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The digital age has rekindled popular and academic interest in immortality. While the idea of immortality has long been recognized as fundamental to human societies, unlike death, within the field of sociology, immortality has not yet established itself as a distinct and autonomous field of study. This paper contributes to the recently emerging scholarship promoting a sociology of immortality. Drawing inspiration from C. Wright Mills's sociological imagination (1959) and building upon significant research in the field of immortality, we offer to use the concept of the immortological imagination as an analytical and conceptual tool for further developing a sociology of immortality. We refer to the immortological imagination as a complementary concept to Penfold-Mounce's thanatological imagination, seeing both concepts as stemming from two different lineages and academic traditions. After defining the immortological imagination and how it differs from and complements the thanatological imagination, the paper moves to discuss examples in popular culture establishing the potential impacts and influences of the immortological imagination, particularly within the digital context. [ABSTRACT FROM AUTHOR]

In this paper, we demonstrate the ways in which the schooling of refugee youth in the United States reflects ongoing coloniality in education. Drawing on data collected in a case study, conducted between 2013 and 2016, as part of a larger ongoing ethnography of a Southwest United States District school's response to refugee students, we show how the enactment of policies, pedagogies, and practices within schools reinforce the government's control over refugee students and their families. In schools, the students are kept out of certain school spaces, marginalized in remedial courses, and denied academic opportunities and integrated support services. Using empirical data, we demonstrate how the restriction of the students' movement in and around schools is embedded within the larger limitations embedded in coloniality and assimilation. We situate our analysis within the tensions and interactions between coloniality, assimilation, and neoliberalism as articulated in studies within anthropology and sociology, migration studies, critical refugee studies, and cultural studies. We conclude with a call for the decolonization of education and offer a practical starting point in refugee education. [ABSTRACT FROM AUTHOR]

This paper aims to analyze the movie The War Is Over (La guerre est finie—France/Sweden, 1966, directed by Alain Resnais and a screenplay by Jorge Semprún). The idea is to point out a possible sociological discussion on exile, mobilizing the notion of mental images. The methodological approach is an internal analysis of the film to allow for the elaboration of sociological considerations along with the expressive elements of the film construction. To do so, we shall focus on the "leaps" within the movie's narrative order, in which a main character (Diego) anticipates, through imagination, a series of sequences and events that might or might not have occurred. To discuss the notion of mental images and their relationship with the imaginary, the theoretical reference will be Cornelius Castoriadis' book The Imaginary Institution of Society. This article will benefit from the discussions in the presentations about the film both at meetings in Brazil and at the last ISA Congress 2023 (International Sociological Association—Research Committee 37—Sociology of Arts). This text is one of the results of research supported by the São Paulo Research Foundation (FAPESP). [ABSTRACT FROM AUTHOR]

This article aims to present some of the initial work of developing a social science grounded game theory-as a clear alternative to classical game theory. Two distinct independent initiatives in Sociology are presented: One, a systems approach, social systems game theory (SGT), and the other, Erving Goffman's interactionist approach (IGT). These approaches are presented and contrasted with classical theory. They focus on the social rules, norms, roles, role relationships, and institutional arrangements, which structure and regulate human behavior. While strategic judgment and instrumental rationality play an important part in the sociological approaches, they are not a universal or dominant modality of social action determination. Rule following is considered, generally speaking, more characteristic and more general. Sociological approaches, such as those outlined in this article provide a language and conceptual tools to more adequately and effectively than the classical theory describe, model, and analyze the diversity and complexity of human interaction conditions and processes: (1) complex cognitive rule based models of the interaction situation with which actors understand and analyze their situations; (2) value complex(es) with which actors operate, often with multiple values and norms applying in interaction situations; (3) action repertoires (rule complexes) with simple and complex action alternatives-plans, programs, established (sometimes highly elaborated) algorithms, and rituals; (4) a rule complex of action determination modalities for actors to generate and/or select actions in game situations; three action modalities are considered here; each modality consists of one or more procedures or algorithms for action determination: (I) following or implementing a rule or rule complex, norm, role, ritual, or social relation; (II) selecting or choosing among given or institutionalized alternatives according to a rule or principle; and (III) constructing or adopting one or more alternatives according to a value, guideline, or set of criteria. Such determinations are often carried out collectively. The paper identifies and illustrates in a concluding table several of the key differences between classical theory and the sociological approaches on a number of dimensions relating to human agency; social structure, norms, institutions, and cultural forms; patterns of game interaction and outcomes, the conditions of cooperation and conflict, game restructuring and transformation, and empirical relevance. Sociologically based game theory, such as the contributions outlined in this article suggest a language and conceptual tools to more adequately and effectively than the classical theory describe, model, and analyze the diversity, complexity, and dynamics of human interaction conditions and processes and, therefore, promises greater empirical relevance and scientific power. An Appendix provides an elaboration of SGT, concluding that one of SGT's major contributions is the rule based conceptualization of games as socially embedded with agents in social roles and role relationships and subject to cognitive-normative and agential regulation. SGT rules and rule complexes are based on contemporary developments relating to granular computing and Artificial Intelligence in general. [ABSTRACT FROM AUTHOR]

It is assumed that the states have the right to control their borders and decide whom they want to exclude, isolate, ban, or impose restrictions on. Although it seems that the problematic notion of "sovereignty" gives the state the right to make these kinds of decisions, there are situations where ethical duties to other human beings supersede sovereignty and where, in fact, those ethical duties limit sovereignty. This would be the case of group asylum situations. In this paper, we propose Axel Honneth's ethics of recognition as a complement to the liberal notion of solidarity. By introducing a derivation of the ethics of recognition, namely, the "ethics of care," we argue that our connection to others and the ethical duties we have with them impose some limits on the idea of sovereignty. [ABSTRACT FROM AUTHOR]

This paper examines public–Catholic gap in STEM opportunity to learn in the US using Mahalanobis-distance matching and adjacent categories models. Consistent with prior studies, there are significant public–Catholic differences in math and science course sequence level and total credits earned. However, we find that these gaps are largely accounted for by selection processes among students of differing family background. Moreover, we find that the Catholic school advantage in STEM opportunity to learn differs by subject; Catholic school students are more likely to enroll in advanced math courses relative to middle-level courses, while their advantage in science is concentrated in the middle of the course-taking hierarchy. [ABSTRACT FROM AUTHOR]