Cultural Theory: The Key Concepts

Edgar, Andrew; Sedgwick, Peter

doi:10.4324/9780203933947

Cited by 56 publications

(21 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Consider, for example, the third finding reported here, that participants argued that both the usefulness and truth of knowledge claims can justify them (see the Truth and Usefulness section of the Results). It is easy to make an association here to the philosophy of American pragmatism, which argued that utility should replace truth as the primary means of validating knowledge (Edgar & Sedgwick, ; Hung, ). But this association does not adequately characterize the participants' stances, because they did not argue to dismiss the concept of truth (i.e., correspondence with reality) but instead seemed to unconsciously also apply a metric of usefulness to potential knowledge claims.…”

Section: Discussionmentioning

confidence: 99%

The Personal Epistemologies of Civil Engineering Faculty

Montfort

Brown

Shinew

2014

J of Engineering Edu

View full text Add to dashboard Cite

Background The personal epistemologies of engineering faculty are an important and as yet underinvestigated aspect of engineering education. In this study, personal epistemology is defined as the stances an individual takes on issues related to knowledge and knowing, such as what it means to know, what counts as knowledge, and what makes some knowledge true. Purpose (Hypothesis) This research characterizes the personal epistemologies of engineering faculty members with particular emphasis on contributing to the development of a theoretical framework to support and guide future research. Design/Method Semistructured interviews explored broad epistemological issues but were individually tailored to ensure open discourse. The interviews were situated in the domain of the participants' own research in civil engineering; this domain provided a familiar and rich research site in which to explore their epistemologies and allowed for richer interpretations through reference to other research linking research practice with epistemology. Results The participants expressed a stance that assumed an objective reality and verified the truth of their knowledge through observation, which assumes access to that objective reality. Participants simultaneously evaluated their knowledge based on its truth and usefulness. The participants' discussions reflected their perceptions of the complexity and wide scope of the “real” world – thereby moving beyond simplified categorizations such as positivist, into new and unexplored epistemologies. Conclusions The participants' epistemologies are discussed in terms of their implications for engineering education practice and research, as well as personal epistemology research.

show abstract

Section: Discussionmentioning

confidence: 99%

The Personal Epistemologies of Civil Engineering Faculty

Montfort

Brown

Shinew

2014

J of Engineering Edu

View full text Add to dashboard Cite

show abstract

“…Regulations and policies to be implemented at schools for people coming from different segments of the society must be secured on the basis of structural equity (Apple and Beane, 2011). According to social agreement approach, societies and the states are based on contract, whereby the individuals who make up themselves are subjected to mutual commitments to form a society as equals and thus improve their interests (Edgar and Sedgwick, 2006). Conformity in the society is an emotion provided by adopting that differences are respectable and acceptable (Ergil, 2010).…”

Section: Multicultural Educationmentioning

confidence: 99%

Readiness of Turkish Education system for Multicultural education

Paksoy¹,

Ã‡Elä°K²

2019

Educ. Res. Rev.

View full text Add to dashboard Cite

The purpose of this study is to analyze multicultural education and evaluate the Turkish education system regarding the acceptance of diversity. In this era, cultural diversity and identities are given equal importance in the world. Multiculturalism gives the opportunity for each citizen to secure life styles with equal rights, grow in a world of cultural heritage and raise children in the same world without being discriminated. Multicultural education advocates that everyone should have the equal educational opportunities on the basis of gender, social class, race, ethnicity and cultural variety. As a result, it has a purpose of ensuring equal opportunities, solving problems arising from cultural conflicts, supporting students to develop empathy, introducing each other's cultures and increasing academic success. Diversity is not yet promoted in Turkish Education system and it is one area that is lacking in the system. It is also uncertain the benefits gained by living together in the community. As the schools are responsible for shaping the future of students, it is very important for teachers to consider diversity of culture and language to enhance their academic performanace.

show abstract

“…Dmitry Tulchinskiy, bureau chief of Russian state news agency Rossiya Segodnya, recently argued that “propaganda is the tendentious presentation of facts … It does not mean lying” (Troianovski). Propaganda is thus not “unproblematically untrue”: propagandists may falsify facts, be selective with facts, and/or present facts in an “emotive manner” (Edgar and Sedgwick 313–14).…”

Section: Fake News As Propagandamentioning

confidence: 99%

F for Fake: Propaganda! Hoaxing! Hacking! Partisanship! and Activism! in the Fake News Ecology

Reilly¹

2018

J of American Culture

View full text Add to dashboard Cite

Cultural Theory: The Key Concepts

Cited by 56 publications

References 0 publications

The Personal Epistemologies of Civil Engineering Faculty

The Personal Epistemologies of Civil Engineering Faculty

Readiness of Turkish Education system for Multicultural education

F for Fake: Propaganda! Hoaxing! Hacking! Partisanship! and Activism! in the Fake News Ecology

Contact Info

Product

Resources

About