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Paradigm, paradox, paralysis: An epistemic process

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  • Mary Kaidonis
  • Lee Moerman
  • Kathy Rudkin

Abstract

The potential of the transformative capacity of education requires critique of a dominant paradigm, in order to apprehend the unconscious acceptance of capital markets as solutions to societies’ woes. We engaged with media texts as practicum which advocated carbon markets to mitigate carbon pollution: a contemporary issues in society. We found that although we critique the dominant paradigms upheld by the media texts which we chose, our engagement had the potential to reinforce the status quo. Once this paradox is evident, it precipitates a paralysis of the educative process. However, this is not an end state but the struggle to overcome the paralysis mobilises a reconsideration of the paradigm and opens new possibilities. We argue that the collision of the concepts of paradigm, paradox and paralysis demonstrates an epistemic process which has emancipatory possibilities.

Suggested Citation

  • Mary Kaidonis & Lee Moerman & Kathy Rudkin, 2009. "Paradigm, paradox, paralysis: An epistemic process," Accounting Forum, Taylor & Francis Journals, vol. 33(4), pages 285-289, December.
    • Handle: RePEc:taf:accfor:v:33:y:2009:i:4:p:285-289
    DOI: 10.1016/j.accfor.2009.10.001
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