Search published articles
Showing 2 results for Cultural Identity
Volume 0, Issue 0 (2-2024)
Abstract
Despite extensive research on factors influencing Critical Pedagogy (CP) from a positive psychology perspective, the interplay between Emotion Regulation (ER), Psychological Well-Being (PWB), and Cultural Identity (CI) remains underexplored among Iranian English as a Foreign Language (EFL) teachers. This study investigates the mediating role of CI in a novel model linking ER to PWB, with CP as the dependent variable. It addresses how these variables contribute to advocating for social justice in Eastern educational contexts. Using the quantitative design and Path Analysis (PA), 243 Iranian EFL teachers completed four electronic questionnaires: the CP scale (Roohani & Haghparast, 2020), the CI scale (Taheri, 2013), the PWB scale (Dagenais-Desmarais & Savoi, 2012), and the ER Sscale (Gross & John, 2003). Data analysis via AMOS 26 software revealed strong fit indices indicating robust model fit. Findings indicated that CI partially mediated the relationship between PWB and CP. Both direct (ER to CP) and indirect (PWB to CI to CP) effects were significant, contributing to a significant total effect of ER on CP. It is implied that integrating CI into teacher development programs can promote CP globally by enhancing educators' emotional resilience and commitment to social justice initiatives. This approach supports policymakers seeking inclusive learning environments that advocate for equity in diverse settings.
Seyed Alireza Hosseini Beheshti,
Volume 27, Issue 1 (12-2020)
Abstract
John Rawls introduced the idea of public reason as a precondition of decision-making processes based on justice in a well-ordered society. There are critics, however, who doubted whether the idea is consistent with deliberative democracy. While Rawls saw his idea of reasonable overlapping consensus as an outcome of public reasoning, his suggested political liberalism seems to be morally too thick to work as the basis of such a consensus in culturally diverse societies. Here, through a critical evaluation of Rawls’s view, I try to use his idea of public reason by reference to the brilliant distinction he makes between ‘the rational’ and ‘the reasonable’. I show that it is the latter, which defines the nature of ‘the political’, that could be employed for the relationship between different cultural identities of a society, governed by political principles justified by referring to thin or non-moral arguments that in turns allow liberal as well as non-liberal cultural communities to participate in a just framework of social cooperation. Moreover, I argue that this revised interpretation of Rawlsian overlapping consensus can help us in the democratic assessment of constitutions and revising them in order to became more legitimate to citizens. Using this theoretical framework, and as the Islamic Republic is claimed to represent a religious democracy, I suggest that the criterion of public reason can be used in assessing the Constitution of the Islamic Republic and, therefore, highlights the necessary revisions for achieving more democratic basic structures of the Iranian society.
