Advertisement

Theorizing Dialogue among Various Voices in Critical Theory

  • Joseph Zanoni
Part of the Critical Cultural Studies of Childhood book series (CCSC)

Abstract

We may judge theories and discourse in early childhood and human capital by how useful they are for explaining practice and not how abstruse they are. Given expanding alignments of knowledge, technology, and critique, one grand counter narrative could not satisfy our needs (Lyotard, 1984). The aims of educational inquiry may be understood by developing frameworks of dimensionality recognizing hybrid or overlapping social theories. The palimpsest process of history shows how the paradigm shifts of theoretical legacies position us now to unpack our contemporary moment and to propose paths for future social practice.

Keywords

Early Childhood Public Health Nurse Critical Discourse Analysis Public Health Worker Early Childhood Experience 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Andreotti (de Oliveira), V. (2011). Actionable postcolonial theory in education. New York: Palgrave Macmillan.CrossRefGoogle Scholar
  2. Bakhtin, M. M. (1981). The dialogic imagination. Austin: University of Texas Press.Google Scholar
  3. Berk, L. E. (2001). Trends in human development. The many faces of psychological research in the 21st century. The Society for the Teaching of Psychology. Retrieved May 4, 2015, from http://teachpsych.org/Resources/ Documents/ebooks/faces2001.pdf#page=223
  4. Bloch, M. N., Kennedy, D., Lightfoot, T., & Weyenberg, D. (2006). Introduction: Education and the global/local construction of the universal, modern, and globalized child, school and nation. In M. N. Bloch, D. Kennedy, T. Lightfoot, & D. Weyenberg (Eds.), The child in the world/The world in the child. Education and the configuration of a universal, modern, and globalized childhood (pp. 3–17). New York: Palgrave Macmillan.CrossRefGoogle Scholar
  5. Borg, C., & Mayo, P. (2006). Challenges for critical pedagogy: A southern European perspective. Cultural Studies—Critical Methodologies, 6(1), 143–154.CrossRefGoogle Scholar
  6. Butler, J. (1997). The psychic life of power: Theories in subjection. Stanford, CA: Stanford University Press.Google Scholar
  7. Centers for Disease Control of Prevention. (2014). Adverse childhood experiences—looking at how ACEs affect our lives and society. Retrieved July 14, 2014, from http://vetoviolence.cdc.gov/child malt reatment/phl/resource_center_infographic.html
  8. Coloma, R. S. (2011). Who’s afraid of Foucault? History, theory and becoming subjects. History of Education Quarterly, 51(2), 184–210.CrossRefGoogle Scholar
  9. Curtis, B. (2002). Foucault on governmentality and population: The impossible discovery. Canadian Journal of Sociology, 27(4), 505–533.CrossRefGoogle Scholar
  10. Darder, A. (2011). A dissident voice: Essays on culture, pedagogy, and power. New York: Peter Lang.Google Scholar
  11. Datar, S. M., Garvin, D. A., & Cullen, P. G. (2010). Rethinking the MBA: Business education at a crossroads. Boston: Harvard University Press.Google Scholar
  12. Doherty, R. (2009). Social capital: Governing the social nexus. In M. A. Peters, A. C. Besley, M. Olssen, S. Maurer, & S. Weber (Eds.), Govermentality: Studies in education (pp. 153–163). Boston: Sense Publishers.Google Scholar
  13. Fairclough, N. (2003). Analyzing discourse: Textual analysis for social research. New York: Routledge.Google Scholar
  14. Fontana, B. (1993). Hegemony and power: On the relation between Gramsci and Machiavelli. Minneapolis: University of Minnesota Press.Google Scholar
  15. Foucault, M. (1991). Governmentality. In G. Burchell, C. Gordon, & P. Miller (Eds.), The Foucault effect: Studies in governmentality: With two lectures by and an interview with Michel Foucault (pp. 87–105). Chicago, IL: University of Chicago Press.Google Scholar
  16. Freire, P. (1970). Pedagogy of the oppressed. M. B. Ramos (Trans.). New York: Continuum.Google Scholar
  17. Gramsci, A. (1996). Notebook 5. In J. Buttigieg (Ed. & Trans.), Prison notebooks, volume 2 (§49, p. 199, §127, p. 377). New York: Columbia University Press.Google Scholar
  18. Green, M., & Ives, P. (2009). Subalternity and language: Overcoming the fragmentation of common sense. Historical Materialism, 17, 3–30.CrossRefGoogle Scholar
  19. Gutiérrez, K. D., Baquedano-López, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), 286–303.CrossRefGoogle Scholar
  20. Gutiérrez, K. D., Bien, A. C., Selland, M. K., & Pierce, D. M. (2011). Polylingual and polycultural learning ecologies: Mediating emergent academic literacies for dual language learners. Journal of Early Childhood Literacy, 11(2), 232–261.CrossRefGoogle Scholar
  21. Gutiérrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19.CrossRefGoogle Scholar
  22. Gutiérrez, K. D., & Vossoughi, S. (2010). Lifting off the ground to return anew: Documenting and designing for equity and transformation through social design experiments. Journal of Teacher Education, 61(1–2), 100–117.CrossRefGoogle Scholar
  23. Hand, V., Penuel, W. R., & Gutiérrez, K. D. (2013). (Re)framing educational possibility: Attending to power and equity in shaping access to and within learning opportunities. Human Development, 55(5–6), 250–268.Google Scholar
  24. Hickling-Hudson, A., (2011). Teaching to disrupt preconceptions: Education for social justice in the imperial aftermath. Compare, 41(4): 453–465.Google Scholar
  25. Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (2001). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.Google Scholar
  26. Holquist, M. (1981). Dialogism: Bakhtin and his works. London: Routledge.Google Scholar
  27. Krieger, N. (2011). Epidemiology and the people’s health: Theory and context. New York: Oxford University Press.CrossRefGoogle Scholar
  28. Kristof, N. (2014, February 23). When even the starting line is out of reach. The New York Times, SR 11.Google Scholar
  29. Lightfoot, T. (2006). Language learning, language teaching and the construction of the young child. In M. N. Bloch, D. Kennedy, T. Lightfoot & D. Weyenberg (Eds.), The child in the world/The world in the child. Education and the configuration of a universal, modern, and globalized childhood (pp. 81–98). New York: Palgrave Macmillan.Google Scholar
  30. Luke, A. (1995). Text and discourse in education: An introduction to critical discourse analysis. Review of Research in Education, 21, 3–48.Google Scholar
  31. Luke, A. (2002). Beyond science and ideology critique: Developments in critical discourse analysis. Annual Review of Applied Linguistics, 22(1), 96–110.Google Scholar
  32. Lyotard, J. F. (1984). The postmodern condition: A report on knowledge. G. Bennington & B. Massumi (Trans.). Minneaposlis: University of Minnesota Press.Google Scholar
  33. Machiavelli, N. (1513/1992). The Prince. New York: Quality Paperback Book Club Classics.Google Scholar
  34. Mayo, P. (1999). Gramsci, Freire and adult education: Possibilities for transformative action. London: Zed Books.Google Scholar
  35. Murillo, E. G. (2004). Mojado crossing along neoliberal borderlands. In G. W. Noblit, S. Y. Fores, & E. G. Murrilo (Eds.), Postcritical ethnography: Reinscribing critique (pp. 155–179). Cresskill, NJ: Hampton Press.Google Scholar
  36. Murray, L. R., Angeloponlos, N., Bloyd, J., Clark, J., Durica, D., Isfan, C., Porter, L., & Zanoni, J. (2012). Public Health 101 Curriculum—Case Sunny Acres Backstretch. Chicago, IL: Cook County Department of Public Health.Google Scholar
  37. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92.CrossRefGoogle Scholar
  38. Opacich, K. J. & Lizer, S. (2007). Determining health status and health disparities for an embedded rural workforce. In National Institute for Occupational Safety and Health (2009), An overview of safety and health for workers in the horse-racing industry (DHHS NIOSH Publication No. 2009–128). Washington, DC: US Government Printing Office.Google Scholar
  39. Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah, NJ: L. Erlbaum.Google Scholar
  40. Peters, M. A. (2005). Education, post-structuralism and the politics of difference. Policy Futures in Education, 3(4), 436–445.CrossRefGoogle Scholar
  41. Peters, M. A. (2009). Introduction: Governmentality, education and the end of neoliberalism? In M. A. Peters, A. C. Besley, M. Olssen, S. Maurer, & S. Weber (Eds.), Govermentality studies in education (pp. xxvii–xlviii). Boston: Sense Publishers.Google Scholar
  42. Piketty, T., & Goldhammer, A. (2014). Capital in the twenty-first century. Cambridge, MA: Belknap Press.CrossRefGoogle Scholar
  43. Rhee, J. E. (2013). The neoliberal racial project: The tiger mother and gov-ernmentality. Educational Theory, 63(6), 561–580.CrossRefGoogle Scholar
  44. Rizvi, F., Lingard, B., & Lavia, J. (2006). Postcolonialism and education: Negotiating a contested terrain. Pedagogy, Culture & Society, 14 (3): 249–262.CrossRefGoogle Scholar
  45. Said, E. (1986). Foucault and the imagination of power. In D. C. Hoy (Ed.), Foucault: A critical reader (pp. 149–155). Oxford, UK: Blackwell.Google Scholar
  46. Schubert, W. H. (1986). Curriculum: Perspective, paradigm and possibility. New York: Macmillan Publishing.Google Scholar
  47. Smith, K. (2010). Gramsci at the margins: Subjectivity and subalternity in a theory of hegemony. International Gramsci Journal, 2, 39–50.Google Scholar
  48. Tervalon, M., & Murray-García, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved, 9(2), 117–125.CrossRefGoogle Scholar
  49. Tuhiwai Smith, L. (1999). Decolonizing methodologies: Research and indigenous peoples. London: Zed Books.Google Scholar
  50. Vygotsky, L. (1986). Thought and language. A. Kozulin (Ed. & Trans.). Cambridge, MA: MIT Press.Google Scholar
  51. Weyenberg, D. (2006). The quest for health in different timespaces. In M. N. Bloch, D. Kennedy, T. Lightfoot, & D. Weyenberg (Eds.), The child in the world/The world in the child. Education and the configuration of a universal, modern, and globalized childhood (pp. 99–117). New York: Palgrave Macmillan.Google Scholar
  52. Zanoni, J. (2008). Dialogue and hegemony: Sociolinguistic analysis of “charlas” for critique and praxis. Mediterranean Journal of Educational Studies, 13(1): 39–58.Google Scholar
  53. Zanoni, J. (2013a). Confronting inequity: Participatory education impacting health at work. Journal of Critical Though and Praxis, 2(1), 18–39.Google Scholar
  54. Zanoni, J. (2013b). Cultivating experiential knowledge: Peer educators working disciplinary borders. Postcolonial Directions in Education, 2(2), 186–225.Google Scholar

Copyright information

© Theodora Lightfoot-Rueda and Ruth Lynn Peach 2015

Authors and Affiliations

  • Joseph Zanoni

There are no affiliations available

Personalised recommendations