Theodor W. Adorno, a central figure of the Frankfurt School, offered a multifaceted and often pessimistic analysis of art’s relationship to modern society. His critique of the “culture industry” targeted the commodification of art and its potential to suppress critical thought, highlighting the homogenizing tendencies of mass-produced culture. Adorno emphasized the importance of negation – art's ability to reveal contradictions and resist easy answers—as a form of resistance and explored the inherent tensions within artistic autonomy under capitalism. This article applies Adorno’s theoretical framework to analyze contemporary artworks, examining how artists negotiate these tensions, seeking critique within the very systems Adorno found problematic. Adorno’s enduring relevance lies in his ability to provide tools for understanding the ongoing struggle for art’s transformative power in our ever-changing cultural landscape. Additionally, the article explores convergences and divergences between Adorno’s views and those of other Frankfurt School members, enriching the analysis of art's complex and challenging role within society.

This paper is based on a qualitative case study designed to investigate the experiences and viewpoints regarding the importance of self-directed reading habits for university education and career preparation of a group of female students studying at the Law College (LC) of Haramaya University (HU), Ethiopia. The purpose of the study was to explore the perceived use of their self-directed reading habits for their academic performance and readiness for the future workforce at Law College. This study employed qualitative research methods. In effect, FGD and one-on-one interviews and detailed self-completed written reflections were employed to secure data from purposively sampled participants. The data was then coded, categorized and thematically analyzed systematically. The findings show that the pre-university self-directed reading habits acquired over the years have a bearing on LC academic performance and self-preparation for the would-be jobs. Given the purposes of law and law courses reading requirements, the informants, however, viewed the self-directed reading habits reinforced in HU as having not much contribution to law academic performances and the legal professions of their interest. Our participants who felt no longer reinforcing desirable reading habits for the same or related goals, owing to the academic environment of the College/the University, constituted the majority. Based on the study we recommend the College to revisit course instructions and/or curriculum to ensure whether it addresses the intent of students’ self-directed reading habits, law education and legal posts adequately. LC should encourage students to read around and beyond its curricula, by creating opportunities alongside the regular, field-focused readings.

The primary aim of this study is to evaluate the effectiveness of the micro-teaching course, which is included in the teacher education curriculum under pedagogical content knowledge, by examining prospective teachers’ perceptions regarding in-class practices. The research employed a case study design, one of the qualitative research methods. The study group of the research consists of fifteen volunteer teacher candidates taking the elective micro teaching course at a state university. The findings indicate that the participants generally perceived the course as effective and productive, reporting significant individually and professional gains. On a individually level, they highlighted increased self-confidence in their capabilities, as well as improvements in communication, self-assessment, and critical thinking skills. On a professional level, they emphasized the development of classroom management, lesson planning, and time management skills, along with an increased awareness of the importance of nonverbal communication such as gestures and facial expressions. Based on the findings, it can be concluded that micro-teaching practices provide pre-service teachers with opportunities to apply theoretical knowledge, engage in self-reflection, and identify areas for improvement prior to entering the profession. Therefore, it is recommended that the micro-teaching course be included as a compulsory component in teacher education programs, with class sizes limited to no more than ten students per group to ensure its effectiveness.