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This article documents the beginning of the intellectual companionship between the founder of ethnomethodology, Harold Garfinkel, and Edward Rose, who is most often associated with his program of "ethno-inquiries." I present results from archival research focusing on the contacts and collaborations between Rose and Garfinkel in the years 1955-1965. First, I describe the review process for Rose and Felton's paper, submitted to the American Sociological Review in 1955, which Garfinkel reviewed and after Rose's rebuttal recommended for publication. The paper induced Garfinkel to write an extensive commentary that has remained unpublished. Second, I discuss the 1958 New Mexico conference sponsored by the Air Force, which was an opportunity for Rose and Garfinkel to work together on topics related to common-sense knowledge and scientific knowledge. Third, I give an overview of the ethnomethodological conferences in 1962 and 1963, supported by an Air Force grant written collaboratively by Rose and Garfinkel. Here I focus primarily on Rose's research on "small languages," which stimulated many discussions among the early ethnomethodologists. Rose's work and exchanges with Garfinkel demonstrate the former's affinity for miniaturization as a research approach and search for ways to empiricize topics of sociological theory in locally observable settings., (© 2022 Wiley Periodicals LLC.)

The modern history of Nepal started after the Kingdom of Nepal was formed during the 1760s through a series of military battles, which is now known as a national unification campaign, led by Prithvi Narayan Shah. The history of mass education, however, started during the 1950s when a political uprising overthrew autocratic Rana regime that had ruled the country for more than a century. This paper aims to explore Nepal's educational history by analysing key educational policy documents produced by the Government of Nepal as well as its major donor the World Bank from 1950 to 2020. The paper uses international political economy as a theoretical framework and critical policy sociology as a methodological approach. The key argument of the paper is that, since some of the problematic assumptions of modernism, nationalism, and globalism have guided Nepal's policy agendas, its education system has not addressed multifarious challenges faced by its citizens. The theoretical and methodological approaches taken for exploring the interconnections between education, economy, and politics will be helpful for future researchers to understand the significance of education not only for economic development but also for the institutionalization of democracy in both developed and developing countries.

The study of the body remains dominated by Western scholars examining Western bodies and using Western conceptualisations of the body. Though mainstream sociology of the body research is founded within dualisms, often privileging one side of a binary opposition at the expense of another, a thread within Chinese philosophies cut across such dualistic categories. This paper aims to reinvigorate this thread by the 'turn to' a postmonolingual approach, using New Confucianism to consider the challenges and implications for bodily education and research in three ways. First, this paper draws on a postmonolingual lens to extend current debates and limitations of embodiment literatures. Specifically, it provides examples of how thinking with New Confucianism in educating the body could help shift the academic landscape. Second, it offers an account of navigating through the 'turns' in order to reach for the ground of New Confucianism thinking in bodily education. Thinking through a postmonolingual lens with a focus on New Confucianism indicates a departure from Western approaches that have informed a Euro-American centric tradition of research. Such a shift reorientates thinking around postpositivist research that continues to perpetuate dualism and fails to capture the complexity, ambivalence and entangled relations of our embodied lives. Last, it highlights the revelations in how Chinese philosophical concepts can bring to challenge dominant Western notions of performance culture predicated upon binary oppositions and more broadly the privilege of the body over mind and emotions. Thinking about bodily education with New Confucianism this paper points to the potential to decenter normative assumptions and reshape the usual contours of the binary bodily praxis. It concludes by considering the potential and future directions when drawing on New Confucianism as a theoretical framework to rethink bodily education and research in the West.

In this paper, we engage with Chinese diasporas research through recourse to Bourdieu's relational, reflexive sociology. We start with the historical and recent developments of Chinese diasporas research and point out the potential of using Bourdieu to strengthen the theoretical underpinnings of this research. While we see a steady stream of Bourdieu-informed Chinese diasporas studies and acknowledge their contribution and innovation, we observe that some studies use Bourdieu's capital and/or habitus without field. In response, we draw on Bourdieu's relationalism to highlight the significance of 'fielding' Chinese diasporas research. In addition, we turn field analysis onto Chinese diasporas researcher-selves through Bourdieu's reflexive tool of participant objectivation. In this vein, we ponder over the positions and position-takings of Chinese diasporas researchers within and beyond the academic field of Chinese diasporas. To conclude the paper, we make a call to shift the intellectual landscape by developing a research agenda to sociologise Chinese diasporas challenged by complex and difficult issues of power, politics, and participation. Our critical sociological approach may have implications for doing scholarship reflexively and relationally in other research fields.

In some areas of social science, around half of studies can’t be replicated. A new test-fast, fail-fast initiative aims to show what research is hot — and what’s not. [ABSTRACT FROM AUTHOR]