Search

This paper explores the fate of a group of women who attempted Рbetween 1900 and 1920 Πto live an intellectual life. A contemporary feminist has told their story, attempting to rescue them from oblivion. A structuralist perspective is applied to this contemporary account of those women, and to the parallel story of the men who succeeded in ousting them from American sociology. The contrast between the dominant male group and the muted female group in early American sociology is drawn. This case study offers wider lessons for understanding women's history.

Resumen tomado de la revista. Este artículo pertenece al monográfico: La sociología de la educación: balance y perspectivas Este artículo sostiene que la especialidad de la Sociología de la Educación se ha mostrado ambivalente con respecto al gamberro durante un siglo, al que ha alabado y despreciado a un tiempo como alumno anti escuela de clase trabajadora. De igual modo, la sociología general ha sido ambivalente con respecto a los sociólogos de la educación, confiando en ellos en un principio para terminar ignorándolos. Por último, su trabajo especula acerca de la posición que ocuparán los gamberros en Gran Bretaña en el año 2025; pero, también, acerca de la naturaleza de la relación entre la sociología general y la de la sociología de la Educación en ese año. Madrid Biblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín, 5 - 3 Planta; 28014 Madrid; Tel. +34917748000; biblioteca@mecd.es ESP

Society has become thoroughly mediatised. Every aspect and part of society from the economy, politics and education to civil society and everyday social relations is immersed by media. Today we have the internet, smart phones, apps, social network services, blogs, email, and other social media platforms. Social media has brought changes to the way we inform, communicate with others, learn, play and socialize. Most people are quite well connected and communicate with others and while being connected they obtain, organize, produce and share information on a regular basis. These common routinely activities generate a large amount of information and knowledge of different forms, much of it created by ‘ordinary people’. This information is generally referred as digital social data which is potentially of great interest to social scientists (Sloan and Quan-Haase, 2017). From the emergence of the internet, both quantitative and qualitative research have been interested in analysing digital data for its endeavour. As social media have enlarged the size and variety of the traces of social actors’ actions and expressions, the analytical possibilities available for social science researchers have been reshaped too. This has brought to the fore the necessity of methodological innovations and interdisciplinary collaboration for the study of social media data. Conversely, this digital turn has generated lively debates about its potential to know the contemporary social world. While at the beginning of internet research scholars tended to study social life online as a separated from ‘real life’, researchers disputed this and argued the need for online social life to be viewed as an integral part of social life (Beneito-Montagut, 2011). Nevertheless, linking social media data to what is going on offline is still one of the challenges of digital social science research.

Focus group discussions represent a useful way to bring people together to generate new insights and ideas about a research topic. The advantages of using focus groups include the potential to gain a rapid insight into how a topic is viewed and discussed from complementary or contrasting perspectives. Participants are invited to present their views in turn, and as they can hear and reflect on what others in the group are saying, they can also give their response to what they have heard. While this open and discursive approach to data collection can produce a consensus in the group, as people may find it easy or polite to broadly agree with what other participants have already said, it can also highlight tensions and disagreements between group members as they interact.\ud As focus groups represent a dynamic and potentially provocative research method, this entry highlight the advantages as well as the limitations of including focus group discussions in a research project. Moving through the practicalities of designing and setting up focus group discussion, there are discussions around the composition of focus groups, ethical considerations, and the role of technologies to facilitate and capture group discussions in real and virtual settings. By highlighting both the opportunities and issues researchers may encounter if they are using focus groups in research. this reflective overview guides the reader through the process of moderating a group discussion through to the analysis and presentation of data.