Abstract: This essay offers critical considerations of historicism alongside other disciplines of modernity. I frame the exercise as a close and careful engagement - over more than three decades - with the work of Dipesh Chakrabarty, who has raised key questions around historicism in his influential Provincializing Europe. My endeavour has five steps. To begin with, I provide a brief sketch of Dipesh’s oeuvre. Second, I trace how Chakrabarty’s provocations can be read as pointing toward post-coloniality and modernity as necessarily contradictory, contended, and contingent procedures and perspectives. Third, the essay tracks pathways that PE haltingly intimates and partially illuminates, but that the work chiefly shies of treading. Fourth, this allows me to open up instead the different registers of historicism, the hermeneutical, and the analytical, including their mutual interplay and formidable entanglements, as formative of modern knowledges. Fifth and finally, these steps help foreground my own explorations of modernity, which access but also exceed Chakrabarty’s concerns. Here, braiding together theory and narrative, anthropology and history, I focus on modern institutionalized non-nomothetic human sciences. These formations of knowledge intimate not just modern disciplines but disciplines of modernity. Such contradictory and contrary disciplines are founded in the interplay between the Enlightenment and Counter-Enlightenment, progressivism and romanticism, the analytical and the hermeneutical, and empire and nation.

Resumen Este ensayo aborda consideraciones críticas sobre el historicismo junto con otras disciplinas de la modernidad. Esbozo este ejercicio como un diálogo estrecho y cuidadoso -a lo largo de más de tres décadas- con la obra de Dipesh Chakrabarty, quien ha planteado cuestiones clave en torno al historicismo en su influyente publicación Provincializing Europe (en adelante, PE). Mi trabajo consta de cinco pasos. Para empezar, haré un breve resumen de la obra de Dipesh. En segundo lugar, analizaré cómo los postulados de Chakrabarty se pueden leer en tanto apuntan hacia la poscolonialidad y la modernidad como procedimientos y perspectivas necesariamente contradictorias, contendientes y contingentes. En tercer lugar, el ensayo explora los caminos que PE sugiere de forma vacilante e ilumina parcialmente, pero que se abstiene de recorrer por completo. En cuarto lugar, esto me permite ampliar los diferentes registros del historicismo, la hermenéutica y la analítica, incluyendo su interacción mutua y sus formidables entrelazamientos como elementos formativos de los saberes modernos. En quinto y último lugar, estos pasos contribuyen a poner en primer plano mis propias exploraciones sobre la modernidad, que responden pero también exceden las preocupaciones de Chakrabarty. Aquí, entrelazando teoría y narrativa, antropología e historia, me centro en las ciencias humanas modernas institucionalizadas no nomotéticas. Estas formaciones de conocimiento no sólo implican disciplinas modernas, sino disciplinas de la modernidad. Estas disciplinas contradictorias y contrarias se fundan en la interacción entre la Ilustración y la Contrailustración, el progresivismo y el romanticismo, lo analítico y lo hermenéutico, y el imperio y la nación.

RESUMEN En este trabajo se parte de una lectura interdisciplinar y crítica de los distintos actores y perspectivas que intervienen en la investigación baudelairiana, enfatizando la relación existente entre música y poesía. El conocimiento musical y la pasión por la música de Charles Baudelaire están presentes en su obra, en la que tanto citas directas como alusiones resultan esenciales para el develamiento y la comprensión de su yo poético. No obstante, es en el ámbito de la filosofía donde música y poesía van a encontrarse conciliándose, ya que ambas artes no solo se ven arrastradas naturalmente a la reflexión filosófica, sino que, al igual que la poesía genera "ideas", la música, por sí misma, compone "ideas-melodías".

ABSTRACT This paper is based on an interdisciplinary and critical reading of the different actors and perspectives involved in Baudelaire's research, emphasizing the relationship between music and poetry. Charles Baudelaire's musical knowledge and passion for music are present in his work, in which both direct quotations and allusions are essential for the unveiling and understanding of his poetic self. However, it is in the field of philosophy that music and poetry will find themselves reconciled, since both arts are not only naturally drawn to philosophical reflection, but just as poetry generates «ideas», music, by itself, composes «ideas-melodies».

Abstract The transnational collective action in defense of voluntary abortion, known as the “green tide” since the end of 2017, is here to stay and has attracted the attention of the media, academics, and governments. The emergence of this phenomenon, current and in movement, has been studied and analyzed from various perspectives that have enriched our understanding of it. However, it has not been explored much from the analytical perspective of regional governance, as a framework to consider the influence of this phenomenon on rule negotiation processes. This article seeks to contribute to the analysis of the situation of abortion rights in Latin America and the Caribbean within this framework and through a qualitative methodology. The article examines the contributions of transnational articulations of abortion activists and official documents of international organizations, within a novel perspective that combines studies of global governance and critical feminist approaches to international relations. With the aim of underscoring some pending challenges, in addition to highlighting important achievements, it is concluded that the place occupied in multilateral negotiation processes by transnational feminist movements and articulations that fight for expanded rights is significant.

Resumen La acción colectiva transnacional en defensa del aborto voluntario, conocida como la “marea verde” desde finales de 2017, llegó para quedarse y ha llamado la atención de los medios de comunicación, de los estudios académicos y de los Gobiernos. El surgimiento de este fenómeno, vigente y en movimiento, es estudiado y analizado desde diversos enfoques que han enriquecido su comprensión. Sin embargo, poco se ha explorado desde la perspectiva analítica de la gobernanza regional como marco para conocer la injerencia de dicho fenómeno en los procesos de negociación de reglas. El presente artículo busca contribuir al análisis de la situación del derecho al aborto en América Latina y el Caribe a partir de dicho marco y sobre la base de una metodología cualitativa. Se examinan los aportes de las articulaciones transnacionales de activistas en defensa del aborto y los documentos oficiales de organismos internacionales, con una perspectiva novedosa que combina los estudios de la gobernanza global y los enfoques feministas críticos de las relaciones internacionales. Con el objetivo de señalar algunas pistas respecto a los desafíos pendientes, además de destacar los importantes avances logrados, se concluye que es significativo el lugar que ocupan en los procesos de negociación multilateral los movimientos y articulaciones feministas transnacionales que luchan por ampliar derechos.

Resumo: A compreensão dos princípios de inclusão e diversidade é um processo dialógico e recursivo que os sujeitos constroem e reconstroem ao longo de suas trajetórias de vida. Os dissensos críticos sobre inclusão são entendidos a partir das relações de alteridade, vista como um processo interpelativo. Por sua vez, a diversidade é entendida como um processo de reconhecimento das diferenças e diversidades dos sujeitos. O objetivo da pesquisa é desvendar a configuração de significado em relação à inclusão e à diversidade a partir dos discursos ativos do corpo acadêmico que forma educadores com base nas experiências vividas. A pesquisa foi enquadrada em um paradigma interpretativo de natureza qualitativa, com um delineamento fenomenológico hermenêutico. Foi utilizada uma amostra de conveniência de dez participantes e foram realizadas entrevistas semiestruturadas. Os participantes configuram o significado de inclusão e diversidade como um espaço multifatorial para a expressão da singularidade, no qual o corpo acadêmico e os estudantes podem expressar sua diversidade como elemento enriquecedor do processo educacional. Isso ocorre por meio da construção de experiências formativas que respondem a um desenho universal de ensino e aprendizagem

Resumen: La comprensión de los principios de inclusión y diversidad es un proceso dialógico y recursivo que los sujetos construyen y reconstruyen a lo largo de su trayectoria de vida. Los disensos críticos de inclusión la comprenden desde las relaciones de alteridad, mirada como un proceso interpelativo. A su vez, la diversidad es comprendida como un proceso de reconocimiento de las diferencias y diversidades de los sujetos. El objetivo de la investigación es develar la configuración de significado respecto a la inclusión y diversidad desde los discursos activos del cuerpo académico que forma educadores desde las experiencias vividas. La investigación se enmarcó en un paradigma interpretativo de naturaleza cualitativa, con un diseño fenomenológico hermenéutico. Se utilizó una muestra por conveniencia de diez participantes a los que se les realizó una entrevista semiestructurada. Los participantes configuran el significado de inclusión y diversidad como un espacio multifactorial para la expresión de la singularidad, en la que el cuerpo académico y el estudiantado pueden expresar su diversidad como elemento enriquecedor del proceso educativo. Esto se produce por la construcción de experiencias formativas que responden a un diseño universal de la enseñanza y del aprendizaje

Abstract: The understanding of the principles of inclusion and diversity is a dialogic and recursive process that individuals construct and reconstruct throughout their life journey. Critical perspectives on inclusion view it through the lens of otherness, seeing it as an interpellative process. Similarly, diversity is understood as the recognition of differences and diversities among individuals. The aim of this research is to uncover how the meaning of inclusion and diversity is configured through the active discourses of higher education faculty who train educators, drawing from their lived experiences. The study is framed within an interpretive, qualitative paradigm, using a hermeneutic-phenomenological design. A convenience sample of ten participants was selected, each of whom participated in a semi-structured interview. The participants define inclusion and diversity as a multifactorial space for the expression of individuality, where both faculty and students can express their diversity as an enriching element of the educational process. This occurs through the creation of formative experiences that align with a universal design for teaching and learning

Resumo: Este artigo examina o direito penal econômico brasileiro no contexto da sociedade de risco e à luz das teorias da Escola de Frankfurt. Analisa-se como a globalização e a interdependência econômica aumentam a complexidade dos crimes econômicos e como os conceitos críticos da Escola de Frankfurt, como racionalidade instrumental, alienação e dominação, podem ser aplicados para uma compreensão mais profunda desses crimes. O estudo inclui uma revisão bibliográfica, análise crítica e estudos de caso, com o objetivo de explorar as estruturas de poder que influenciam a regulação e a prática do direito penal econômico. Além disso, discute-se as perspectivas futuras e os desafios enfrentados pela legislação penal econômica em um mundo globalizado e interconectado.

Resumen: Este artículo examina el derecho penal económico brasileño en el contexto de la sociedad del riesgo y a la luz de las teorías de la Escuela de Frankfurt. Analiza cómo la globalización y la interdependencia económica aumentan la complejidad de los delitos económicos y cómo los conceptos críticos de la Escuela de Frankfurt, como la racionalidad instrumental, la alienación y la dominación, pueden aplicarse a una comprensión más profunda de estos delitos. El estudio incluye una revisión bibliográfica, un análisis crítico y estudios de casos con el objetivo de explorar las estructuras de poder que influyen en la regulación y la práctica del derecho penal económico. También analiza las perspectivas de futuro y los retos a los que se enfrenta el derecho penal económico en un mundo globalizado e interconectado.

Abstract: This article examines Brazilian economic criminal law within the context of the risk society, viewed through the theoretical framework of the Frankfurt School. It explores how globalization and economic interdependence increase the complexity of economic crimes, and how key Frankfurt School concepts -such as instrumental rationality, alienation, and domination- can be applied to gain a deeper understanding of these crimes. The study includes a literature review, critical analysis, and case studies to explore the power structures influencing the regulation and practice of economic criminal law. It also considers future perspectives and the challenges facing economic criminal law in an increasingly globalized and interconnected world.

Abstract: This article studies the transnational career of the Brazilian intellectual Darcy Ribeiro in order to reconstruct the connections between the interventions of left movements in the university question, emphasizing educational centers in Argentina, Mexico, Chile and other countries in the region. This approach to the university question allows us to avoid one-directional perspectives that depict the sixties and seventies as a time of rupture, marked by the predominance of the New Left. Far from these linear visions, the debate on the crisis in the universities captures regular crossovers between different actors, such as communist youth, left Peronists and groups that were strongly critical of the traditional left. The article concludes that, if one explores these debates, perhaps one could find more bridges between varied experiences of politization, radicalization and partisanization, but with shared issues and approaches.

Resumen: El artículo toma como referencia la trayectoria trasnacional del intelectual brasileño Darcy Ribeiro, con la finalidad de reconstruir en forma conectada las intervenciones de las izquierdas latinoamericanas en torno a la cuestión universitaria, haciendo hincapié en centros de estudio de Argentina, México, Chile y otros países de la región. El abordaje de la cuestión universitaria permite evitar las perspectivas unidireccionales que retratan a los sesenta y setenta como un momento de ruptura, marcado por el predominio de una nueva izquierda. Lejos de esas visiones lineales, el debate sobre la crisis de las universidades manifiesta encrucijadas comunes entre diversos actores, como las juventudes comunistas, el peronismo de izquierda y grupos fuertemente críticos de las izquierdas tradicionales. De esta manera, el trabajo concluye que si se profundiza en este tipo de controversias quizás puedan encontrarse más puentes tendidos entre experiencias de politización, radicalización y partidización diversas, pero con temáticas y abordajes comunes.

Resumo O ensaio tem como objetivo introduzir o campo da antropologia do desenvolvimento, considerando suas trajetórias, assim como as complexas relações entre a antropologia e os processos de desenvolvimento. Para tal fim, busca reconstruir, sinteticamente, alguns dos episódios das relações históricas entre antropologia e desenvolvimento, atendendo a seus primeiros vínculos na forma da antropologia aplicada e posteriormente de antropologia para o desenvolvimento, até a antropologia do desenvolvimento e o campo maior dos estudos críticos do desenvolvimento. Nosso propósito também consiste em mostrar, sucintamente, as formas pelas quais a antropologia tem contribuído para a compreensão da produção do desenvolvimento, incluindo as formas de promoção de mudanças sociais e de diversos tipos de intervenções, especialmente no contexto das relações entre agências internacionais, Estados, políticas públicas e práticas sociais. trajetórias fim reconstruir sinteticamente mostrar sucintamente intervenções internacionais Estados

Abstract The essay introduces the field of development anthropology, considering its trajectories, as well as the complex relationships between anthropology and development processes. To this purpose, the essay reconstructs, synthetically, some of the episodes of the historical relations between anthropology and development, taking into account its first appearances linked to the applied anthropology and later as anthropology for development, them to the anthropology of development and the larger field of critical development studies. Our analysis also shows the ways in which anthropology has contributed to the understanding of the production of development, including the ways of promoting social changes and different types of interventions, especially in the context of relations between international agencies, states, policies and social practices. trajectories processes purpose reconstructs synthetically studies interventions agencies states practices

Resumo O artigo situa a crítica racial como fundamento da crítica jurídica, tendo por lugar de análise novos cenários da educação jurídica. A primeira parte do texto posiciona os debates sobre crítica e educação jurídica e aponta para o silêncio sobre raça. Para discutir a dimensão racial de forma mais concreta, abordamos os impactos das ações afirmativas e as experiências de docentes negras na Educação Jurídica. Os quinze anos de existência da Revista Direito & Práxis acompanharam e contribuíram para os processos de ressemantização da noção de crítica jurídica impostos pelas mudanças históricas. A crítica e educação jurídicas também foram sacudidas por este contexto, e, não podem seguir inalterados diante de sujeitos racializados cuja presença desvela a branquitude do Direito e oferece novas perspectivas epistemológicas raça concreta Jurídica históricas contexto

Abstract The paper argues that critical race theory must be on the basis of Brazilian critical legal studies, ellecting the new realities of legal education as locus of analysis. The first section of the text investigates the debates on Brazilian critical legal studies and legal education to highlight the silence on race. In order to discuss the racial dimension more accurately, we discuss affirmative actions programs' impacts and the experiences of black female professors in legal education. The fifteen years of Revista Direito & Práxis' existence have followed - and deployed - the processes of resemantization of the notion of Brazilian critical legal studies, due historical changes. Legal education was also shaken by this context, and could not remain dormant before the presence of racialized subjects which reveals the whiteness of Law and offers new epistemological perspectives. analysis accurately programs Práxis changes context perspectives

Pakhanate-state of state waar pakhanate-tendense voorkom, is histories 'n bekende verskynsel. Klassieke voorbeelde van state waar pakhanate-tendense voorgekom het, was Rusland en Japan. Tans word talle state, waaronder Venezuela, Sirië, Montenegro en Mexiko as pakhanate geïdentifiseer, of prominente tendense word in hierdie verband daar waargeneem. Teen die agtergrond van uitgebreide endemiese korrupsie, staatskaping en gepaardgaande ondersoeke kan met reg gevra word of Suid-Afrika behoort tot die kategorie van state wat losweg as pakhanate beskryf kan word? Hierdie artikel konseptualiseer en kontekstualiseer die konsep en beoordeel die Suid-Afrikaanse konteks daarvan aan die hand van geïdentifiseerde kriteria.

Pakhanate states or states reflecting tendencies of pakhanate, are a historically well-known phenomenon. These states are also referred to as Mafia states. Classic examples of states where tendencies of pakhanate occurred, were Russia and Japan. Currently many states are identified as pakhanate states, examples of which are Venezuela, Columbia, Kosovo, Syria, Bulgaria, Montenegro, Myanmar, Transnistria and Mexico, as prominent pakhanate tendencies are being observed there. Pakhanate states (or related tendencies) can be identified because of a lack of clear differentiation between the political and criminal elite in a particular state and their related decisions. This, according to Naim (2012:1), is referred to as "a fusing of government and criminal groups" in a world that is experiencing "a revolution of crime". Pakhanate tendencies, although unique within their own context, are developing throughout the world against the backdrop of a combination offactors, including a history of crime and the existence of established criminal syndicates; states that experienced fundamental change and where low levels of political institutionalisation and power vacuums occur; existing historical trends of patrimonialism and neo-patrimonial tendencies within states; non-democratic tendencies in general, and sometimes an environment where neo-liberal values and a free trade environment provide the space for criminally orientated organisations to grow and establish their authority. Access to sophisticated technology, for example weapons, communication logistics and infrastructure, seems to be of critical importance in the development and growth of pakhanate tendencies. By making use of theoretical principles emphasising the Weberian "strong state" and "constitutional government" and related underlying principles and norms, this article critically assesses pakhanate states and related tendencies. Criteria related to the so-called Weberian strong state have been identified and qualified with normative criteria (democratic in nature), emphasising aspects such as constitutionalism, the public good, and the notion of responsible government and sound principles related to good governance. In a world that is currently experiencing fundamental change, weakening states, escalating conflicts and war, the prominence of non-state actors operating in an environment of freedom, and limited control, with access to modern and sophisticated technology, pakhanate tendencies seem to be on the increase. Against the background of extensive endemic corruption, state capture and concomitant investigations, it can be asked with good cause if South Africa belongs to this category of states. Several authors and writers such as Africa, Vegter and others have reflected on Mafia tendencies within the South African state and society. These perspectives are related to several recent works discussing endemic corruption and state capture within the South African context. This is related to the investigation of the Zondo Commission and its report linking influential politicians and the ruling ANC to endemic corruption and state capture. To support this perspective, the Global Organised Crime Index (2023) positions South Africa at number 7 within the category referred to as "mafia states". This is just below the Democratic Republic of the Congo (DRC) and Nigeria. This article conceptualises and contextualises the concept pakhanate state (or related tendencies) and evaluates the South African context with reference to theoretical criteria identified in the discussion. Focus points of the article include: • characteristics and functions of the traditional nation state; • normative criteria referring to the concept of a strong and constitutional state; • a conceptualisation and operationalisation of the pakhanate phenomenon; • the identification of the pakhanate phenomenon as a worldwide tendency; • application and assessment of the application of the pakhanate phenomenon within the Sout African context; and • concluding perspectives. From a methodological perspective, this study is qualitative and deductive in nature, with an application with reference to identified case studies - particularly South African. An assessment of the South African context will be made by using the criteria associated with pakhanate states and the related phenomena.

Abstract The conceptualization of peace education has been approached from different paradigms with specific historical and contextual developments, which reveals that the notion of peace is not univocal. This work is based on the recognition of the diverse forms of violence present in Mexico and aims to present a critical reflection on the conceptualization of peace education, as well as to propose a frame of reference for its implementation in the country through the incorporation of feminist and decolonial perspectives that can enrich the approaches to peace education work. First, a conceptualization of the development of peace studies and research, and the way in which peace education has been constructed from more classical perspectives, is presented. Subsequently, these conceptualizations are questioned and expanded from what is known as “other pedagogies”, arguing that thinking about peace and its education from the criteria of experience, tenderness, hope, and resistance is relevant, given that it is necessary to start from the specific ways in which peace is lived, felt and constructed in the Mexican context.

Resumen La conceptualización de la educación para la paz se ha abordado desde diferentes paradigmas con desarrollos históricos y contextuales específicos, lo que pone de manifiesto que la noción de paz no es unívoca. Este trabajo parte del reconocimiento de las diversas formas de violencia presentes en México y tiene como objetivo presentar una reflexión crítica en torno a la conceptualización de la educación para la paz, así como proponer un marco de referencia para su implementación en el país a través de la incorporación de perspectivas feministas y decoloniales que puedan enriquecer los planteamientos del trabajo educativo para la paz. En primer lugar, se presenta una conceptualización del desarrollo de los estudios y la investigación para la paz, y de la manera en que se ha construido la educación para la paz desde perspectivas más clásicas. Posteriormente, se cuestionan y amplían estas conceptualizaciones desde lo que se conoce como “pedagogías otras”, argumentando que pensar la paz y su educación desde los criterios de la experiencia, la ternura, la esperanza y la resistencia es pertinente, dado que es necesario partir de las formas propias en las que se viven, sienten y construyen las paces en el contexto mexicano.

The inclusion of culturally and linguistically diverse learners in schools remains a global challenge and South African schools are no exception. The increasing number of national and international immigrants and refugees contributes to cultural and linguistic diversity (CLD) in classrooms. Teachers thus grapple with the inclusion of CLD learners. In this study we explored the perspectives of teachers on strategies that could enhance the inclusion of CLD learners in secondary schools. We contend that the inclusion of CLD learners has not been fully addressed in South African schools. A qualitative phenomenological design located within the interpretivism paradigm was used. We employed culturally responsive pedagogy as theoretical framework for the study. From a population of South African teachers in Gauteng, South Africa, 12 secondary school teachers were sampled through critical case sampling. Data were generated through interviews. Research findings identify the need for amendment of government policies, in-service training, and workshops for teachers, incorporating ethnically and culturally diverse content during instruction. Within this study, we extend awareness of the strategies that teachers in CLD classrooms can use to enhance inclusive education and propose further strategies that can also be considered in teaching in CLD classrooms. It is concluded that there is a great need to incorporate inclusive education in the higher education curriculum to capacitate pre-service teachers on the inclusion of learners - CLD learners included.

The purpose of the study reported on here was to explore the implementation of learner integration and its challenges in a selected former Model C school. This is an expansion of the findings of a larger study, "Understanding and enhancing of learner integration in a selected ex-model C school" by Theresia Joakim Kanyopa. Based on South Africa's history, the term "former Model C" (also ex Model C) is still commonly used to describe those schools that were formerly Whites-only but are now multiracial schools. Learner integration is a major issue in global contemporary education practice. Contemporary literature on learner integration in former Model C schools reveals complex impediments. Some of the impediments are essentially beyond the capabilities and competencies of learners, teachers and principals. In this article we argue that the lack of an effectively designed practice is central to the impediments to learner integration. This was a qualitative case study grounded within the critical research paradigm, hence the critical emancipatory research (CER) theoretical framework was adopted. We used purposive and convenience sampling to select the research site and participants. Four Grade 11 learners (2 boys and 2 girls) were purposively selected because of their availability and willingness to participate in the study. Their ages were between 16 and 19 years. Data were generated through interviews and reflective writing. Importantly, to achieve successful learner integration in former Model C schools, we affirm that these schools must revise their practices, programmes and policies to create an integrative learning environment that ensures learner safety and an environment that supports, develops end enhances their academic goals. The findings from the study indicate that learner integration in former Model C schools can be successfully done by valuing the learners' diversities regardless of their backgrounds, ethnic groups, status or races.

Resumen Este dossier ofrece un panorama de algunas indagaciones actuales que se están llevando adelante en torno a los cruces entre el arte, en sus múltiples expresiones, y la política, que se suscitaron en la cultura de izquierdas en Argentina, entre 1920 y 1970. El objetivo central radica en relevar y discutir nuevas miradas y perspectivas críticas en torno a problemas, objetos, prácticas estéticas, debates y espacios de sociabilidad relacionados con la compleja vinculación entre arte y política en el país a lo largo del período recortado. Por medio de un eje compartido que recupera el transitado tópico acerca del compromiso de los/las intelectuales —y su contraparte, el de la autonomía de las prácticas artísticas—, que adquirió importantes resonancias en ciertas coyunturas de radicalización política a nivel internacional, los artículos indagan diferentes posicionamientos, actos creativos y modos de intervención a los que apelaron escritores/as, periodistas, músicos/as y artistas visuales ante dichas coyunturas, que eluden cualquier definición rígida o dogmática acerca de lo que debería establecer tal compromiso. En todos los casos, se trata de debates y prácticas en las que está en juego una valoración del arte concebido como instrumento capaz de aportar a una lucha política figurada en términos de una transformación que incluía una batalla cultural.

Abstract This dossier offers an outlook of the latest investigation about the bond between art, in its´ multiple forms, and politics, in the left culture of Argentina in the period 1920‒1970. The main objective is to reveal and discuss new critical perspectives about problems, objects, esthetics practices, debates and sociability places connected with the complex bond between art and politics, in the country during the mentioned period. Through a shared axis that recovers the well known topic of the intelectual commitment and —it´s other side, the autonomy of artistic practices—, that generated important repercussions in some radical political moments at international scale. The articles inquire into different possitions, creative acts and intervention modes in wich writers, journalists, musicians and visual artists stand in those occasion, avoiding any rigid or dogmatic answer to what commitment should be. In all the studies that compose the dossier appers debate and practices that values art, as an instrument capable of contribute to the political fight, figured in terms of a transformation that contained a cultural battle.

This article sets out to explore the problem of the preparedness of lecturers in integrating a gender responsive curriculum in Community Colleges the Eastern Cape. It is essential to understand why lecturers do not incorporate a gender responsive curriculum to help Community Colleges in the Eastern Cape develop fresh approaches that will directly address the specific requirements of both males and females. This article adopts a phenomenological research design to determine lecturer's perceptions and perspectives on how well as they considered themselves ready in ensuring a gender responsive curriculum in the Community Colleges in the Eastern Cape. The methodology considered to be most suitable for grounding this study was a critical research methodology because approaches like positivism and interpretivism do not challenge inferences to increase the value of evidence collected on the ground. The required research data were gathered using semi-structured interview on eight (8) lecturers who volunteered to participate in this study. The research findings revealed that lecturers are not prepared to ensure a gender responsive curriculum in Community Colleges in the Eastern Cape. Their viewpoints therefore suggested that preparedness for the integration of a gender responsive curriculum is essential in Community Colleges.

Abstract From the perspective of critical animal studies, this text explores the political potential of photographs and films depicting “horror” or containing strong representations of animal pain and suffering. These images are disseminated through social networks on the Internet by various organizations and individuals interested in promoting veganism. This exploration is guided by concepts and reflections present in the works of Didi-Huberman, Rancière, and Sontag, each approaching the political role of images in genocidal historical processes from different perspectives. In doing so, this study critically engages with notions of animal pain and suffering, and connects some of these arguments with animal exploitation. The aim is not only to shed light on questions regarding the political function of images and the gaze in the human-animal relationship, but also to analyze the common structures of thought underlying both material and symbolic violence directed at both human and non-human animals.

Resumen Desde el enfoque de los estudios críticos animales, el texto aborda el potencial político de las fotografías y los audiovisuales del “horror”, o con un fuerte contenido de dolor y sufrimiento animal, difundidas a través de redes sociales en internet por las diversas organizaciones e individuos interesados/as en promover los veganismos, a la luz de ciertos conceptos y reflexiones presentes en Didi-Huberman, Rancière y Sontag, quienes, desde diferentes perspectivas, se ocupan del lugar político de las imágenes en procesos históricos genocidas. Para esto me acerco críticamente a las nociones de dolor y sufrimiento animal y entrecruzo algunos de los argumentos citados con el campo de la explotación animal, con el fin de no solo de iluminar las preguntas sobre el rol político de las imágenes y la mirada en la relación humano-animal, sino también problematizar aquellas estructuras comunes de pensamiento a la base de la violencia material y simbólica tanto hacia los animales humanos como los no humanos.