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Social and Behavioral Sciences Commons™
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Articles 1 - 6 of 6
Full-Text Articles in Social and Behavioral Sciences
Reimagining The Language Of Engagement In A Post-Stakeholder World, Mark S. Reed, Bethann G. Merkle, Elizabeth Cook, Caitlin Hafferty, Adam P. Hejnowicz, Richard Holliman, Ian D. Marder, Ursula Pool, Christopher M. Raymond, Kenneth E. Wallen, David Whyte, Marta Ballesteros, Sadiq Bhanbhro, Siniša Borota, Marnie L. Brennan, Esther Carmen, Elaine A. Conway, Rosie Everett, Fiona Armstrong-Gibbs, Eric Jensen, Gerbrand Koren, Jenny Lockett, Pedi Obani, Seb O'Connor, Laurie Prange, Jon Mason, Simon Robinson, Priya Shukla, Anna Tarrant, Alessandro Marchetti, Mascha Stroobant
Reimagining The Language Of Engagement In A Post-Stakeholder World, Mark S. Reed, Bethann G. Merkle, Elizabeth Cook, Caitlin Hafferty, Adam P. Hejnowicz, Richard Holliman, Ian D. Marder, Ursula Pool, Christopher M. Raymond, Kenneth E. Wallen, David Whyte, Marta Ballesteros, Sadiq Bhanbhro, Siniša Borota, Marnie L. Brennan, Esther Carmen, Elaine A. Conway, Rosie Everett, Fiona Armstrong-Gibbs, Eric Jensen, Gerbrand Koren, Jenny Lockett, Pedi Obani, Seb O'Connor, Laurie Prange, Jon Mason, Simon Robinson, Priya Shukla, Anna Tarrant, Alessandro Marchetti, Mascha Stroobant
Research outputs 2022 to 2026
Language matters in shaping perceptions and guiding behaviour. The term stakeholder is widely used, yet little attention is paid to the possibility that its use may inadvertently perpetuate colonial narratives and reinforce systemic inequities. In this article, we critically examine the limitations of the stakeholder concept and its ambiguity, normativity, and exclusionary implications. We emphasise the importance of using language that gives a voice to marginalised groups, promotes inclusion and equity, and fosters meaningful and reflexive participation in decision-making processes. In critiquing the use of the term and calling for alternative practices, we aim to contribute to the decolonisation of …
Library Curriculum As Epistemic Justice: Decolonizing Library Instruction Programs, Heather Campbell, Dan Sich
Library Curriculum As Epistemic Justice: Decolonizing Library Instruction Programs, Heather Campbell, Dan Sich
Western Libraries Publications
Information literacy scholars and leaders are calling for the decolonization of library instruction, knowing that our work helps to maintain colonial systems. While there is no checklist or road map to program decolonization, academic libraries and instruction teams must start the work anyway. This article shares the story of curriculum decolonization at Western Libraries, so far, including the decolonization ‘cycle’ we followed and our resulting six learning outcomes. Grounded in epistemic justice, our new curriculum prioritizes living beings over information, and uses a broad, inclusive definition of knowledge throughout. Librarians at Western University acknowledge that the first step in decolonization …
Multivocality As Practice Of Critical Inquiry For Social Justice, Cesar Cisneros
Multivocality As Practice Of Critical Inquiry For Social Justice, Cesar Cisneros
The Qualitative Report
Multivocality has been clearly and in detail present in social science reflection since the impact of the so-called linguistic turn and nowadays it has also presence in the qualitative inquiry current discussion. To explore how multivocality can be a practice of qualitative inquiry for social justice is the goal of this contribution. It is a global picture of epistemic violence that has subjugated knowledge and practices along with executing genocides and exterminations of otherness to build societies without social, epistemic, and cognitive justice that my goal is to unveil the horizon of modern social sciences to get a better understanding …
What An Ethics Of Discourse And Recognition Can Contribute To A Critical Theory Of Refugee Claim Adjudication: Reclaiming Epistemic Justice For Gender-Based Asylum Seekers, David Ingram
Philosophy: Faculty Publications and Other Works
Abstract: Using examples drawn from gender-based asylum cases, this chapter examines how far recognition theory (RT) and discourse theory (DT) can guide social criticism of the judicial processing of women’s applications for protection under the Geneva Convention Relating to the Status of Refugees (1951) and subsequent protocols and guidelines put forward by the United Nations High Commissioner for Refugees (UNHCR). I argue that these theories can guide social criticism only when combined with other ethical approaches. In addition to humanitarian and human rights law, these theories must rely upon ideas drawn from distributive, compensatory, and epistemic justice. Drawing from recent …
Delivering Gender Justice In Academia Through Gender Equality Plans? Normative And Practical Challenges, Sara Clavero, Yvonne Galligan
Delivering Gender Justice In Academia Through Gender Equality Plans? Normative And Practical Challenges, Sara Clavero, Yvonne Galligan
Articles
This paper employs the concept of epistemic justice to examine the potential for gender equality plans (GEPs) to bring about sustainable transformative change towardsgender equality in higher education. Mindful of both the limitationsand opportunitiesof gender policy interventions,the paper highlights the importance of approaching gender inequality as a problem of justice and power rather than asan issueof “loss of talent.”The paper drawson Fricker's account of epistemic justice as well ason Bourdieu's analysis of power in the academic field, to evaluate seven GEPs in European universities for their potential to transform gender–power relations in academia.
Death Of The Clinic: Trans-Informing The Clinical Gaze To Counter Epistemic Violence, Diana E. Kuhl
Death Of The Clinic: Trans-Informing The Clinical Gaze To Counter Epistemic Violence, Diana E. Kuhl
Electronic Thesis and Dissertation Repository
This case study research (Patton, 2002, 2014; Flyvberg, 2006) has grown out of an awareness of deep resistance from the psy disciplines to trans-informed epistemologies as a source of legitimate knowledge (Tosh, 2015, 2016; Winters, 2008). It focuses on examining how the closure of The Gender Identity Clinic (GIC) for Children and Youth at the Centre for Addiction and Mental Health (CAMH) in Toronto, Ontario, Canada, signaled a paradigm shift from the ‘treatment model’ to the ‘affirmative model’ with respect to clinical approaches for supporting trans and gender diverse children and youth. As such the case study involved tracing the …