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In this paper the emergence of Cultural Studies is traced and its current place in British intellectual life assessed. Throughout a comparison is drawn between Cultural Studies and British Sociology. In the first part of the paper the 'original curriculum' of Cultural Studies is analysed in its making of a sharp break from previous disciplinary practices. The foundation of Cultural Studies on theoretically defined grounds is then described. In the second part of the paper the changes in Cultural Studies since its inception are described and the current critical potential of the practice assessed, On a pessimistic note the paper ends by noting the threat to the survival of Cultural Studies from the current round of rationalizations of British Higher Education. [ABSTRACT FROM AUTHOR]

This paper outlines the potential of interdisciplinary research work that draws on drama pedagogy, sociology and the study of Talk-in-Interaction. Data from a larger interdisciplinary study are used to illustrate the value of detailed analyses of classroom interaction to allow deeper understandings of the processes of moral reasoning in drama education. [ABSTRACT FROM AUTHOR]

This paper outlines the potential of interdisciplinary research work that draws on drama pedagogy, sociology and the study of Talk-in-Interaction. Data from a larger interdisciplinary study are used to illustrate the value of detailed analyses of classroom interaction to allow deeper understandings of the processes of moral reasoning in drama education. [ABSTRACT FROM AUTHOR]

Alongside debates concerning managerialism, marketisation and performativity, the question of accountability in higher education has come to the fore in recent commentary. Discussion of the subject has tended to be divided into two distinct camps. On the one hand, there are strong calls for more accountability to the public purse - a desire to witness more productive returns and efficiency on investment in higher education. On the other, there are academics who rail against the oppressive, panoptican-like nature of the audit culture, emphasising the debilitating effects of quality assurance mechanisms on academic life. The paper suggests that one way out of this impasse is to place the current accountability agenda - what Travers refers to as the 'new bureaucracy' - in the context of Max Weber's account of bureaucracy and rationality. Habermas' reconstructed version of Weber's work is identified as a possible means of delineating the reaches and limits of modern bureaucratic accountability. [ABSTRACT FROM AUTHOR]

This paper considers Olive Banks' work on charting the history and development of British feminism, and particularly her use of collective biography as a research and analytic tool. It is argued that while this has been seen as the least 'fashionable' aspect of her work, it took forward C. Wright Mills' contention for one definition of sociology as the interaction between biography and history, and predated by a decade or so similar work on prosopography by Bourdieu from the 1990s onwards. More recently other sociologists and educationists have taken up this methodological approach, including Jane Martin and Bronwyn Davies and Susanne Gannon. [ABSTRACT FROM AUTHOR]

Marshall's (2008 ) critique of Black's (1995, 2000a, 2000b ) pure sociology paradigm reveals his preference for studying the psychological properties of individuals, rather than developing a genuinely sociological framework for studying “social life.” The current rejoinder concentrates on four main issues, starting with a discussion of the ontological status of social life as a reality sui generis. The second section deals with the scientific status of pure sociology and clarifies the underlying logic of the explanatory approach. The third part considers the scientific adequacy or validity of pure sociology. Where the intellectual stakes are highest—the theoretical validity of “pure sociology”—Marshall's critique falls flattest: the available evidence overwhelmingly supports the theoretical claims of pure sociologists. By the same token, Marshall fails to demonstrate the utility of psychologizing social life, or how the imputation of psychological variables enhances the explanatory power of purely sociological models. The paper then reveals the hypocrisy of particular aspects of Marshall's critique, as the evidence indicates that he has used some similar elements of theory construction for which he has criticized Black and the pure sociology framework. The conclusion reminds readers of the excitement of pure sociology's mission beyond the futility of irresolvable philosophical quibbles. [ABSTRACT FROM AUTHOR]

In this paper I argue that 'development' was not devised to 'develop' the South; it was invented to advance Western development and Western hegemony. What its aficionados fail to grasp is that the failure of 'development' is not accidental: colonial mastery of the South was necessary achieve this end. I thus spell out the political theory and ethics driving development and its links with the colonial project. I conclude that, theoretically and practically, development as usual has proved to be disastrous, notwithstanding its limited successes. [ABSTRACT FROM AUTHOR]

Can an explanation of the origins of social disparities in educational achievement be assisted by a critical examination of Bernstein’s sociology? This central question is approached by a consideration of the status of Bernstein’s socio‐linguistic thesis. The focus is on the nature of the explanations provided. The paper asks: What is the explanatory force of Bernstein’s structuralism? What is the relationship between Bernstein’s sociological explanations and Vygotskian psychological explanations? What are the effects for pedagogy of cognitive socialization mediated by language‐use consistent with Bernstein’s theory? The answers to these questions may pose a challenge for sociologists of education engaged with Bernstein’s sociology. [ABSTRACT FROM AUTHOR]

This paper offers an empirical and analytic foundation for regarding period life expectancy as a lagged indicator of the experience of real cohorts in populations experiencing steady improvement in mortality. We find that current period life expectancy in the industrialized world applies to cohorts born some 40-50 years ago. Lags track an average age at which future years of life are being gained, in a sense that we make precise. Our findings augment Ryder's classic results on period-cohort translation. [ABSTRACT FROM AUTHOR]

Judith Butler is perhaps best known for her take‐up of the debate between Derrida and Austin over the function of the performative and her subsequent suggestion that the subject be understood as performatively constituted. Another important but less often noted move within Butler’s consideration of the processes through which the subject is constituted is her thinking between Althusser’s notion of subjection and Foucault’s notion of subjectivation. In this paper, I explore Butler’s understanding of processes of subjectivation, examine the relationship between subjectivation and the performative suggested in and by Butler’s work, and consider how the performative is implicated in processes of subjectivation—in ‘who’ the subject is, or might be, subjectivated as. Finally, I examine the usefulness of understanding the subjectivating effects of discourse for education, in particular for educationalists concerned to make better sense of and interrupt educational inequalities. In doing this I offer a reading of an episode of ethnographic data generated in an Australian high school. I suggest that it is through subjectivating processes of the sort that Butler helps us to understand that some students are rendered subjects inside the educational endeavour, and others are rendered outside this endeavour or, indeed, outside student‐hood. [ABSTRACT FROM AUTHOR]

This paper proposes core innovations in the strategy of research on demographic behaviour. One aim is a shift of attention away from events and towards a focus on dynamic processes and their interplay: away from a preoccupation with marriage and divorce, births, deaths, migrations, and household structure towards a broader perspective that takes account of partnership and intimacy, parenthood, potential and well-being, position in society and space, and personal ties. Another aim is a much closer engagement with genetics, neuroscience, psychology, and behavioural economics. A third aim is a strategy that pays more attention to pathways within the individual, to the processes entailed when the individual interacts with various contexts, and to progressions that involve the interplay of the pathways and processes through the life course. These shifts of emphasis, which have already begun to occur, require a systematic reassessment of priorities for research on demographic behaviour. [ABSTRACT FROM AUTHOR]

This paper examines the 1901-1902 ethnographic fieldwork of Bureau of American Ethnology anthropologist Frank Russell among the Pima of the Gila River Reservation in central Arizona. My goal is to reveal the multiple discourses and situations that influenced the course of this work, and show how these variables resulted in a cultural description that is unique to the particular circumstances that produced it. This is done by examining the material products of Russell's fieldwork as they exist today in archives and museums, including collected objects, photographs, field notes and correspondence. These items are best understood not as the full, empirical description of Pima culture that he intended, but rather as a series of unique outcomes that resulted from specific events, interactions and negotiations between individual people. Looked at in this way, Russell's work becomes a valuable record of federal anthropology, reservation life, and the interaction between the two as it happened along the Gila River during the early twentieth century. [ABSTRACT FROM AUTHOR]

In this journal, Welch and Mueller (WM) (2001) demonstrated a classificatory method for conceptualizing relationships between religion and economics. No judgement can be drawn from WM as to which of their four classifications might be a, or the, correct one. They conclude that the relationships are “both complex and controversial”, and that before any assessment can be apprehended adequately of how the two fields interact, “the permutations and subcategories implied by the system” used need to be identified and explored more thoroughly. This paper pursues that path, but argues that a more determinate verdict than WM's is possible. Here, an alternative interpretation of the relationship between religion and economics is investigated, in which WM's categories are assessed. In the alternative, WM's four classes are not taken to possess equal intellectual merit, as they appear to be. Using more current and comprehensive definitions of religion than WM's, a case is constructed that three of their four categories possess greater intellectual value than the remaining one. These three are here collapsed into one new mega-category regarded as that most validly describing the relationship between religion and economics. [ABSTRACT FROM AUTHOR]

This paper examines the treatment of ontology offered by critical realism. It addresses much of the material elaborated upon in two editions of this journal. Three main groups of criticisms are made here of the critical realist treatment of open systems. It is argued that critical realism, particularly in the project in economics emanating from Cambridge, UK, tends to define systems in terms of events. This definition is shown to be problematic. The exemplar of a closed system provided by critical realism of the solar system is shown to be flawed in that it is not closed according to the closure conditions identified by critical realism. Second, the negativity of the definitions adopted is problematic for heterodox traditions attempting to build positive programmes. Furthermore, the dualism of the definitions is also inconsistent with Dow's approach, which has ramifications for the coherence of post Keynesianism. Third, the definitions tend to polarize open and closed systems and ignore the degrees of openness evident in reality. The polarization of systems leads to polarized methodology and unsustainable arguments to reject so-called “closed-systems methods.” [ABSTRACT FROM AUTHOR]

This paper considers the way social partnerships tend to be represented as either horizontal localised networks or neo-liberal policy instruments. Building on two empirical studies of partnerships, we argue that partnerships cannot be understood in either/or ways but are negotiated at the interface between central agencies and local networks. They are mediated by networks operating through the partnership and through government and community, and by the different organisational logics of agencies. These complexities challenge our ways of analysing and representing partnerships, and justify further research. [ABSTRACT FROM AUTHOR]

This paper focuses on the educational experiences of a group of African Caribbean and mixed ‘race’ young people from the perspectives of their parents. The discussion is set within a national context where children of African Caribbean origin are one of the lowest achieving minority ethnic groups in the UK and are disproportionately one of the highest ethnic groups of children excluded from school. The parents recount a pattern of cumulative negative experiences which for many of the children results in academic underachievement and becoming demotivated to learn, by a system that they feel has rejected them, or imposed exclusion. The story is hardly new but it provides important further evidence that schools need to tackle head-on factors such as low teacher expectations and negative stereotyping of young black people and their contribution to black underachievement. [ABSTRACT FROM AUTHOR]

Sen's capability approach has a culturally specific side, with capabilities influenced by social structures and institutions. Although Sen acknowledges this, he expresses his theory in individualistic terms and makes little allowance for culture or social structure. The present paper draws from recent social theory to discuss how the capability approach could be developed to give an explicit treatment of cultural and structural matters. Capabilities depend not only on entitlements but on institutional roles and personal relations: these can be represented openly if capabilities are disaggregated into individual, social and structural capacities. The three layers interact, and a full analysis of capabilities should consider them all. A stratified method implies that raising entitlements will not on its own be enough to enhance capabilities and that cultural and structural changes will be needed. [ABSTRACT FROM AUTHOR]

This paper attempts to explicate and locate the concept of 'cultural capital' in terms of Pierre Bourdieu's more general theory of the forms of capital and their transubstantiations. It examines the manner in which the relationship between the economic field, and its relations of inequality and power, and the cultural field involves a process of systematic misrecognition on the basis of which the positions and relations of the cultural field come to be recognized as 'arbitrary'. In these terms, pedagogic action is defined as 'symbolic violence'. It is suggested that the relationship between 'objective probability structures' and cultural fields can be usefully approached through the 'dual aspect' theory of the philosopher, Benedict Spinoza. Finally, a tension is noted between the manner in which educational differences between classes are explained and the manner in which differences within classes are explained. [ABSTRACT FROM AUTHOR]

This paper considers Bourdieu's concepts of perspectivism and reflexivity, looking particularly at how he develops arguments about these in his recent work, The Weight of the World (1999) and Pascalian Meditations (2000b). We explicate Bourdieu's distinctive purposes and deployment of these terms and approaches, and discuss how this compares with related methodological and theoretical approaches currently found in social and feminist theory. We begin by considering three main ways in which 'reflexivity' is deployed in current sociological writing, distinguishing between reflexive sociology and a sociology of reflexivity. This is followed by a discussion of the main aspects of Bourdieu's approach to 'reflexive sociology' and its relation to his concepts of social field, perspectivism and spaces of point of view. He argues that we need to interrogate the idea of a single 'perspective' and account especially for the particularity and influence of the 'scholastic' point of view. He characterizes this latter point of view as unaware of its own historicity and as largely concerned with contemplation and with treating ideas primarily as abstractions ( Bourdieu, 2000b ). Bourdieu's intervention is to argue, as he has throughout his work, for a more reflexive account of one's location and habitus, and for sustained engagement with ideas and social issues as practical problems. Bourdieu exhorts researchers to work with 'multiple perspectives' ( Bourdieu et al. , 1999 , p. 3), the various competing 'spaces of points of view', without collapsing into subjectivism or relativism. We then consider recent feminist engagements with and critiques of Bourdieu's notion of reflexivity and chart some of the main points of contention regarding its relevance and conceptual potential for theorizing gender identities and transformations in current times. We conclude with a brief outline of how we are working with a reflexive sociological approach in a cross-generational study of young women in difficult circumstances, 'on the margins' of education and work. [ABSTRACT FROM AUTHOR]

Symbolic utility involves appreciation and esteem and expressed by symbolic products (gifts), while substantive utility entails ordinary welfare satisfied by substantive products. For neoclassical theory, both utilities are symmetrical or fungible and, hence, substitutable along the uni-dimensional utility function. If they are substitutable, though, why would agents be judged as "crass" if they intentionally remind the recipient of the cost of the substitution? For normative sociological theory, the judgment of "crassness" would arise if the agent mixes moral norms with non-moral substantive interests. The two are supposed to be non-fungible, stemming from multiple selves. If both utilities are non-fungible and stem from multiple selves, though, why do we call agents who spend on gifts beyond their means "fools," while those who spend very little "cheapskates"? It seems that there must be a supervising, single self that makes decisions on the proper division of the budget between substantive products and gifts. But this invites the single-self idea from the back window, reverting back to the neoclassical approach. We would be caught in a vicious cycle of anomalies. To get out of the cycle, this paper identifies the critical issues and suggests an alternative, complex-self view. [ABSTRACT FROM AUTHOR]

Participatory impact assessment is a term frequently used and often abused. It refers to an approach that includes interested and affected parties in deciding indicators and measures of environmental and social impacts, in evaluation of effects and monitoring. Involving communities in a participatory manner facilitates skill transfer, fosters buy-in and creates local social capital. This paper describes a participatory exercise initiated by a local authority (Council) in New Zealand. Based on the reported assessment and that of two others, five essential ingredients are identified for a genuine participatory exercise. Time and flexibility are key components. [ABSTRACT FROM AUTHOR]

Recent research has shown growing shares of employment in the social economy (or non-profit sector) both in the European Union and in the United States. In the EU, there seems to be growing hopes that the social economy will be capable of contributing to local progress on the unemployment issue in crisis regions. This paper analyses employment in certain entrepreneurial forms, usually considered belonging to the social economy, in Sweden during the 1990s. The results show considerable regional differences of employment in the social economy, but also that its share of the labor market is very limited. The effect of social-economic organizations on employment, therefore, is probably mainly indirect in as much as they function as platforms for cooperation between firms or else as embryos for enterprises by strengthening local entrepreneurship and helping to nurture a deposit of social capital which has visible effects on private business and jobs. However, these effects need more detailed examinations. [ABSTRACT FROM AUTHOR]

This paper uses the methods of personal reflection and auto/biography to consider the ways in which global social and political transformations have influenced a key generation of feminist sociologists entering the academy and attempting to introduce feminist knowledge and pedagogy into academic curricula. Three critical events on or around 22 November are used to highlight key political moments, the associated development of changing themes in forms of analysis of social transformations, and the part played by feminism and sociology within higher education. They are the assassination of President John Fitzgerald Kennedy in 1963, the Israeli–Arab war in 1973 and the resignation of Margaret Thatcher in 1990. The argument is that there has been a clear relation between changing social and political contexts and methodological understandings, which have drawn on developing feminist perspectives and reflexive sociological analysis, especially as embraced within the sociology of education. In particular, the shift from a political and professional perspective on social change and family life towards one that engages with personal issues is noteworthy. It is one of the hallmarks of both feminist notions associated with reflexivity and developing sociological methodologies and policy sociology. Thus, the personal and the political are now central methodological forms of feminist and sociological analysis within education and, especially, the sociology of education, influencing pedagogy within higher education, especially associated with developments in professional postgraduate education. I weave my personal reflections on my professional developments through an analysis of the key moments related to specific policy regimes and changing forms of understandings within the fields of policy sociology and sociology of education. I conclude with current concerns about the balances between the personal and professional within educational research and policy sociology. [ABSTRACT FROM AUTHOR]

This paper develops a concept of human well-being that integrates economic and noneconomic aspects of life. Philosophers, humanistic psychologists, and religious traditions have been very helpful in pointing out the true noneconomic potential of human life. Our new approach to well-being, the overall/ordinary approach includes these higher aspects of human life. In addition to the ordinary adult human functionings, basically the functionings Sen mentions, the new approach includes a group of higher human functionings which are called overall human functioning. To adequately assess a person's or a society's well-being, it is necessary to consider both people's ordinary (or lower) functionings and their overall (or higher) functionings. Raising societal well-being requires capital formation, particularly investment in personal and social capital. [ABSTRACT FROM AUTHOR]

For the St. Louis meeting of the Midwest Sociological Society, the author organized a special session to reflect on the particular sociological tradition associated with Washington University, with a particular focus on Alvin Gouldner's work. From that session came this symposium, for which various papers presented were developed into articles. The session and these articles raise important issues for what they tell us both about Gouldner's work and about where sociology is as a discipline today. Among these issues are (1) the optimistic quest for objective value-free knowledge positivism entailed in the past versus a self-reflexive quest for knowledge that entails a tragic acceptance of its limits at presents, (2) the effort to distinguish social theory from sociology, ideology, and politics, with all of whom it overlaps as they strive to be both social diagnosis and social therapy, (3) the production of knowledge as dependent both on the lived experiences that shape our biographies and on the intellectual influences available in the local settings where we work, (4) the effort to warn us against the various accesses to which our disciplinary and personal commitments give way, and (5) the role social theory can play as a search light that illuminates our way in the darkness of the empirical world in which we live, while it simultaneously casts a shadow. [ABSTRACT FROM AUTHOR]

In the Spring 1998 (56(1): 47-57) and Fall 1998 (56(3): 295-306, 307-310) issues of this review, Howard Sherman and Geoffrey Hodgson debated, inter alia, the extent to which Veblen-Ayres institutionalism is compatible with Marx and recent Marxist work. This paper argues that the differences between Hodgson and Sherman"s positions do not rely on assumptions of "illogical" behavior, individualist arguments or structural conceptions of the individual. Instead, the debate turns on the authors' respective conceptions of the formation and role of the human mind in what it is to be a social individual. [ABSTRACT FROM AUTHOR]

In Visions of the Sociological Tradition Donald N. Levine presents a view of the German sociological tradition that emphasizes its origins in philosophical idealism. This paper discusses the implications of this view for understanding the formation of sociology in Germany. The author suggests that Levine's account can be supplemented and strengthened by reconstructing the German tradition both as an effort to proceed without foundational philosophical systems and as an outgrowth of social economics and the historical school of political economy. Most importantly, Levine shares the call for sociology as the site of dialogue with that reconstructed German tradition. [ABSTRACT FROM AUTHOR]

In this paper I examine and critique Donald Levine's treatment of the "French Tradition" in sociological thought. After summarizing Levine's account of the development of the French tradition, I discuss the identification of the French tradition with the work of Durkheim, and discuss the reasons for the predominance of Durkheim's work over and above other plausible candidates for exemplars of the French tradition of sociology. I then use this discussion to problematize the identification of sociological theories with national traditions, and the idealist framework that Levine uses to discuss the development of sociological thought. [ABSTRACT FROM AUTHOR]

This paper argues that theorizations of the state which are sensitive to both its durability and its permeability, and theorizations which can account for the massive interconnections between local and global forces as well as different material and discursive sites are missing from contemporary work in the sociology of education. Drawing on Foucault’s notion of ‘governmentality’ as a key resource for addressing this impasse, the authors highlight the constant fabrication of racial identity through the production of the pure space of racial origins or ‘resentment’—the process of defining one’s identity through the negation of the other. This dynamic, the article maintains, now informs key discourses both in popular culture and education. The authors conclude that these processes operate in tandem in the prosecution of the politics of racial exclusion in our times, informing key policy debates, including those around affirmative action and bilingual education. [ABSTRACT FROM AUTHOR]

Although the close relationship between education and the middle class has long been recognised in the sociology of education, its various dimensions have rarely been examined in detail. Through investigating the educational histories and occupational destinations of 199 recruits into the middle class, this paper explores whether there is any clear connection between educational pathway and occupational location. In particular, it analyses the cohort’s various careers against suggested cleavages within the middle class (professional/managerial, symbolic/material, public/private). The data indicate that educational pathways influence occupational locations along a number of directions. Some schools, notably those that are private and academically selective, feed a greater proportion of students into high-status universities and out into high-status occupations. However, in terms of the level of occupation, the status of university seems more important than the school. Whether a school is public or private does not appear to have influenced the choice of a managerial or professional career path, but school sector may contribute to horizontal differentiation of middle classes in terms of whether they take up employment in the public or private sector. The data suggest that schools reflect and reinforce contrasting allegiances to private and public forms of educational provision that then influence sectors of employment and political preferences. [ABSTRACT FROM AUTHOR]

The article is based on the idea that the problem of unity or integration of modern society has not yet been solved in sociological theory. The paper attempts a new solution based on a creative synthesis of elements from Talcott Parsons' functionalism, rational choice theory, and Niklas Luhmann's new systems theory. The core idea is that the state and the political sphere work together as an integrating centre of modern societies. Present approaches understand the political allocation of resources either as an exchange process or as solidarity caused by internalized social norms. None of them embodies a concept of collective rationality; therefore they cannot give a dynamic account of the public allocation of collective goods. This dichotomy of individual rationality and norm-guided behaviour will be produced and reproduced on the level of general theory in the discussion on the problem of order or collective action as long as sociology is founded on the assumption that society is made up of individual human beings and their actions. However, by replacing action with Luhmann's concept of communication and rethinking collective action within this new framework, it becomes possible to develop a concept of collective rationality. This new conceptualization is used to clear up problems and overcome shortcomings in Luhmann's own theory of modern society as functionally differentiated. Observed as a consequence of action, function is collective action. A solution to the problem of collective action or social order is found with the emergence of rational solidarity as a medium that symbolizes the difference between individual and collective rationality as a unity: one should sacrifice individual opportunities to achieve collective goals and solve problems for the society to which one belongs. [ABSTRACT FROM AUTHOR]

This paper responds to a comment by T. R. Young, who sought to intervene in the exchange between the author and Marc Wardell on the role of conceptual frameworks or paradigms in the development of theory in sociology and the social sciences. Young suggested that some of the less well known assumptions of Karl Marx could serve as uniting points between the two correspondents. The dualism of the historicist conceptualization of the transition from capitalism to socialism which appears in Young's comments underestimates the empirical complexity of the political and economic problems of the period of transition. This paper disagrees with Young's final assertion that too much Marxist theory has stood in the way of radical revolution and socialist transformation.

Theorising the interplay of structure and agency is the quintessential focus of sociological endeavour. This paper aims to be part of that continuing endeavour, arguing for a stratified social ontology, where structure and agency are held to be irreducible to each other and causally efficacious, yet necessarily interdependent. It thus aims not to be part of that on-going journey in search of the 'ontological holy grail'. Instead, it offers a way of linking structure and agency which enables the practical education researcher concretely to examine their relative interplay over time. The methodological key to teasing out their relative interplay is held to be analytical dualism. It will be argued that such a methodological device is precluded by Giddens' structuration theory. [ABSTRACT FROM AUTHOR]

Relations between human beings and the physical environment have been the foci of research and speculation for at least two millennia. One such focus has dealt with the relationships between climate and crime. This paper develops four hypotheses concerning the interaction between violent behavior and the thermal environment. These hypotheses relate to the structural density of local areas, alcohol consumption across the city, calendar effects, and neighborhood context. We developed a taxonomy of high-, medium-, and low-status residential areas (“neighborhoods”) in Dallas, Texas. These groupings formed the basis of several crosstabulations in which the relative frequency of aggravated assaults was the dependent variable. Neighborhood types differed markedly in the amplitude of their summer peaking of assaults low-status neighborhoods having a peak not amenable to explanation entirely on the basis of month length or number of weekend days in the months. Assaults directly linked to alcohol sales establishments were less prominent than expected. Apartment-based assaults were heavily overrepresented in the low-status neighborhoods. Although findings reported here are exploratory and suggestive, they imply that giving greater attention to environmental influences in geographic contexts may be appropriate. [ABSTRACT FROM AUTHOR]

This paper presents the theoretical foundation for a different type of place-centered or regional geography. The framework rests upon an integration of time-geography and the emerging theory of structuration. It also builds upon a conceptualization of place as a constantly becoming human product as well as a set of features visible upon the landscape. Place is seen as a process whereby the reproduction of social and cultural forms, the formation of biographies. and the transformation of nature ceaselessly become one another at the same time that time-space specific activities and power relations continuously become one another. It is further contended that the ways in which these phenomena are interwoven in the becoming of place or region are not subject to universal laws but vary with historical circumstances. Three empirical foci that suggest themselves from the framework are briefly discussed. [ABSTRACT FROM AUTHOR]

South African sociologists of education are living through a momentous and highly particular transition at the same time as they participate in global trends and debates This paper reviews changes in their framing concerns as they move from an oppositional positionality to a far more ambiguous space that seems to require of them to choose between critique and reconstruction The resultant re-positioning and the changes forms of appropriation of international themes as local priorities shift is the central concerns of this review [ABSTRACT FROM AUTHOR]

This paper is a response to articles by Shilling and Abraham, which were concerned with the relationship between Giddens' structuration meta-theory, differentiation-polarization theory, and positivism. Despite their conflicting conclusions, both authors criticize my reconstruction of differentiation-polarization theory, and I try to clarify the nature of that reconstruction and the theory it represents. It seems to me that these articles display misunderstandings of, and unwarranted prejudice against, positivism; though they are of course by no means alone in this. I suggest that while the sort of debate in which these authors engage is welcome, there needs to be a more open-minded approach towards the theoretical and methodological resources available to sociologists of education, including those frequently dismissed as positivist. [ABSTRACT FROM AUTHOR]

This paper is a response to Harker & May 1987 which rejects as inaccurate and misleading their 'exposition' of the theory, the analysis of the place of rules in the theory, the analysis of what is taken to be its structuralist base, and shows how forms of the practical sense may be realised in, and described by, the theory. [ABSTRACT FROM AUTHOR]

This paper explores the relationships between sociology, democracy and education. Its main argument is that post-modernist theory (in spite of its own inherent inconsistencies) can be interpreted as a constructive challenge to the hierarchical presuppositions of academic sociology. It can thus help to provide a theoretical framework for formulating a new set of institutional arrangements for social inquiry, which would reconstitute sociology as a democratic educational practice. In order for this to occur, sociology must recognise that the problematic nature of the social relationships of authoritative interpretation constitute a key theoretical problem: a 'democratic' sociology must re-focus its efforts on formulating methods for critique which would help to enfranchise practitioners in the rigorous analysts of their work. [ABSTRACT FROM AUTHOR]

In this paper the aim is to highlight the absence of a sociology of learning in relation to primary education. Further, it is argued that there is considerable scope for cooperation between psychologists and sociologists in tackling this issue and one way will be explored in which this could be achieved by drawing on social constructivist psychology and symbolic interactionist sociology. In support of this suggestion, some brief illustrative material is presented, drawn from a longitudinal ethnography of a pupil cohort progressing through a primary school in UK. [ABSTRACT FROM AUTHOR]

This paper is a response to Professor Swanwick's further critique of our sociological perspective on music education. We argue that criticisms made in relation to our positions on referentialism, the ability of people to appreciate music cross-culturally, and the various analytic categories of Meyer, Chester and Keil are all grounded in a desire to isolate the essence of `music' from social and cultural processes. We further argue that the difficulties perceived with our positions do not follow from a belief in the culture-specific significance of different musics per se, but rather from overly rigid and sometimes mistaken interpretation of our perspective. Finally, we point to the danger of assuming a cross-cultural category, `music', when many cultures have no equivalent word and use what we understand as `music' in ways vastly different to ourselves. [ABSTRACT FROM AUTHOR]

This section presents several articles offering sociologists' views on cuts in British higher education as of 1984. John Brennan contributes a nation-wide view of the cuts in the public sector, outlines institutional policies and prejudices and suggests strategies for survival. His paper also shows that the distinctive ecology of public sector higher education poses both threats and opportunities for sociology. Meanwhile, Alan Waton provides a macro-view of the UGC action. Rosemary Deem writers of her experience as a County Councilor involved in working for the retention of courses in a public sector college and provides the only contribution with a happy ending. Also Ivan Reid discussed the problems and potentials of strategies for survival. According to Brennan, there never was a golden age for the polytechnics. He further said that they have experienced cuts and financial stringency over a long period of time. He also said that the effects have been gradual and have become almost taken for granted. Ivan Reid stated that it is difficult to establish whether sociology and sociology of education face threats over and above that posed to higher education in general. The intimate relationship of sociology of education with teacher education has meant that it has shared the fate of closures and cut-backs with the other disciplines of education and faced many of these well before the present situation.

This paper investigates certain aspects of the debate about the causes of unequal educational performance By analyzing two illustrative explanations of performance. It shows that the debate appears to be shaped by a fundamental theme in modern Western culture, the nature-culture opposition. This suggests that the knowledge that we have concerning educational performance is influenced not only by the social and political interests and positions of educators and researchers, but also by more basic cultural concerns, and if we want to understand both educational performance and the debate surrounding it, we need to be aware of this broad influence. [ABSTRACT FROM AUTHOR]

Marxist sociology of education has been criticized in recent papers by Hickox and Hargreaves. It is argued that these writers largely misunderstand and misrepresent the work they criticize Hickox attributes a position to Marxist sociologists of education which few, if any, now hold Hargreaves makes a more powerful case, but is insufficiently familiar with Marxist scholarship to grasp the nature of the Marxist project. [ABSTRACT FROM AUTHOR]

This paper is a response to Professor K. Swanwick's critique of our sociological perspective on music education. A detailed presentation of the sociology of music thesis demonstrates that accusations of 'social determinism' and 'referentialism' are both misconceived Moreover, Swanwick's position leads to difficulties in his approach to music aesthetics, where at times he makes assumptions concerning the work of theorists such as Meyer and Keil which these authors have themselves explicitly repudiated We then relate certain observations which Swanwick's makes concerning the processes of schooling to wider sociological theories of schooling that help make sense of the kinds of constraints Swanwick's correctly identifies Finally, we accept Swanwick's challenge to be more explicit concerning both our response to his charge of relativism and our practical recommendations for the reform of music teaching. [ABSTRACT FROM AUTHOR]

In this article the author presents his views on an article by Augustana Kivisto. Author's paper was not about creating a sociological tradition that helps to think about moral obligations and boundaries, but about exposing the contradictions of all pompous arguments that invoke some transcendent concept of morality, in the Nieizschean sense. Kivisto is way off when he asks how one would respond to such phenomena as gay-bashing neo-Nazi skinheads" or the Asian Indian practice of sati, Author's intent was to discuss sociology. Postmodern ideas relative to the analysis of the knowledge-power articulation have little to do with deconstructionism which calls into question the foundations of western philosophy through textual analysis. Yet, that is what Kivisto seems to think postmodernism is all about. Deconstruction of metaphysics are a dead end for sociology because they lead to idealism and relativism. The twin matters of foundations and relevancy are also pertinent to the way sociology seeks to legitimate itself as a held. Currently mainstreamers argue for a number of selectively growing traditions which are actually very recent constructions in the organization of sociological knowledge.

The article examines Robert Stebbins' "Commitment to Deviance: The Nonprofessional Criminal in the Community" wherein the most basic proposition of labeling theory is that sanctions against deviance can inadvertently contribute to continuity in deviant activity and careers. It also presents critique on Stebbins' view of commitment, presentation of the three-fold commitment framework and labeling and types of commitment to deviance. An understanding of continuity in lines of action is crucial for middle-range theories of deviant careers in general and labeling theory in particular. The author proposes that the answer lies in a clear and adequate conceptualization of commitment processes. The goal of this paper, accordingly, is to provide such a conceptualization. In pursuing this goal, the author discusses Stebbins' approach to labeling and commitment to deviance and contrasts it with other treatments of commitment.

We will briefly outline some of Marx's central ideas and concepts. Our purpose here is to show non-Marxists the excitement and potential that drive the enterprise. This review can also be of use to those who seized upon part of the Marxian enterprise and either misunderstood it or used it in a way that did violence to the integrity of Marx's methods and theories. While we do not make a claim for the correct reading, we argue that some readings are more plausible than others. We wish to underscore the fact that Marx is not just another sociologist or conflict theorist. Though sociologists have taken over part of the methods and some of the terms in question, sociology is not Marxist, nor is Marxism just another variant of sociology. I believe that many sociologists have no idea of what interested Marx, or why, and that many who parade under Marx's banner have forgotten the complexity of the intellectual enterprise which he identified. There has been a degeneration of the Marxian project, as well as a rebirth. These dual themes are explored in the course of this paper. [ABSTRACT FROM AUTHOR]

The paper written by Professor Delbert Miller about the future direction of industrial sociology is critiqued. Miller addressed the related two related themes which are the need for sociology departments to remodel offerings to compete for students in the educational marketplace and the importance of sharpening the discipline's identity as a specialization directed at business and industry. As a result of the proposed changes in the discipline, students would become viable candidates for personnel, human resources and industrial relations positions. Miller was not suggesting that sociology departments or industrial sociologists have absolutely avoided applications. Rather, neither has sufficiently developed such programs to brake the loss of sociology majors to university units that promise more marketable training.

Studies of pre-industrial societies suggest that in response to protracted scarcity, individuals experience a decline in social relations, return to traditional practices and values, and become more subordinate to those in authority. In this paper, we examine the extent to which these same responses are found in an industrialized area. Evidence from survey data suggests that scarcity and economic decline do decrease social relations and cause some individuals (those with less formal education) to use more traditional means to solve problems, but they do not cause people to become more passive in respect to community leaders. Factors that may account for the different responses to scarcity in industrial and pre-industrial societies are discussed. [ABSTRACT FROM AUTHOR]