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Introduction
Published in Ulrike Steinert, Systems of Classification in Premodern Medical Cultures, 2020
Ulrike Steinert, Elisabeth Hsu
The following chapters in the first section similarly engage with multi-disciplinary theories and methodological approaches applied to the study of medical texts, from different directions. Combining both textual scholarship and theoretical approaches formulated in medical anthropology and the phenomenology of the body, Elisabeth Hsu’s contribution introduces a new and innovative approach to texts of the received tradition that outline practical procedures. A sensory phenomenological approach to medical practice and bodily processes, Hsu argues, is likely to ground high-flying interpretations of cultural relativism and social constructivism. For instance, the prescription she discusses was at the turn of the twentieth century allegedly used for treating consumption (tuberculosis), but Hsu queries this interpretation as it is semantically not directly related to the practical procedures of treatment and materia medica that are given in the text.
Introduction
Published in Gerald D. Redwine, Beyond Transformative Learning in African-American Adult Education, 2020
Permeated learning, fueled by substantive living, is a theory developed from the social constructs, and spirituality of African-American with type 2 diabetes mellitus (T2DM). The purpose of this book is to explain the theory, and its development without reproducing the proof found in the dissertation (Redwine, 2015). Instead, this book emphasizes these same individuals and details of social constructivism that funneled their knowledge into the resulting model of learning. The permeated learning theory moves beyond transformative learning by delving into the learning of African-Americans with diabetes and serves in understanding how to support those in critical need of managing or abating the effects of the disease.
Art, visual impairment and the gatekeepers of aesthetic value
Published in John Ravenscroft, The Routledge Handbook of Visual Impairment, 2019
The reorientation of art theory prompted by the reconceptualisation of art in terms of its sociological and relational underpinnings is presented here as being indicative of a certain alignment between that field and the socially oriented discipline of cultural disability studies. However, the opportunities for cross-disciplinary conversations scaffolded by the common principles of social constructivism have yet to be comprehensively exploited. Celebratory accounts of the therapeutic and rehabilitative benefits of art practice and, even more abundantly, accounts of what the clinically monitored practices of disabled artists can tell us about the nature of human brain activity, wield what is presented here as a disproportionate and ultimately regrettable influence among studies of art and visual impairment. Concentrating on the second of these two approaches, this chapter takes critical issue with the performative contingencies underpinning the affirmation of the creative output of artists with visual impairment from within the field of perceptual psychology. Bringing Howard Becker’s (1974, 1982) identification of the “point of contact” between the humanities and the social sciences into service as a means of politicising the forms of critical reception regularly afforded to painting produced by artists with visual impairment, I outline the debilitating impact of the ostensibly affirmative championing of these artworks according to normative and visually charged evaluative criteria.
‘Wasn’t This Already Considered Sexual Harassment?’: Exploring the Confusion Around the Law Mandating Consent to Receive a Nude Sext Message
Published in American Journal of Sexuality Education, 2022
Amelia E. Evans, Joseph M. Currin, Sheila Garos, Alyssa Stokes, Kassidy Cox, Cody L. Meyer
The data collected was analyzed using a thematic analysis through a social constructionist lens (Charmaz & Belgrave, 2007; Creswell & Poth, 2016). Social constructivism states that we are inherently social beings who construct our truths through our innate immersion in a shared experiential world with other people (Lock & Strong, 2010). Its foundations are built on the idea that explanations of psychological phenomena can be explained by processes rather than structures; knowledge is therefore something that people create and enact together (Burr, 2015). Through the lens of social constructivism, we hoped to gain subjective meanings of individuals’ experiences of learning and reacting to the Texas law on sexting. By looking at the processes of interaction, we would better understand how individual backgrounds, experiences, and truths are constructed to form reality and impact operations in society, specifically how the reactions to the Texas law on sending nude sexual images have been constructed.
Occupational ideation and participation among middle school students in a college-going culture program
Published in Journal of Occupational Science, 2021
Sheryl J. Ryan, Stephanie Flank, Therese Vesagas, Ean Tolentino
The theoretical approaches used to frame the questions, methods, and data interpretation of this study include social constructivism, critical perspectives, and transactionalism. Constructivist epistemology understands knowledge as being situated and built subjectively and within specific contexts (Creswell & Poth, 2018). Social constructivism, then, seeks to understand the meanings that a specific group of people in a specific context make about their experiences. In the context of this study, critical perspective refers to research that examines experiences of people living at intersections of social power (Farias & Laliberte Rudman, 2016). It also refers specifically to the critical sociology of childhood, which informs the view that childhood and adolescence are socially constructed and particular to social, historical, and political contexts (James et al., 1998; James & James, 2004). Transactionalism, described by Dewey and Bentley (1949), understands knowledge as being built through the transaction of action, learning, and context. These theoretical approaches integrate to address the centrality of the context, including social, legal, historical, economic, political, and intra- and interpersonal factors in the creation of meaning. Using this theoretical foundation is philosophically consistent with occupational science and relevant to understanding the meanings of a specific group of minoritized young adolescents.
There is more than ‘I’ in self-directed learning: An exploration of self-directed learning in teams of undergraduate students
Published in Medical Teacher, 2021
Tamara E. T. van Woezik, Jur Jan-Jurjen Koksma, Rob P. B. Reuzel, Debbie C. Jaarsma, Gert Jan van der Wilt
We used template analysis to code and structure the data (Waring and Wainwright 2008; Brooks and King 2012), which led to the template displayed in Supplementary Appendix. Template analysis is a method that can be adapted to different epistemology and ontology (Braun and Clarke 2006; Brooks et al. 2015). A social constructivism paradigm was employed to frame the results. From this point of view, SDL is conceptualized as a means to come to an understanding of the world, while constructing knowledge in relation to this world (Li et al. 2010). Given this epistemology and in line with our research aims, a major concern is how the social context constitutes the development of SDL (Thoutenhoofd and Pirrie 2015). This means that the focus was on interactions between students and episodes in their conversation, instead of individual learning behaviour. Since data were collected when the participants were in a conversation, the codes reflect this interaction. For instance, ‘Emotional guidance’ is a code reflecting a reaction on someone’s expression of emotion, and ‘Planning and implementation’ took place in group discussions, not individually.