Egypt, Islam and social change: Al-Azhar in conflict and accommodation
In: Islamkundliche Untersuchungen, 81
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In: Islamkundliche Untersuchungen, 81
World Affairs Online
In: Historical Materialism Book Series 1
Preliminary Material /Christopher J. Arthur --The New Turn to Dialectic /Christopher J. Arthur --Dialectical Development versus Linear Logic /Christopher J. Arthur --Labour, Value and Negativity /Christopher J. Arthur --Systematic Dialectic /Christopher J. Arthur --Marx's 'Capital' and Hegel's 'Logic' /Christopher J. Arthur --Negation of the Negation in Marx's 'Capital' /Christopher J. Arthur --The Infinity of Capital /Christopher J. Arthur --The Spectre of Capital /Christopher J. Arthur --Hegel's Theory of the Value Form /Christopher J. Arthur --A Clock without a Spring: Epitaph for the USSR /Christopher J. Arthur --Whose Reason? and Whose Revolution? /Christopher J. Arthur --Conclusion /Christopher J. Arthur --Bibliography /Christopher J. Arthur --Index /Christopher J. Arthur --Historicalmaterialism Book Series /Christopher J. Arthur.
In: Postdigital science and education, Band 1, Heft 1, S. 240-243
ISSN: 2524-4868
In: Citizenship, social and economics education: an international journal, Band 11, Heft 3, S. 163-176
ISSN: 2047-1734
Financial literacy education is often assumed to be a form of technical and/or hermeneutic training that assists citizens as well as consumers make responsible financial decisions. As a form of civic literacy education, financial literacy education is often framed as promoting civic responsibility, equality and engagement. This article calls into question the seemingly common-sense construction of financial literacy as personal money management for citizens and consumers and charges that many of the dominant financial literacy education initiatives support civic irresponsibility, inequality and disengagement. From a perspective informed by critical theory and pedagogy, the first three sections of this article analyse the character of the civic responsibility, equality and political engagement promoted in the dominant financial literacy education literature while presenting critical alternatives for each. The analysis in these sections supports the claim made in the fourth and final section of this article that a critical, emancipatory civic financial literacy is needed for a responsible, engaged citizenry who can extend and protect more robust conceptions of freedom and democracy.
In: ABEI journal: the Brazilian Journal of Irish Studies, Band 10, S. 9
ISSN: 1518-0581, 2595-8127
In: ABEI journal: the Brazilian Journal of Irish Studies, Band 9, S. 189
ISSN: 1518-0581, 2595-8127
In: Radical philosophy: a journal of socialist and feminist philosophy, Heft 146, S. 66-68
ISSN: 0300-211X
In: Historical materialism: research in critical marxist theory, Band 11, Heft 2, S. 247-263
ISSN: 1569-206X
In: Historical materialism: research in critical marxist theory, Band 10, Heft 1, S. 251-257
ISSN: 1569-206X
In: Capital & class: CC, Heft 73, S. 181-182
ISSN: 0309-8168
In: Radical philosophy: a journal of socialist and feminist philosophy, Heft 81, S. 41-43
ISSN: 0300-211X
In: Capital & class, Band 20, Heft 2, S. 31-36
ISSN: 2041-0980
In the first draft of Volume II of Capital Marx set out four circuits of capital, not three as in the final version. The fourth starts from 'the factors of the labour process'. Here reasons for and against such a circuit are examined.
In: Radical philosophy: a journal of socialist and feminist philosophy, Heft 76, S. 52-53
ISSN: 0300-211X
In: Radical philosophy: a journal of socialist and feminist philosophy, Heft 79, S. 50-51
ISSN: 0300-211X
In: Radical philosophy: a journal of socialist and feminist philosophy, Heft 79, S. 50-51
ISSN: 0300-211X