PPT-Standpoint Epistemology: Marxist and Feminist

Gurminder K Bhambra 30 th October 2013 Room Changes Date Lecture GKB 34 GKB 45 NG 45 301013 S021 S008 S008 S028 61113 F107 F107 131113 L4 L4 . The history of epistemology however can in large part be read as a histor y of trying to establish that there is a necessary connection between the answers to these two questions A traditional view is that justified beliefs are ones arrived at usi n Critical reading: psychoanalytical, . marxist. , feminist. LQ: Can I compare poems . thematically while . analysing. language form and structure?. Literary terms: Juxtaposition, assonance, alliteration, onomatopoeia, internal rhyme, caesura, crescendo, bathos, pathos, satirical, misogyny. December 10, 2011. School of International Development. University of East Anglia. School of International Development (DEV) at UEA . Introductions. Workshop purposes. Development . research priorities. - Marxist Approach Periklis Pavlidis Aristotle University of Thessaloniki, Greece Periklis Pavlidis Page | 75 Introduction Admitting that the peculiarity of education doesn’t merely lie in Making Marxism Mutual. Karl Marx – Troy . L.. Leon Trotsky – . Sandon. B.. Vladimir Lenin – John . S.. Who was Karl Marx?. What is Marxism?. Who . were the Marxists?. How/When do we . see Marxist . Theories. Utilizing the Metaphor of a Critical Lens. Reader Response. Talking to the Text. Read Aloud. Part 1. A theory provides an angle or perspective you will take when you look at a text.. Each lens is a view point or opinion. . Dr. Holly Kruse. Communication Theory. Standpoint Theory. What is a “standpoint”?. B. ased on knowledge we gain from everyday life (“situated knowledge” based in context & circumstance).. Finding Literature. Critical. Theory. The Paper. Literature Review. What is a Literature Review:. Not to be confused with a book review, a literature review surveys scholarly articles, books and other sources (e.g. dissertations, conference proceedings) relevant to a particular issue, area of research, or theory, providing a description, summary, and critical evaluation of each work. The purpose is to offer an overview of significant literature published on a topic.. Mo money, mo problems!. "Marxism attempts to reveal the ways in which our socioeconomic system is the ultimate source of our experience" (Tyson 277. ).. "...what drives historical change are the material realities of the economic base of society, rather than the ideological superstructure of politics, law, philosophy, religion, and art that is built upon that economic base" (Richter 1088).. -Based on philosophy of Karl Marx (1818-1883). -German philosopher and economist. “Whoever controls the means of production (factories) in a society controls society.”. What do Marxists believe?. Prof N M Nakata (B.Ed. . Hons. . PhD). Chair of Australian Indigenous Education. University of Technology, Sydney. Australia. Corpus of Knowledge. About Us. Indigenous . Knowledge Systems. Contested Knowledge Spaces. When we ‘naturalize’ something we bring it into the realm of space and time.. Approaches to human knowledge that emphasize abstract, necessary principles (Descartes, Locke, Berkeley, Hume, for example) lead to skepticism that undercuts empirical science (science about things and events in space and time … notably, things like scientific studies of our cognitive abilities).. The basis of the feminist . movements, both . in literature and politics, is . that Western . culture is . fundamentally patriarchal . (i.e., created by . men, controlled . by men, viewed through . the eyes . Dr. William Eggington. Brigham Young University. This presentation begins by assuming that linguistic ways of knowing, analyzing and sharing lead to similar, but unique, positive outcomes. Students trained in linguistic epistemologies, or ways of knowing and thinking, develop valuable abilities that greatly enhance essential life-skills and opportunities for career, personal and interpersonal success. I will review the research related to the development of science and mathematics epistemologies for pedagogical purposes in an effort to develop a model that could be applied to linguistic epistemologies. This will be followed by a critique of the previous, decidedly sparse, work conducted in developing an epistemology of linguistics for pedagogical purposes. I will compare and contrast this work with the proposed model and conclude by suggesting a developmental agenda for linguistic pedagogical practice based upon, not only what we want our students to know about language, but also how we would like them to think about how language functions..