Critical agency and the future of critique

Rebughini, Paola

doi:10.1177/0011392117702427

Cited by 24 publications

(12 citation statements)

References 22 publications

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“…In this sense, institutional funds of knowledge challenges the idea that organizations lack within them the necessary agency to counteract dominant practices that are transferred coercively, mimetically, or normatively (DiMaggio & Powell, 1983). At the core of institutional funds of knowledge lies a sense of agency that pushes an organization toward dissidence and innovation against perceived inequities stemming from imbalanced power relations (Rebughini, 2018); an agency that resists and redefines supra-institutional structures (Baez, 2000).…”

Section: Institutional Funds Of Knowledgementioning

confidence: 99%

Institutional Funds of Knowledge

Castiello-Gutiérrez¹

2021

Preprint

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This brief essay is an introduction to the theorization of institutional funds of knowledge (IFK) as an emerging concept along with its application in the context of organizational theory particularly around issues of higher education institutions (HEIs). IFK refers to the skills and knowledge that have been historically and culturally developed and practiced inside an organization (or a unit within the organization) and that translate into concrete beneficial outcomes for such organization by presenting an alternative to dominant practices. These ‘funds’ rely on the individual agency and on various forms of capital that members of the organization possess, and therefore share, until they permeate enough to become institutionalized practices. Contrary to other manifestations of organizational practices and organizational knowledge, institutional funds of knowledge are the recognition that such practices and knowledge stem from the individuals’ lived experiences in the margins. At the core of IFK lies a sense of individual agency that pushes an organization toward dissidence and innovation against perceived inequities stemming from imbalanced power relations (Rebughini, 2018); an agency that resists and redefines supra-institutional structures (Baez, 2000) where individuals work together to transform an organization with the joint power of their social network (Kiyama et al., 2012).

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Section: Institutional Funds Of Knowledgementioning

confidence: 99%

Institutional Funds of Knowledge

Castiello-Gutiérrez¹

2021

Preprint

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“…Third and last, this perspective provides a framework for understanding critique as a complex phenomenon, capable of many different things. Generally, there has been a tendency for social theories to mainly focus either on critique's negative or affirmative character -looking either to reject and unmask relations of domination, false consciousness and reification; or focusing critique's productive potential through imagination and innovation (Rebughini, 2018). French pragmatic sociology avoids this dichotomy by presenting a grammar of critique that distinguishes between different types of criticism.…”

Section: Unpacking Critique Through French Pragmatic Sociologymentioning

confidence: 99%

A cry, a clash and a parting: a French pragmatic sociology approach to ‘the struggle over the teacher’s soul’

Holmqvist

2020

International Studies in Sociology of Education

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This article argues for using French pragmatic sociology to explore tensions regarding teachers' work, by studying critique formulated by teachers themselves. Based on interviews with teachers in Swedish adult education it shows how teachers labour to reconcile 'what is' with 'what should be' by voicing critique. The findings suggest that, while some critique echoes institutionalised conventions without questioning them, formulating critique is also a way of resisting, where teachers tap into alternative conventions, or disengage from established practices. Some choose to ignore institutional rules, while others change jobs. These findings establish that some critique can serve to maintain the status quo and its institutionalised truths. However, pushing at reality through acts of critique can also fracture reality, which in turn allows other conventions to take root in the cracks. Identifying the various types of critique employed to question institutionalised conventions highlights the work that teachers do to shape reality.

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“…In ELT research literature, a large number of western popular ELT materials were categorised as imperial or neo-imperial enterprise that repressed local culture and promoted western culture (Abbasian & Biria 2017, Hunter 1997, Jahan 2012, Jahan 2005, Kanoksilapatham 2018, Khodadady & Shayesteh 2016, Lekawael, Emzir & Rafli 2018, Rashidi & Meihami 2016, Rodríguez 2015, Xu 2013, Zarei & Khalessi 2011. As a consequence of such critical intervention, the current English language textbook (introduced in 2015) titled English for Today: Classes XI-XII (Billah et al 2015) for general education stream in Bangladesh is written and edited by local experts; thus, non-native ELT material developers were accorded 'critical agency' (Rebughini 2018) in Bangladesh. Critical agency refers to conscious "action that resists hegemonic practices which ensure and justify the social domination of some individuals by others" (Baez 2000, p. 385).…”

Section: Introductionmentioning

confidence: 99%

Critical Agency and Glocal Subjectivity in ELT Material Development: An Analysis of English Language Textbook of Bangladesh

Khan

Rahaman²

2019

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This paper explores 'glocal subjectivity' in an English language textbook produced by National Curriculum and Textbook Board of Bangladesh for Grades XI-XII. In the era of globalization (Mukherjee & Krieckhaus 2011), glocal subjectivity, i.e. creation of self that appreciates the ingredients of both global and local spaces (Gutierrez 2013) is relevant for material development in ELT, as it carries implications for critical agency (Richmond 2011). In post-colonial countries, critical agency allows non-native textbook writers to exercise freedom in selecting themes and designing language learning activities which may be used in the classrooms to develop critical minds (Pineda-Báez 2004). Through qualitative content analysis (Julien 2008), this research examines how the non-native material writers in Bangladesh exerted critical agency to construct glocal subjectivity in the English textbook. Findings reveal that textbook writers constructed glocal subjectivity by selecting appropriate topics. Nevertheless, the textbook contains the following limitations: pedagogically unsound language learning activities, low aesthetic quality, misrepresentation of Bangladesh, and post-colonial ambivalence. Based on the findings, this paper suggests that textbook writers in the post-colonial countries need to be aware of the issue of representation and make use of the wisdom of Applied Linguistics to produce politically correct and pedagogically effective English language textbook.

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Critical agency and the future of critique

Cited by 24 publications

References 22 publications

Institutional Funds of Knowledge

Institutional Funds of Knowledge

A cry, a clash and a parting: a French pragmatic sociology approach to ‘the struggle over the teacher’s soul’

Critical Agency and Glocal Subjectivity in ELT Material Development: An Analysis of English Language Textbook of Bangladesh

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