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The purpose of this paper is to examine the emerging corruption complex in Nigeria, the cultural nexus that influence its enculturation, dynamics and the amoral values that tend to shape it.

The paper drew data largely from documentary and empirical secondary sources for analysis.

Current institutional responses are not effective and cannot be sustainable in the fight against corruption. The enculturation process needs to be countered through measures other than arrest, prosecution and punishment to include mass mobilisation, values orientation, conscientisation and sensitisation of Nigerians on the evils of corruption.

The endemicity of corruption in Nigeria suggests the multiplicity of its causative factors. But this study focuses only on primordial cultural fault line which hinders collective conscience in the fight against corruption.

Implementing the suggestions on moral awakening – value orientation, conscientisation, mass mobilisation and sensitisation – is thought of as enthronement of national values as opposed to primordial ethnic cultural values. It would complement the legal remedies in the fight against corruption.

The building of character of Nigerians alongside existing laws on corruption will checkmate emerging culture of corruption that is attracting adherents in both business and bureaucratic activities in the countries.

The paper takes a cultural perspective and explains how primordial cultural values inhibit natural cultural values to enthrone amoral values that have contributed to the emergence corruption complex in Nigeria.

This paper aims at exploring the usefulness of street theatre as critical pedagogy in teaching of social studies education. It gives a brief background of street-theatre and its linkages with critical pedagogy. In the light of theoretical underpinnings of this arts-based pedagogy, the paper deliberates upon the relevance and efficacy of street theatre in a social studies classroom. This paper uses a street theatre performance case to look at the techniques such as: body motion, body work, props, use of visual and audio aids, etc.; processes such as: conscientization and catharsis; and dialogical approach employed by street theatre to bring awareness about socio-political and cultural issues prevalent in a society. The analysis of this performance act shows that street theatre successfully encourages spectators or the oppressed masses to reflect, and triggers action in them to come out of socio-political oppression. When looked at from educational perspective, street theatre encourages the employment of multiple-intelligences of both students and teachers; and therefore, it can be one innovative strategy to make students aware of the issues infecting their society and also to empower students for action

The literature review explores how multidisciplinary approaches based on critical pedagogy and participatory research can provide frameworks for equitable partnerships and genuine participation in educational design and research practices. Additionally, the essay aims to expand understandings of equitable engagement within educational research and design based on principles from critical pedagogy.

The essay draws from diverse literature in the learning sciences, health informatics, industrial design, disability studies, ethnic studies, rehabilitation science, and to a lesser extent HCI research to understand how critical pedagogy and participatory research methods can provide useful frameworks for disabled peoples' equitable engagement and genuine participation in educational research and design. The literature reviewed in the paper concern topics such as participatory approaches to community development with disabled adults, the implementation of university-initiated community partnerships, participatory research with students and disabled people, and the importance of culturally-responsive research practices. The design literature in this review explores various arenas such as the co-design of assistive technologies with disabled children and adults and the design of curricula for students with and without disabilities. This review focuses on research practices that engender disabled peoples' participation in educational research and design, with focus on developing multidisciplinary frameworks for such research.

The literature review concludes that participatory research methods and critical pedagogy provide useful frameworks for disabled peoples’ participation in educational design and research practices. Critical pedagogy and participatory design allow for the genuine participation of disabled people in the research process.

Emphases on collaboration and collective knowledge-building in social transformation are present in scholarship concerning critical pedagogy, participatory research, and disability studies. However, these connections have been routinely underexplored in the literature. This paper aims to underscore these integral connections as a means to build solidarity between disabled and other marginalized people.

The connections between participatory research methods, critical pedagogy, and disability studies have been previously underexplored. The literature review proposes a combined approach, which has the potential to radically transform multiple realms of research beyond the learning and information sciences.

In August 2007, over 6,000 sociologists gathered in New York to attend the 102nd meeting of the American Sociological Association and discuss the possibility of radical social transformation in post-modern capitalist society.¹ The adoption of the conference theme ‘Is another world possible?’ was theoretically significant, for it seemed to call into question one of the most fundamental assumptions upon which critical sociology depends: that despite the rarity of radical social change, it is possible, desirable and even imperative to imagine and struggle for better alternatives to existing ways of being. From phenomenological insights into the contingency of our subjective interpretations of reality to the imperative of reconciling ‘appearance’ with ‘reality’; from the long history of collective movements to defend human dignity to the ‘politics of small things’ (Goldfarb, 2006), critical theories of society presume that human fates are not determined and futures are not reified, and that the possibility of possibility is a pre-condition for ‘normal’ human existence. This is not to say that progressive alternatives to the status quo are not often and everywhere repressed to some degree and in some form, or that they are equally distributed or attainable. But as Gustavo Gutierrez once remarked, a ‘commitment to the creation of a just society and, ultimately, to a new human being, presupposes confidence in the future’ (2003, p. 197).

The purpose of this paper is to offer a discussion on the socio-cognitive biases involved during a criminal trial, in accordance with the literature in this field.

Whether it is the biases of representation, availability or anchoring (Fariña et al., 2003), they have been widely studied in social psychology and constitute a relevant angle of analysis in the judicial context.

This paper outlines the issues related to the reality of the judicial decision, the psychological dilemmas that arise from it, as well as the normative pressures underlying the need to rationalize the decision. Finally, the status of psycho-legal expertise and the importance given to it is also discussed with regard to these issues.

This paper may help provide the diverse socio-judicial actors with some elements for questioning the psychological mechanisms that may intervene in the decision-making and therefore create a sense of conscientization necessary to optimize the quality of decision-making.

This paper may help provide the diverse socio-judicial actors with some elements for questioning the psychological mechanisms that may intervene in the decision-making and therefore create a sense of conscientization necessary to optimize the quality of decision-making.

During the Autumn of 1991 the author became involved in a process of “conscientization” (awakened critical consciousness) as she sought to gain understanding of herself, of other black women managers and the realities of their status and positions in organizations, and UK society at large. The author, a Black British woman manager and educator of Afro‐Caribbean origin, shares her particular reflections on her personal management learning process ‐ a journey towards self‐knowledge and “liberation” unleashing blocked potential. The reflections are primarily intended to provide black managers and professionals ‐ past, present and potential seekers ‐ with a vicarious experience of important challenges encountered; an attempt at “theorizing our experience”. The reflections are also intended for white managers who seek better intercultural understanding and relationships in the workplace. Important challenges included the identification of an appropriate research methodology for researching and understanding the black experience. Outlines the author’s process of identifying strategies for overcoming the fear of addressing and confronting the issues of race and “silence” in the workplace.

Using a qualitative research design, this study examined the impact of a course that utilized transformative pedagogy to foster preservice teachers’ transformative learning in a social studies methods course. The study was framed around the construct and practice of transformative education and pedagogy. Transformative pedagogy was defined as an activist pedagogy that combines the elements of constructivist, critical pedagogy, multiculturalism and practices that promote dialogical relations, engage and empower students as critical inquirers, participatory, active, and self-reflective learners who confront their prior beliefs, perspectives, frames of reference and attitudes in order to foster the development of critical consciousness, visions of possibilities, and action. Drawing on multiple sources, the data revealed that participants evidenced transformative learning such as follows: (a) deepened perspectives and new understanding of social studies; (b) shifting dispositions and awareness of a new sense of responsibility; (c) evolving self-examination and redefinition of teaching role, and (d) emerging sense of social critique and conscientization. Finally, the article discusses practices of key elements of transformative pedagogy that foster transformative learning such as a community-based learning context, experiential learning activities and project, reflective journaling, modeling, and scaffolding.

Critical social analysis seeks, amongst other things, to delineate and foster more emancipatory types of discipline and practice. In so doing, it appropriately turns to and can come to be informed and influenced by a broad range of subject areas and empirical focuses, including some that substantially parallel its own emancipatory project. The concern of this article is to explore the case of liberation theology as a social discipline and practice, including as a practice attending to the spiritual and theological. The article's intervention is consistent with the inspirational and insightful character of the theological and reflection upon religious beliefs and values. The concern is to reflect upon the possibilities and potentialities of analysis for accounting. The article explores the sense in which a review of liberation theology can provide critical researchers concerned to locate and promote a more emancipatory accounting with new insights and inspiration.

The purpose of this paper is to contribute to discussions about engagement in social and environmental accounting, drawing on dialogic theory and philosophy. A dialogic approach, building on existing critical inquiries, is introduced to derive principles to inform “on the ground” engagements. Applying dialogic thinking to social and environmental accounting encourages the development of dialogic forms of accountability, more authentic engagements and is more likely to contribute to sustainable social and environmental change.

Contains a synthesis of literature from within and beyond social and environmental accounting to shed light on the issues addressed by the special issue.

Research engagements in social and environmental accounting need not be taken in a haphazard manner uninformed by theory. In particular, the “learning turn” in social sciences has generated a large body of theorizing (informed by concrete engagement activities) that can be used to shape, guide and support engagement.

The principles developed can be used to inform future research design, with the aim of increasing the likelihood that such engagements will yield outcomes of “value” usually defined as emancipatory changes.

This paper develops a new (to accounting) theoretical perspective.

Educator‐philosopher Paulo Freire (1921‐1997) is internationally known for his adult literacy work with peasants and workers in his native Brazil. Through a process of “conscientization”, the oppressed become active subjects in the making of culture and history, as opposed to passively accepting that which is imposed on them by society’s élite. Freire’s pedagogy has been embraced by many in the Third World and adapted to a First World context by North American educators. The annotated bibliography that follows presents a selection of Freire’s work, as well as that of other educators who have adopted a “Freirean” approach to education. In addition, several books recount Freirean inspired literacy campaigns instituted in countries rocked by political conflict and revolutionary change.