (...) paper shows how such principles are extended in one social action project that unfolded in an eighth grade class. Through the use of qualitative methods, I documented and analyzed the project. I share my analysis so to bring teachers and students’ lived experiences with social action projects to light. The paper concludes with recommendations for educators when envisioning and enacting social action projects. (shrink)

Resumen: Las cambiantes relaciones entre seres humanos y árboles en los relatos de los habitantes cordilleranos del sur de Chile invitan a revisar los límites de la comunidad moral para incluir en ella a los seres con que se convive y de los que se depende. La presencia de prácticas mapuches cordilleranas de largo aliento junto con las transformaciones experimentadas por las poblaciones madereras y los relatos de las personas que explotaron los árboles nativos se encarnan en conversaciones que invitan (...) a reformular el vínculo con la naturaleza, tomando como referencia la pluralidad de experiencias locales. Estas voces cordilleranas convergen con aquellas orientaciones filosóficas que reconocen al ser humano como parte y no como centro de un entramado vital de mayores y más complejas dimensiones, a la vez que, en un sentido práctico, con la urgencia de generar respuestas que resguarden la naturaleza y que garanticen la inclusión social y la convivencia intercultural.: The changing relations between human and trees open opportunities in the narratives of the south Andean residents to expand the moral duties towards those beings upon whom humans depend and with whom they live. The existence of long lasting Mapuche cultural practices in the mountainous areas along with the transformations of timber towns and the narratives of people who exploited the native trees in those territories prompt a reshaping of the link with nature by means of the creation of moral duties based upon the diversity of local experiences. Such an alternative coincides with those philosophical orientations that recognize humans as part and not as the center of a vital patchwork. At the same time, it relates to the need of alternatives to preserve nature while guaranteeing social inclusion and intercultural coexistence. (shrink)

Martha A. Hall’s artists’ books documenting her experience of living with breast cancer offer future health professionals a unique opportunity to sit in the patient’s position of vulnerability and fear. Hall’s books have become a cornerstone of our medical humanities pedagogy at the Maine Women Writers Collection because of their emotional directness and their impact on readers. This essay examines the ways that Hall’s call for conversation with healthcare providers is enacted at the University of New England and provides (...) a model for how such works might be used at other educational institutions to encourage empathy between practitioners and patients by engaging in conversations about anger, fear, and other common reactions to life-threatening illness. We explore the unruly nature of Martha A. Hall’s narratives of illness and care, as well as how the form of the books themselves engages the reader in a deep relationship with Hall’s personal pain and her humanity itself. We explore, too, the cumulative effect of these powerful books on readers who handle them regularly, as we do in our roles as professor and archivist. (shrink)

The paper begins with the concept of voice and questions its different meanings, especially in educational settings, to propose a philosophical framing of people-of-young-age’s material voices. It then proposes to understand those voices as disruptive differences or opportunities to (re)think about our roles as educators and, most of all, to return to the question of what a philosophical approach to childhood might disrupt. In doing so, it outlines some ideas about “voice” as sound and materiality (Cavarero, 2005) and (...) also about “listening” as a permanent attention to what might emerge (Nancy, 2002; Davies, 2014), to then extend particular meanings of these concepts to the practice of thinking philosophically with people of different ages in the community of philosophical inquiry educational setting (Kennedy & Kennedy, 2012). It also builds on the concept of “event” by Gilles Deleuze (Deleuze, 2013), as a potential immanent within a confluence of forces, to then ask how we can foster a philosophical way of living (in) education that takes people-of-young-age’s material voices as something we cannot afford to lose. Finally, the paper proposes to frame the community of philosophical inquiry as a philosophical community of voices, in the sense of an opportunity to experience the materiality of all the voices as something that matters in the shared thought of its participants. (shrink)

In this article I use Maurice Merleau-Ponty’s existential phenomenology as a method for presenting a disclosing critique of aphonia as the loss of a political voice of one’s own. I claim that aphonia is a phenomenon that is qualitatively different from a lack of opportunities for democratic participation and a lack of the communicative capabilities required for effective political participation. I give examples from sociological literature on social exclusion and political apathy, and then diagnose them using Merleau-Ponty’s concepts of (...) operative intentionality and the lived body. A picture emerges of aphonia as the diminishing of the expressive modality of the lived body. This can lead to the inability to perceive oneself as a capable public speaker and the public realm as a welcoming field of possibilities for political engagement. I propose that democratic theory should consider the way that the negative social experiences of social marginalization can diminish, or even completely take away, the capability to authentically give a voice to one’s experiences in public on one’s own terms. I conclude with a call for grass-roots alternatives towards engendering political participation among marginalized groups through a “therapeutic” approach to political inclusion. (shrink)

This essay explores two ideas that have recently played an important role in discourse about the American constitutional order. The first idea has emerged from the revival of civic republicanism. The republican revival has focused our attention on the classical conception of civic virtue. Our basic social arrangements ought to nourish a citizenry with the characteristics of mind and will that promote human flourishing. The second idea, expressed in critical race theory and feminist jurisprudence, is that we have an obligation (...) as a society and as scholars to attend to excluded voices. The juxtaposition of these two themes offers an opportunity to explore the relationship between classical philosophy and the American constitutional order. Civic republicanism is a complex set of ideas that has developed over the course of two millennia; understanding the republican revival requires a recognition that there are many strands in republican thought-that republicanism is itself a contested concept. In order to untangle the strands, I will examine classical moral and political philosophy, especially the work of Aristotle and Machiavelli, in relation to the work of the architects of the republican revival, including Frank Michelman, Suzanna Sherry, Cass Sunstein, and others. (shrink)

Aravind Adiga’s novel The White Tiger encapsulates the complexities of identity formation in a milieu effected by neo-capitalism. The novel, for many, is about a new identity made available to the hitherto marginalized in the form of opportunities unveiled by market forces. It is also perceived as a registration of the frustration and anger of the deprived that has become conscious of the new possibilities. Understandably, interpreting the novel on these lines leads to the identification of the protagonist Balram as (...) a champion of the marginalized, settling scores with the oppressive system. However, there are far subtler notes in the protagonist’s attitude to these sweeping changes than the simple and one dimensional approach of an achiever who is able to break the “rooster coop” and revel at the reversal of fortune. Neither is it a representative voice of the suppressed class turning the table on its oppressor by using the opportunities offered by the global market. The “notes” of the voices that emerge as Balram, the boy from darkness, moves up the ladder to become Ashok Sharma, the entrepreneur hiding in light, not only lack symphony but also create a distinct dissonance. Clearly, the discord in the changing notes is brought about by the forces that changed the world he lives in-a neo-capitalist world. The whole process of Balram turning into Ashok Sharma is a neocapitalist coup. (shrink)

In the latter half of the 20th century, Western medicine moved death from the home to the hospital. As a result, the process of dying seems to have lost its spiritual dimension, and become a matter of prolonging material life by means of medical technology. The novel quandaries that arose led in turn to medico-legal regulation. This paper describes the recent regulation of dying in Israel under its Dying Patient Law, 2005. The Law recognizes advance directives in principle, but limits (...) their effect and form through complex medico-legal artifices. It reflects a culture that places high value on both scientific medicine and the sanctity of life as such, and illustrates a medical culture that pitches battle against death. At the same time, the Law constructs the will of the individual in a medico-legal language that is alien to the lay person. The paper suggests an alternative approach to advance care planning that is patient-centred and addresses the psycho-social needs of the individual in terms of her relational autonomy. From this perspective, advance care planning becomes an opportunity to extract the patient from the medical context and allow her to speak about her approaching death with close ones in her own terms of reference. To this end, there is a need for facilitation of an intimate encounter where patients can speak about their concerns with their loved ones. The paper also presents a methodological approach of attentive listening, which can be applied across diverse cultures and circumstances. (shrink)

In this paper I offer a possible approach to accomplishing Benedict's goal proposed in his Regensburg address.1 I take his goal to be twofold. First, we must expand our concept of reason beyond the privileged position of scientific empiricism and philosophical reasoning, both of which form what I have called the Secular Magisterium, put in place as the dominant intellectual force by the Enlightenment. Second, the motivation for expanding our concept of reason is for the purpose of greater dialogue across (...) cultures, across religions and across academic disciplines. Since I take Benedict's goal to be twofold, my paper will address these issues in two parts, the second building from the first.In the first section, I will revisit the counter-Enlightenment thinking of some well known, yet significantly marginalized voices, with the goal of hearing them again and reviving their critique to inform our own. By the end of this section, I will offer what I take to be a counter-Enlightenment approach to knowing our world by means of an expanded concept of reason. In the second section, I will address what I take to be some of the more intellectual challenges to the possibilities for conversation across cultures, religions, and disciplines. It is my goal to show how an embodied version of the counter-Enlightenment approach I offer in the first section can allow for genuine conversation that not only provides opportunities to better know our conversation partners, but also offers the possibility of honest persuasion in which the other sees reality differently and considers this way better. (shrink)

ABSTRACT The article treats the universal history Ruins, or Meditation on the Revolutions of Empires (Les ruines ou Méditations sur les révolutions des empires) of the French cultural philosopher Constantin-François Volney (1757–1820). Using a textual, interdisciplinary study, which focuses upon Volney’s complex cultural and historical philosophical contexts, I demonstrate that his primary concern was a nearly 2500 years coherent Europe of tradition and reception: this Europe did not represent a western corner of a larger Asian landmass but, in the late (...) eighteenth century, rather offered the opportunity for a complex and harmonious unity of European peoples under French circumstances. Volney chose the ruins of the desert town of Palmyra as the starting point of his historical and philosophical reflections. As a cultural philosopher of the late Enlightenment, he looks past the divine workings of the course of history in order to take instead the finite, man-made world as his focal interest. The following pages emphasize these reflections on human history that – in the face of a melancholic mode – highlighted the cultural anthropological characteristics and committed them to the promotion of a self-creating future. (shrink)

In this book, Sarah Mayberry Scott analyzes contemporary films to investigate how the history and values of the Deaf world provides opportunities for how the concepts of voice, silence, and listening can be expanded to include a diverse plurality of embodied experiences.

New media are increasingly providing spaces and opportunities for media houses and activist groups engaged in socio-political reform in Africa. In Nigeria, social media are becoming platforms for communicating messages of resistance against oppressive political and exploitative economic power structures. This study analyzed Ogas at the top (OATT), an online puppetry series by Buni TV, as a way of examining new platforms and message content in Nigeria’s rapidly changing media sphere. Relying on semiotics and critical discourse analysis perspectives, the study (...) analyzed select episodes of the series, to gauge how producers constructed powerful visual and linguistic messages to boldly satirize social injustices perpetrated by Nigeria’s political elites. (shrink)

Communities are the chief source of philosophical sloppiness these days. Varying endlessly across the entire range of human experience, communities raise the specter of moral relativism that makes ethics sometimes seem a misguided and futile enterprise. Yet the language of communities and their multitude of norms, preferences, and principles present an opportunity, and challenge, to confront abiding moral problems in immeasurably richer and more novel ways. But neither the opportunities nor the challenges were always obvious. On the contrary, the (...) origins of the Enlightenment coincide with an assault on the disharmony posed by restless and unruly communities. (shrink)

Through listening to the voices of students, educators and community members can begin to reconstruct the culture of urban schools that are often full of stories about student deficits, genetic explanations about achievement, and cultural mismatch theories that may be traced to historical and sociological ideologies. The purpose of this heuristic qualitative investigation was to explore the ways in which student voice can contribute to reculturing high schools in urban settings. Data sources for this study included videotaped interviews and (...) observations in two Midwestern urban high schools to explore the stories of 28 culturally and linguistically diverse students in grades 10 through 12. Findings suggested that the teens in these urban high schools want caring teachers who listen attentively, provide engaging learning opportunities, and who demonstrate high expectations for achievement. They did not want teachers who, in essence, perpetuate hegemonic discourses via pedagogical practices, and school environments that resemble prisons. At the same time, students wanted more structure to ?avoid chaos? and asked teachers to give attention to the paradigm of the personal within the school curriculum. We extend the meaning of the study to include student voice as a critical stance for reconstructing the cultural context of urban schools, which entails listening to students to identify complex and sensitive topics for dialogue and inquiry. (shrink)

Patient participation in healthcare is highly promoted for democratic reasons. Older patients make up a large part of the hospital population but their voices are less easily heard by most patient participation instruments. The client council can be seen as an important medium to represent the interests of this increasing group of patients. Every Dutch healthcare institution is obliged to have a client council and its rights are legally established. This paper reports on a case study of a client council (...) in a hospital and shows how equality as the core democratic value manifests itself in practice and marginalizes the voices of older patients. Based on the work of Joan Tronto we show that sameness is the driving force behind the functioning of the client council which leads the council to operate as part of the hospital system. Consequently, important aspects of the hospital practice remain out of sight. To be of greater value for all patients we argue that successful patient participation requires not only equal opportunities but also ‘the condition of equal voice’. (shrink)

Patient participation in healthcare is highly promoted for democratic reasons. Older patients make up a large part of the hospital population but their voices are less easily heard by most patient participation instruments. The client council can be seen as an important medium to represent the interests of this increasing group of patients. Every Dutch healthcare institution is obliged to have a client council and its rights are legally established. This paper reports on a case study of a client council (...) in a hospital and shows how equality as the core democratic value manifests itself in practice and marginalizes the voices of older patients. Based on the work of Joan Tronto we show that sameness is the driving force behind the functioning of the client council which leads the council to operate as part of the hospital system. Consequently, important aspects of the hospital practice remain out of sight. To be of greater value for all patients we argue that successful patient participation requires not only equal opportunities but also ‘the condition of equal voice’. (shrink)

Digital participatory media offer urban social studies teachers a unique opportunity to foster students' civic skills and public voice while enhancing their understanding of social justice within a democratic society. This article addresses the continuation of a New York City 8th grade U.S. history teacher's journey to use digital tools to foster his students' collaborative and communication skills and to help them learn social justice oriented content. While doing so, he overcame challenges related to technology integration, curricular alignment, (...) selection of appropriate digital tools, and the need to cultivate his students' online academic norms. In doing so, he confronted Livingston's query about whether the use of technology necessitates a “fundamental transformation in learning infrastructure” and the need “to rethink the relations between pedagogy and society, teacher and pupil, and knowledge and participation”. He ended this part of his journey with these new challenges: how to enable his students to become navigators of their learning; ways to align the curriculum with his students' thinking; and, managing a dynamic instructional support system guided by his students' learning. His goal is “to forge a bridge between [his students'] media production and civic engagement'. (shrink)

This article addresses a stated need within the food justice movement scholarship to increase the attention paid to the political socialization of hired farm hands in industrial agriculture. In Canada, tackling the problem of farm worker equity has particular social and political contours related to the Canadian horticultural industry’s reliance on a state-managed migrant agricultural labour program designed to fill the sector’s labour market demands. As Canada’s Seasonal Agricultural Worker Program produces relations of ‘unfree labour’, engaging migrant farm workers in (...) social movement initiatives can be particularly challenging. Critical educational interventions designed to encourage migrant farm workers’ contribution to contemporary social movements in Canada must therefore confront the socio-cultural obstacles that constrict migrant farm workers’ opportunities to participate as full members of their communities. In this article, I argue that social justice oriented approaches to community-based arts can provide a means for increasing the social movement contributions of farm workers employed through managed labour migration schema such as Canada’s SAWP. (shrink)

Reforms surrounding the teacher’s role in fostering students’ social competences, especially those associated with empathy, have moved to the forefront of global higher education policy discourse. In this context, reform in higher education teaching has been focused on shifting teachers’ practices away from traditional lecture-style teaching—historically associated with higher education teaching—towards student-centred pedagogical approaches, largely because of how the latter facilitate students’ social learning, including the development of students’ abilities connected to empathy, such as intercultural understanding. These developments towards learner-oriented (...) higher education teaching may offer promising opportunities; however, a central problem within these current policy recommendations is that the connection between cultivating empathy and cultivating imagination is not explicitly foregrounded. Against this background, I turn to Dewey’s notion of imagination to show how imagination is indispensable to all learning, and therefore has a role to play in teaching. In this article, I show how imagination is not only deeply connected to empathy, but also critical for gaining intercultural understanding and is a condition for the possibility that, as human beings, we can learn with and from others. On this basis, I argue that Dewey’s notion of imagination provides significant insight on how to rethink what is needed to create inclusive classrooms in higher education, especially under conditions of cultural, linguistic and religious diversity. First, I consider Dewey’s concept of learning and the indispensable role of imagination in learning. Second, drawing on the work of Martha Nussbaum, I examine how teaching through the narrative arts in higher education cultivates the imagination and helps us engage the lives of others. I use an example from my own teaching to illustrate how the narrative arts can foster dialogue across difference through the development of what I call ‘third voice’—a different or other ‘position’ that productively mediates reflective interaction between participants, including teacher and learners. In closing, I consider the implications of my discussion for present and future higher education policy on the evaluation of ‘quality teaching’. (shrink)

This essay reviews the place and role of Public Service Media (PSM) in promoting social justice in the changing digital media landscape through the ethos of diversity. Media diversity – the value and practice of including varied viewpoints, social groups, voices, and channels or outlets in media – has long been a declared pillar of PSM organizations worldwide. However, current changes in the digital media landscape and the growing extension of PSM organizations to digital platforms require re-reading the premise of (...) promoting media diversity as a tool for social justice. This essay identifies a paradox. On one hand, online media appear to accommodate a greater range of diverse voices and players, particularly in the PSM ecosystem. At the same time, these very same online spaces jeopardize diversity, as the increasing practices of personalization, algorithmic curation, and platformization often reduce diversity of representations, voices, and exposure to content, thereby hindering opportunities for social justice and equality. This essay shines a spotlight on this nexus of conflicting mechanisms. The essay begins with in-depth definitions of the two somewhat convoluted terms diversity and social justice. This section includes a review of global perspectives on PSM organizations, and the long-standing value of diversity promoted through them for decades. We then review the impact and changes identified in PSM platforms worldwide in light of the digital turn in the media field. This is followed by an in-depth discussion of the inherent tension between mechanisms that promote and hinder diversity online. Throughout this discussion, we raise questions about the practical dimensions of using online media to promote social justice through diversity. It provides a useful starting point for considering the intersection of Public Service Media, online platforms, diversity, and social justice. Thus, the essay will serve academic scholars studying social justice on a conceptual level as well as practitioners and stakeholders in the media industry at large, and PSM in particular, seeking to practically promote social justice. (shrink)

Background Transcranial direct current stimulation (tDCS) is a brain stimulation technique currently being researched as an alternative or complimentary treatment for various neurological disorders. There is little knowledge about experiences of the participants of tDCS clinical research, especially from pediatric studies. Methods An interview study with typically developing minors (n = 19, mean age 13,66 years) participating in a tDCS study, and their parents (n = 18) was conducted to explore their views and experiences and inform the ethical analysis. Results (...) Children (10–13 years old) and adolescents (14–18 years old) reported good experiences with the stimulation. Next to financial incentives, main motives to participate in the study were curiosity and the possibility to help develop treatments for children affected by neurological disorders. They could also see a potential of using tDCS in a non-medical setting, especially regarding the provision of equal opportunity, e.g. in education. Parents also presented a positive attitude towards tDCS and their children participation in the basic research study. Nevertheless, their understanding of tDCS was rather poor. Even though many of them understood the techniques, they often did not see the link between the (current) lack of side effects and an absence of longitudinal studies. Parents were also cautious about using tDCS for non-medical/enhancement purposes. Conclusions The study findings show a need for more transparent information about the state of the art of tDCS, its function and what it might be able to offer, especially considering the good acceptability of tDCS. (shrink)

To build a front against neoliberalism, those in the alter-globalisation movement work across perceived divides. Such transversal openness, however, has not been embraced fully within the academic sphere, even though theoretical coalitions are also important for developing a life-affirming societal ethos. Meaningful opportunities for theoretical bridging do exist, particularly where alternative value systems, hitherto isolated, can be drawn into the wider global dialogue on societal futures. In this spirit, this article offers some transversal reflections on materialist ecofeminism, and one such (...) marginalised value system: the African ethic of ubuntu. (shrink)

This paper is an account of the conference titled Kanade, di goldene medine? Perspectives on Canadian-Jewish Literature and Culture / Perspectives sur la littérature et la culture juives canadiennes, which took place in Łódź in April, 2014 as a result of collaboration between the University of Łódź and Concordia University. As a venue for discussing Canadian Jewish identity and its links with Poland, the conference supported a dialogue between Canadians, Polish Canadianists, and European scholars from further afield. Established and young (...) scholars attended from Germany, the United Kingdom, France, Belgium, the Czech Republic, and Canada, in addition to many Polish participants. The presence of scholars such as Goldie Morgentaler or Sherry Simon as well as curator Barbara Kirshenblatt-Gimblett contributed to an examination of both past and present Canadian and Polish Jewish life and led to an examination of Polish and Canadian literature and history from a highly personal perspective. Conference-goers took advantage of the opportunity to get to know Łódź, via walking tours and a visit to the Łódź Jewish community’s Lauder-funded centre on Narutowicza. The paper aims, as well, to investigate how the history of Jewish Łódź is conveyed in the novels of Joseph Roth and Chava Rosenfarb. (shrink)

Historically, whistleblowing research has predominantly focused on psychological and organisational conditions of raising concerns about alleged wrongdoing. Today, however, policy makers increasingly start to look at institutional frameworks for protecting whistleblowers and responding to their concerns. This article focuses on the latter by exploring the roles that trade unions might adopt in order to improve responsiveness in the whistleblowing process. Research has consistently demonstrated that the two main reasons that deter people from reporting perceived wrongdoing are fear of retaliation and (...) a belief that the wrongdoing is unlikely to be rectified. In this article, we argue that trade unions have an important part to play in dealing with both these inhibiting factors but this requires them to be appropriately engaged in the whistleblowing process and willing to take a more proactive approach to negotiations. We use Vandekerckhove’s 3-tiered whistleblowing model and Kaine’s model of union voice level to structure our speculative analysis of the various ways in which trade unions can interact with whistleblowers and organisations they raise concerns about alleged wrongdoing in, as well as agents at a regulatory level. Our articulation of specific roles trade unions can play in the whistleblowing process uses examples from the UK as to how these trade union roles are currently linked to and embedded in employment law and whistleblowing regulation. (shrink)

There has been growing enthusiasm amongst those who undertake research with children, for the development of participatory and visual research methods. The greater availability and affordability of digital technology has meant that there has been greater scope for digital technology to support participatory research methods, or augment more traditional qualitative research methods. While digital technology provides new opportunities for qualitative researchers, they also come with a series of challenges – some of which have been grappled with by those using more (...) traditional research methods but also some which are new. Our study was undertaken in Victoria, Australia, and used a combination of interviews, focus groups and digital storytelling to bring together two strands of work which have historically occurred separately: work with children experiencing domestic violence and programs for men who use domestic violence. While digital storytelling proved to be an effective method of engaging children and young people in the research, a range of challenging ethical issues emerged. Some of these issues were considered as part of the formal ‘procedural ethics’ process, but additional and more challenging issues relating to anonymity and the complex safety considerations of using of the children’s digital stories within programs for men who use violence and dissemination emerged in practice. It is hoped that sharing our experiences and decision-making will contribute to the knowledge base for others considering engaging in sensitive research using digital technology. (shrink)

Empirical research in education needs to be revitalised. However, there are some misunderstandings to solve: I) experts must refrain from expropriating the teachers from any possibility of voicing about scientific research that matters; II) considering scientific evidence as incontrovertible fact is erroneous; III) believing that the only research worth being conducted at school is that that delivers certainty and political/ethical impartiality is the last misconception. A couple of obstacles to counter these misunderstandings subsists: I) the teacher training, which does not (...) equip teachers to comprehend and conduct scientific research; II) the practices of accountability of scientific production in academic institutions pushing researchers to publish low-quality/interest studies. In this context, Citizen Science (involvement of non-researchers in interactions with researchers as equals) can be a promising resolving direction. (shrink)

While educational settings may be envisioned as safe spaces that facilitate learning, foster creativity, and promote healthy development for youth, research has found that this is not always true for Black girls. Their negative experiences within educational settings are both gendered and racialized, often communicating broader societal perceptions of Black girls that ultimately shape their identity development. Utilizing semi-structured interviews with adolescent Black girls, the current investigation explored Black girls' educational experiences, their meaning making of Black girlhood, and the role (...) of parents in their positive development. By centering Black girls' voices, this study illuminated how Black girls negotiate their multiple marginalized identities and how their identities are shaped by their home and school environments. Findings revealed that Black girls are aware of the difficulties in navigating educational settings for Black girls, but this awareness was coupled with parental support that promoted positive gendered racial identities for Black girls in middle school and high school. This investigation advanced current knowledge of Black girls' identity development and highlighted the protective role of parental socialization. Future research directions and implications are also discussed. (shrink)

In the context of a global pandemic that started in 2020, the Chilean higher education institution Universidad Andrés Bello faced the challenge of giving continuity to its already established blended program for English courses while also starting the implementation of a high-stakes certification assessment for its students using the Test of English for International Communication Bridge. This study sought to evaluate how much of a mediating factor online teaching presence could be in the context of test preparation within a language (...) course in aspects related to autonomous learning and perceived learning outcomes. A mixed-methods approach was used. It included a survey applied to 1,642 eligible students of the English program. These quantitative data were complemented with students’ comments and teacher interviews. After triangulating quantitative and qualitative data, teaching presence was clearly perceived to be a relevant aspect of the online experience in the studied courses. However, both students’ and teachers’ voices evidenced pervasive challenges and tensions that hinder the potentially transformative benefits that online learning is expected to bring about. (shrink)

IDEAS EXPLAINEDTM Daoism Explained, Hans-Georg Moeller Frege Explained, Joan Weiner Luhmann Explained, Hans-Georg Moeller Heidegger Explained, Graham Harman Atheism Explained, David Ramsay Steele Sartre Explained, ...

What can Hannah Arendt's writings offer to current thinking on the environment? Although there are some obvious connections between her work and current issues in environmental ethics, not very much has been written on the topic. This article argues that Arendt's philosophy is particularly fruitful for environmental thinking because she explicitly links the material and biological conditions of human existence with the political conditions of human freedom. This is articulated in the article as the requirement of both constrained consumption and (...) unconstrained deliberation. The article elaborates these notions before concluding that Arendt's philosophy uniquely combines the existential task of self-understanding with the practical task of confronting our environmental challenges. (shrink)

Is there a principled way to understand what liberal democratic states owe, as a matter of justice, to the victims of disasters? This article shows what is normatively special and distinctive about disasters and argues for the view that there are substantial duties of justice for liberal democratic states. The article rejects both a libertarian and a utilitarian approach to this question and, based on broadly Rawlsian principles, argues for a ‘political definition’ of disasters that is concerned with the restoration (...) of citizens' dignity and their capacities for effective citizenship. (shrink)