Volume 2024 No. 5

Disrupting Vice Epistemologies and Problematic Socializations: Critical Dialogical Practice in Teacher Education

Jamie C. Atkinson, Missouri State University

Abstract

To engage in critical practice, student teachers must first examine their socialized ways of knowing – their social epistemological foundations. This theoretical article addresses several aspects of thinking and how this may look in teacher education. Student teachers may not be able to recognize and interpret the conflicting epistemological signals they receive, resulting in system justifications and a lack of critical engagement. This article reflects the dialogical work in an educational foundations course for the purpose of disrupting problematic socialized ways of knowing, regressive ideologies, system-justifying beliefs, and vice epistemologies so student teachers can engage thoughtfully in diverse ideas and inclusive pedagogy. 

African Literature in a World Language: The Africanization of Literature and the Realization of the Quest for African Identity 

Christine Ohale, Chicago State University

Abstract

Until recently, many scholars were not convinced that African literary scholarship had a place in world literature. But by the 1980s, works by African authors had begun to command due attention. Before the grand debut of this genre, some literary critics had argued that African literature written in any language other than in indigenous languages of Africa did not qualify as African literature. This prompted the debate among African writers and critics about whether African literature could be rendered in an international language such as English or French. Many were concerned that writing in a foreign language would impair the authenticity of the African experience. The renowned author, Chinua Achebe, found himself at the center of this debate, cautioning that writing in the indigenous languages amounted to writing for a limited audience. He maintained that what he saw in the emerging pieces of African literature was “a new voice coming out of Africa, speaking of African experience in a world language.” This view eventually led to a turning point in the debate and fuelled the blossoming of African literature. In his novels, Achebe himself had consciously and skillfully kept as close as possible to native Igbo words and expressions, turns of phrase, nuances, and imagery to portray the social norms, attitudes, and values of the Igbo, thereby conveying the cultural tradition of the Igbo without impairing its authenticity. 

Exploring Mental Health and Wellbeing of Imams in a Muslim Majority Society

Malik Muhammad Sohail and Dr. David Eagle

Abstract

Keeping in view the significant role of imams in society, there is a dire need to understand how mental health is understood and conceptualized by imams. Mental health conceptualization has never been studied among imams. An exploratory study was conducted to conceptualize what is mental health. Twenty imams participated in in-depth detailed interviews and responded to the questions, including “What does mental health mean to you? What does it mean to be mentally healthy?” This study revealed that imams conceptualize mental health in emotional, cognitive, physical, religious/ spiritual, and social/ relational dimensions.