the ethic of care for the self as a practice of freedom

Fornet-Betancourt, Raúl; Becker, Helmut; Gómez-Müller, Alfredo; Gauthier, Jean-Claude

doi:10.1177/019145378701200202

Cited by 265 publications

(60 citation statements)

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“…The process has the potential to transform the person's experiences. In this process the data are critically analysed in terms of the historical, social and cultural context of the story and allow the researcher to examine the existing discourses and the issue of power (Foucault, 1982;1987).…”

Section: What Are the Methodological Implications Of Paradigm Choice?mentioning

confidence: 99%

Understanding and Applying Research Paradigms in Educational Contexts

Kivunja¹,

Kuyini²

2017

IJHE

649

389

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The concept of research paradigm is one that many higher degree research students, and even early career researchers, find elusive to articulate, and challenging to apply in their research proposals. Adopting an ethnographic and hermeneutic methodology, the present paper draws upon our experiences as lecturers in Research Methods over many years, and upon pertinent literature to explain the meaning of research paradigm. The paper elucidates the key aspects of research paradigms that researchers should understand well to be able to address this concept adequately in their research proposals. It offers suggestions on how researchers can locate their research into a paradigm and the justification needed for paradigm choice. With the explicit purpose of helping higher degree research (HDR) students design effective research proposals, the paper also discusses the different research methodologies best suited to conduct research in each of the paradigms discussed.

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Section: What Are the Methodological Implications Of Paradigm Choice?mentioning

confidence: 99%

Understanding and Applying Research Paradigms in Educational Contexts

Kivunja¹,

Kuyini²

2017

IJHE

649

389

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“…Although a closed meritocracy in some senses, the academic game is wide open to those who can play the game well, and -the more open the game, the more appealing and fascinating it becomes‖ (Foucault, 1997, p. 300). Second, the academic game is itself a type of -truth game‖ (Foucault, 1987). In playing the game in constructed domains, there are likely to be trespasses and interactions with the games of non-constructed truths (i.e., objective reality).…”

Section: Collecting Salary As You Pass "Go"mentioning

confidence: 99%

“…In such playing fields, agents pursue -quasi-magical‖ (p. 102) symbolic capital such as charisma, deriving from -socially constituted ‗collective expectations'‖ of others (p. 102). Others, such as Foucault (1987Foucault ( , 1997, characterized academe as a set of performative truth games revealing various relations of power in regard to self-as-subject (e.g., Hassett, 2010;Peters, 2004;Prasad, 2013;Zhao, 2012). Despite these various forays, academe has generally been treated rather peripherally as a game, rather than viewing games as a primary lens through which the academy might be understood (cf., Leahy, 2012).…”

Section: Let the Games Begin: Future Implicationsmentioning

confidence: 99%

Framing the Game: An Architectonic Analogue for Meta-Theorizing Academic Activities

Spitzberg

2018

SMC

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A radical reformulation is proposed for explaining paradigm fragmentation. The broader topography of academic activities is conceptualized according to an academic game-theoretic analogue (GTA). According to this analogue, scholarly and academic activities reflect a competitive field of play and of plays. Criteria such as attention, compensation, awards, publications, tenure, and mobility become the scarce valued resources distributed in the game based on the plays that players enact. In an effort to reveal the heuristic potential of the theoretical analogy, these threads are traced across a broad array of humanistic and scientific theories and scholarship, including connections among Wittgenstein, Popper, Kuhn, Feyerabend, Goffman, Foucault, Bourdieu and Lyotard. The field of Communication, and its many affiliated and cognate disciplines have been charted by a wide variety of paradigm maps (e.g., Altman & Rogoff, 1987;Anderson & Baym, 2004;Craig, 1999;Smith, 1988). There is little doubt that the communication discipline is fragmented, multi-faceted and complex (Barnett, Huh, Kim, & Park, 2011, p. 467). In fields such as communication (Eadie, 2011;Salomón, 2010;Stanfill, 2012), sociology (Puddephatt & McLaughlin, 2015), political science (Blokland, 2015) and social psychology (Green, 2015), such fragmentation has been singled out as a threat to their disciplinary status and credibility. This analysis suggests an explanation for scholarly activities that provide the raw data for such variegated maps. The analogy of game theory provides a high-level explanation for academic and scholarly activities, and provides a meta-account of the raison d'etre of scholarly activity, which is to pursue such activity while seldom recognizing its game-like nature.Disciplinary paradigms appear to be organic, ever-evolving systems of people and ideas. Kuhn (1970) proposed that paradigms may consist of very small groups, even as small as a dozen or two members, who share either similar exemplars or collective practices and beliefs. Scholarly activities are sense-making activities and language communities. As paradigms evolve, scholars often engage in sense-making to organize such paradigms along dimensions and boundaries that reflect the respective relationships among such paradigms (Foucault, 1988). Maps of these relationships represent meta-sense-making activities of these academic territories. Granting that -the map is not the territory‖ (Korzybski, 1931, p. 58), meta-theoretical paradigm maps are intended to bring order to the diversity of academic and scholarly activities that constitute a discipline (Charland, 2003;Wang, 2014). These organizing efforts reflect 

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“…Embedded within social relations, power is everywhere and within everyone, and therefore has a productive aspect. Power within social relations is evident in every social field, and it is within such networks that freedom exists and facilitates the possibility for resistance and liberation (Fornet-Betancourt et al 1987). Foucault (1983)…”

Section: Emancipation From a Foucauldian Perspectivementioning

confidence: 99%

Reflexivity, critical qualitative research and emancipation: a Foucauldian perspective

McCabe

Holmes

2009

Journal of Advanced Nursing

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Title. Reflexivity, critical qualitative research and emancipation: a Foucauldian perspective. Aim. In this paper, we consider reflexivity, not only as a concept of qualitative validity, but also as a tool used during the research process to achieve the goals of emancipation that are intrinsic to qualitative research conducted within a critical paradigm. Background. Research conducted from a critical perspective poses two challenges to researchers: validity of the research must be ensured and the emancipatory aims of the research need to be realized and communicated. The traditional view of reflexivity as a means of ensuring validity in qualitative research limits its potential to inform the research process. Data sources. The Medline and CINAHL data bases were searched (1998)(1999)(2000)(2001)(2002)(2003)(2004)(2005)(2006)(2007)(2008) inclusive) using keywords such as reflexivity, validity, subjectivity, bias, emancipation, empowerment and disability. In addition, the work of Michel Foucault was examined. Discussion. Using the work of the late French philosopher Michel Foucault, we explore how Foucault's 'technologies of the self' can be employed during critical qualitative research to achieve emancipatory changes. Using research conducted with marginalized populations as an example (specifically, individuals with disabilities), we demonstrate the potential for using reflexivity, in a Foucauldian sense, during the research process. Conclusion. Shifting the traditional view of reflexivity allows researchers to focus on the subtle changes that comprise emancipation (in a Foucauldian sense). As a result, researchers are better able to see, understand and analyse this process in both the participants and themselves.

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the ethic of care for the self as a practice of freedom

Cited by 265 publications

References 0 publications

Understanding and Applying Research Paradigms in Educational Contexts

Understanding and Applying Research Paradigms in Educational Contexts

Framing the Game: An Architectonic Analogue for Meta-Theorizing Academic Activities

Reflexivity, critical qualitative research and emancipation: a Foucauldian perspective

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