Suchergebnisse

Space, in the dictionary, is "a continuous area or expanse which is free, available, or unoccupied" and "the dimensions of height, depth, and width within which all things exist and move." Those of us who are social scientists may recognize Henri Lefebvre's unitary theory of space in the dictionary definition, which seeks to capture physical, mental, and social "fields" constituting space: spatial practices, representations of space, and representational space (such as the opening and closing of airports, requiring that people queue for temperature scans, constructing stadiums and choosing names for them). If anything, the spread of coronavirus disease at the present moment draws the significance of space and tensions between different concepts of space to our immediate attention.

Abstract
In his analysis of a professional association and its tactics, John McCumber's Time in the Ditch asserts, 'American philosophy during the McCarthy era seems to have confronted difficulties well beyond those faced by other disciplines'. In response, Lewis Gordon developed a thesis around what he called a 'teleological suspension of disciplinarity', a willingness to go beyond disciplines in the production of knowledge. During the Cold War, 'Alī al-Wardī completed his training at the University of Texas at Austin, where he earned two graduate degrees. This article addresses al-Wardī's early work in a series of historical and regional perspectives: first, referring to C. Wright Mills as a model for a 'Texas sociologist'; second, identifying Sociology Department faculty members whom al-Wardī thanked in his thesis; and, through them, revealing a network of scholarship and activism identified with Cold War Texas.

This article takes an activist approach to the discussion of critical literacy in theory and in praxis. Critical literacy has long been considered a powerful schema for critical pedagogical pursuits both inside and outside of schools. First, I address the need to negotiate the language around literacy for activist educational pursuits. I then move to define critical literacy, tracing the history of the topic through its theoretical and practical morphology. Finally, I address contemporary examples of critical literacy research, highlighting the limitations of school-based approaches and proffering actionable elements of critical literacy praxis beyond the boundaries of formal educational contexts. In the end, I recommend conceiving of critical literacy as a learning theory to be applied to the study of youth social and political activist organizing outside of schools.

Was Iraq's heritage British, or Turkish? Between 1922 and 1958, the country was a constitutional monarchy under Hashemite rulers; external observers considered its organic law one of the most advanced among all the Arab states, and its diplomats to have exercised an independent foreign policy unmatched in the region. On such a basis, Bernard Lewis observed that democracy fared well under the region's constitutional monarchies established under British guidance. The elections of September 1954 to Iraq's Chamber of Deputies provide the means to assess Lewis's observation. Three factors are considered (the electoral law, the status of the opposition political parties, and status of Kurdish populations) in a general discussion of Britain's influence on political modernity in the Middle East. The data consulted includes government documents, memoirs, and transcripts of contemporary radio broadcasts; as an alternative to Lewis, Rashid Khalidi's description of 1912 elections to the Ottoman Chamber of Deputies is presented as an explanatory model.