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Feminist classrooms employ a variety of teaching strategies that empower students and inspire equity and justice. In this paper, we argue that integrating student-made documentary filmmaking into the college classroom is a powerful and effective form of feminist teaching. Specifically, feminist pedagogy views students as knowledge creators and demands collaborative, non-hierarchical learning experiences. These outcomes suggest that documentary filmmaking is a compelling and effective way to engage students in our increasingly visual and video-based culture. Based on our experiences teaching sociology at a women's college in the U.S., we illustrate the impact that documentary filmmaking has for student learning, empowerment, and justice work. We also develop and strengthen students' technical, multi-media skills, arguing this outcome expands feminist pedagogy to meet contemporary culture. [ABSTRACT FROM AUTHOR]

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In this paper, following some brief introductory remarks, I provide a context to this Symposium by presenting a brief autobiographical account explaining how I became involved in curriculum theory and the idea of a knowledge-led curriculum and how I was led to write the paper under discussion. I then make brief comments on each of the six papers individually, concluding with some thoughts about the implications of the collection of papers as a whole for the future of curriculum theory. [ABSTRACT FROM PUBLISHER]

Eric Dunning influenced the development of curricula and research agendas in sociology, history, social science and sports studies, internationally, in the UK and in Ireland. Dunning was also doctoral supervisor to, and academic colleague/mentor and friend of, both authors (at Leicester, Dublin and Chester). Inspired by him, this paper reflects on the craft of sociological research. The case study is the struggle for recognition of 'Ireland' in international athletics and the associated painstaking ongoing archival and mixed methods research work in multiple venues, involving sporting, state and personal papers, interviews and oral history sources. Such a history of the social dynamics of charisma and shame between the so-called 'mother country' (Great Britain) and a restless dominion (Ireland) was by no means structureless or patternless, but ontologically interdependent with life today. Accordingly, we consider several themes: the interplay between theory and evidence, the involvement-detachment balance and exploring knowledge figurations. In line with Dunning (and Elias), the paper adopts an anticipatory motif, that is to say, the work of understanding social relations between the 'British' and 'Irish' 'then' and 'now' is not finished. This work is one step in carrying forth the baton – the stock of intergenerational knowledge – about doing sociology, handed to us in trust by Dunning. [ABSTRACT FROM AUTHOR]

In recent years, scholarship on postfunctionalism in European integration has drawn attention to how processes of Europeanisation are not restricted to policymakers, but exist equally (if not more significantly) in the quotidian. The 2016–2020 Brexit process and debates on the relationship between national identity and 'Europeanness' urge a new consideration of how Europeanisation is narrated in everyday discourses. This paper analyses British fictional portrayals of the EEC and EU and posits a new theoretical framework of 'Imperial Gothic 2.0'. Pre-2016 representations of the EU were entirely dystopian. But post-2016, Brex-Lit fiction has reversed this trend and the EU now appears as a flawless utopia. Early twentieth-century 'Imperial Gothic' saw popular fiction defined by themes of British decline and oppression by foreign powers; a century later, Brex-Lit has resurrected these themes by narrating Britain in terminal decline, reflecting cultural anxieties, a reversal of Self and Other, and a loss of identities. This 'Imperial Gothic 2.0' reveals anxieties which reflect and influence political action, and reveals the extent to which imaginations and narratives of the EU have transformed from depictions of a distant, technocratic entity used for comedy or conspiracy, into a site of intense emotional affiliation, nostalgia, anticipation, and regret. [ABSTRACT FROM AUTHOR]

This paper presents an account of the development of the sociology of education in the UK, by means of an analysis of papers published in the field's flagship journal, the British Journal of Sociology of Education and its US equivalent, Sociology of Education. In particular, we examine the representation of two contrasting traditions in addressing social inequalities: 'political arithmetic'; and the more recent 'cultural turn'. We find that in the UK, the cultural turn dominates; whilst in the US, it is political arithmetic which does so. In accounting for these contrasting national profiles, we argue that they are underpinned by divergent social infrastructure and organisation. We also discuss some of the implications of the dominance of the cultural turn in the UK, specifically in terms of the relationship between the fields of academic research and policy and the development of a cumulative evidence base to address social inequalities in education. [ABSTRACT FROM AUTHOR]

The drive towards living well with dementia has resulted in a growing recognition of the value of community-based participatory arts activities. This review aimed to explore their overall impact and holistic benefits for people with early to moderate stages of dementia. Using a scoping review methodology and thematic analysis, this review explored relevant literature published between 2008 and 2019. 26 published papers were identified, comprising visual arts, literary arts, comedy, music and dance. The key themes included person-centred, in-the-moment approaches; participation and communication; attention and cognition; social cohesion and relationships; and the role of space, place and objects. There is strong evidence in support of using participatory arts for dementia, regardless of art form. In-the-moment and person-centred approaches were deemed impactful. Further research is needed to explore the importance of setting, material culture and the methodological or theoretical perspectives in participatory arts and dementia research. [ABSTRACT FROM AUTHOR]

All of the chapters of this textbook contribute to its overarching goal of teaching students the fundamentals of sociology through relevant, real-life examples, yet there are some chapters in the collection that stand out. Climate change is not defined only by global warming. [Extracted from the article]

This theoretical paper describes a classification with accompanying analysis of the main forms of social conduct at the end of life that goes beyond our usual understanding of sociological characterisations of dying. A taxonomy of end-of-life conduct is presented that illustrates and categorises past and contemporary sociological studies of end-of-life conduct and experiences. The categories include embodiment-led dying, systems-led dying, criticism-led dying, endangerment, and anti-dying. Discussion of this spectrum of behaviour is compared with current research and theory in the sociology of dying resulting in critical observations about limitations and omissions in the current work of this field. The paper ends with identification of theoretical limitations before discussing implications for future theory, research, and policy development for the sociology of dying and for end-of-life studies more generally. [ABSTRACT FROM AUTHOR]

This article proposes the concept of ‘imperism’ as an analytical tool apt to describe political processes in Putin’s Russia and beyond. Imperism denotes an ontological orientation, or nomos (the term derives from theories of religion and politics by Berger and Schmitt), that undergirds a plurality of civic positions, informs policy, and fundamentally casts imperialness as a political entity’s normal, desirable state. Russia’s imperist nomos shall be explored in its key dimensions, including cosmology, authority, sociology, and aesthetics. However, imperism’s analytical purchase is not limited to the Russian case. In particular, this paper considers the merits of this category vis-à-vis an array of related but distinct concepts: imperialism, authoritarianism, fascism, nationalism, and irredentism. On those grounds, it will be argued that Putinist Russia’s military adventurism manifests a peculiar, imperist form of imperialism; that the Putin regime, albeit hard to categorise, appears to share an imperist nomos with historical fascisms; and that imperism’s ultimate scope exceeds that of nationalist irredentism. The paper ends with a reflection on the advantageous epistemological potentialities of imperism as a category. [ABSTRACT FROM AUTHOR]

This paper examines vulgarity's cultural significance among the Zeliangrong Naga of Nagaland, Assam and Manipur. It is a sociological analysis of the ritual and social statuses maintained by senexes through ritualised vulgarities. The paper contends that vulgarities are not inherently vile. Vulgarities are believed to have divine power to protect humans by repelling evil spirits and causing them to despise humans who revel in utterly filthy vulgarism. Understanding the mythology of creation by divine intervention and propagation through sexual reproduction necessitates understanding ritualistic vulgarities. Men give something bad, like vulgarity, a divine meaning by giving it a good purpose and controlling how it is used in culture to keep their highest social and ritual statuses. [ABSTRACT FROM AUTHOR]

Institutional ethnography (IE), a term coined by sociologist Dorothy Smith, explores the nuances of institutions and their complex relationships in sociology. IE is an approach to studying and analysing social organization, and it provides a more holistic understanding of 'invisible' relationships that govern institutions and how those relationships interact with each other. Health sciences researchers in patient care, patient experience, and allied health professionals have recently become more interested in the use of this methodology and how to incorporate it into their research. However, in health professions education (HPE) there is little use of IE. We hypothesize this may be because of limited practical knowledge of this methodology. This paper serves as an introduction to the use of IE in HPE, describing the differences between IE and traditional ethnographies, recognizing the common pitfalls when utilising IE, and incorporating texts into IE. While ethnographies may be daunting to researchers less familiar with these approaches, the tips in this paper will provide an introduction and help educators and researchers successfully navigate the use of IE in health profession scholarship and education. [ABSTRACT FROM AUTHOR]

How has the Europeanisation of football at the level of governance (due to for example the effects of the Bosman ruling and the formation of the UEFA Champions League) – influenced the identities of football fans? This paper explores how such structural Europeanisation in football is influencing identifications among fans. Based on an analysis of articulations in selected online message boards, we distil the positioning of fans towards 'Europe' in football, and the factors which shape it. We control for three main avenues of impact: the club level, the league level, and the societal context. Our inquiry is based on a set of paired comparisons of fan scenes for football clubs in four different European countries. Results show that the factor carrying the most explanatory power is the club's participation in European-level competition. Although this broadly confirms a 'contact hypothesis' – according to which the more fans are exposed to cross-border contacts, the less relevance they attribute to aspects of national belonging – significant variations of how frequent exposure to European-level competition translates into more Europeanised perceptions do exist. For European identity studies, the work corroborates that a lifeworld arena such as football can foster Europeanised identifications, albeit not in a uniform manner. [ABSTRACT FROM AUTHOR]

Cross-border regions are often deemed laboratories for initiatives to increase Europeanization. Our paper examines the German-speaking Community of Belgium in the Euregio Maas-Rhine to assess the relevance of everyday cross-border activities to the perception that living in a border region presents a unique opportunity to feel and think as a European. Departing from the assumptions of both Deutsch's transaction theory and Allport's contact hypothesis, we analyze Eurobarometer data (population-level surveys) and use data from focus groups with regional MPs. Results from quantitative data analysis suggest that perceptions of life in cross-border regions are positively influenced by frequent cross-border movement (functional dimension) as well as general trust in other people (emotional dimension). Our qualitative data from focus groups support the findings from the quantitative analysis and demonstrate further that it is not merely the quantity but the quality of contacts that contribute to a gradual 'growing together'. [ABSTRACT FROM AUTHOR]

In the context of growing nationalisms and Euroscepticism, this paper develops the original concept of 'Everyday Europeanhood' on a theoretical level, building on related concepts, such as Skey and Antonsich's 'Everyday Nationhood', Billig's 'Banal Nationalism', Anderson's 'Imagined Communities' and Beck's 'Cosmopolitan Vision'. It applies the concept to the European Universities Initiative (EUI), seen as a tool to promote European identity, based on a common sense of belonging conveyed through everyday practice, among students and staff in European University Alliances. It is argued that, in the light of previous top-down European initiatives designed to symbolically reinforce a sense of shared European identity, the EUI seems more in phase with bottom-up 'everyday' processes of identity development. Taking the European University Alliance 'FORTHEM' as an example, core features, aspects, actions and outputs achieved so far within this alliance are categorised in the light of four dimensions of 'Everyday Europeanhood': 'Talking Europe', 'Choosing Europe', 'Performing Europe' and 'Consuming Europe'. [ABSTRACT FROM AUTHOR]

This special issue of Information, Communication, and Society (ICS) is edited by the Communication, Information Technologies, and Media Sociology (CITAMS) section of the American Sociological Association and includes papers that were first presented at either the 2021 or 2022 ASA meetings or Media Sociology Symposia. For this special issue, an innovative editorial approach was taken that brought the editing process into a graduate classroom. That process is described below along with a brief introduction to themes of the selected articles. Key themes for this special issue include content analysis, ethics, privacy, new economy, and digital inequality. [ABSTRACT FROM AUTHOR]

Situated in Hong Kong's considerably limited discourse on sexuality, this paper aims to examine how introducing the topic of masturbation into our college's gender-and sexuality-related course created pedagogical conundrums (in the words of Kathleen Quinlivan). We discuss how attempts to confront these conundrums enabled us to begin the journey of understanding and breakthe silence about having sexual desire discussed in the classroom and written assignments. Drawing on our earlier classroom discussion of sexual topics, which resulted in moments of silence, and the written assignments of 10 students on the topic of masturbation, this paper borrows Quinlivan's discussion of the possibilities in 'uncomfortable analytic reflexivity' to explore how education can be a highly contested space carved out by students to express, both 'silently' and 'openly', their perceptions of masturbation. Classrooms can be flipped to discover the cracks that allow the journey towards breaking the silence to begin and to provide space for students to discuss sexual desires and pleasures that were previously deemed negative and unspeakable in their previous classroom experience. Remembering and reflecting on such silence can allow it to be reconceptualised as illuminating and meaningful. [ABSTRACT FROM AUTHOR]

This article draws attention to a neglected aside in the debate over whether Marx fathered an illegitimate child. In 1898, Louise Freyberger wrote a controversial letter in which she claimed Engels had confessed on his deathbed that Frederick Demuth was Marx's son. The letter, however, only came to light in 1962 when Werner Blumenberg first discussed it in his biography of Marx. Blumenberg's revelation provoked an on-going debate over the plausibility of Freyberger's allegations. Several scholars went so far as to dismiss the letter as a forgery, noting that it only existed in the form of a typed copy that Blumenberg had discovered in the archives of the International Institute of Social History (IISH). In 1963, Jacob-Peter Mayer published a review of Blumenberg's biography in which he stated he had known of the letter in the 1930s, but few if any scholars took note of Mayer's claim. In 2019, a copy of the letter in Mayer's own hand was found among his papers. This article argues that Mayer copied his version, not from the IISH typescript, but from the original letter, which he had come across while working in the archives of the German Social Democratic Party in the 1930s. [ABSTRACT FROM AUTHOR]

By analysing debates between member states of the World Health Organisation (WHO) over health inequities experienced by sexual and gender minorities (SGMs) from 2013 through to 2015 and 2016, this paper interrogates a WHO decision to 'do nothing', and the relationship between this decision and the production of ignorance and non-knowledge. This paper problematises state representatives' discursive practices regarding the lack of evidence on SGM health inequalities, drawing on the sociology of ignorance. Informed by the sociology of nothing, two analytical categories – non-recognition (omissive) and mis-recognition (commissive) of SGM communities – are proposed to critically understand the production of 'no-bodies' and the tolerance of the lack of evidence. The lack of evidence, rather than prompting WHO action, was used as a rationale for intentionally neglecting the health concerns of particular social groups due to their invisibility in health research. Therefore, the paper argues that the lack of evidence in itself is symptomatic of the existence of SGM health inequities, which require the WHO to take action such as formally expressing concerns about and endorsing research on the topic. [ABSTRACT FROM AUTHOR]

This paper overviews the influence of Daryl Siedentop on Australian physical education research. The Sport Education in Physical Education Project (SEPEP) project provides the backdrop to explore the re-contextualization and development of the sport-based physical education in Australia. The SEM emphasizing developing movement competency as one of its three educational objectives provided a context for game-based approaches. In Australia, this led to new relationships between the SEM and game-based pedagogies being explored and expressed in hybrid developments. Figurational sociology is used to provide unique insight into the strong influence of Siedentop's work on Australian physical education and to consider prospects for sustained influence. [ABSTRACT FROM AUTHOR]

The author reflects on continuities and changes in the subdiscipline, using Mary Douglas and Basil Bernstein. In 2000 the millennial issue of Sociology, the generic journal of the British Sociological Association, included a paper about the sociology of education called 'The anomalous beasts: Hooligans and the sociology of education'. It focused on hooligans as anomalous beasts in the sociology of education, and the sub-discipline as an anomalous beast within the discipline of sociology itself. It concluded with, very poor, predictions about the likely state of sociology of education and UK sociology in 2025. The fortieth anniversary of BJSE is a good time to revisit that millennial evaluation in order to offer a new sociologically informed re-evaluation of the field in 2020, set an agenda to highlight some of the current weaknesses in the sub-discipline and update the analysis of the uneasy relationship with the wider discipline of Sociology itself. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

There appears to be a globally unifying discourse that suggests Muslim communities are not supportive of girls' education12. This paper aims to destabilize such a discourse by inserting the narratives of Muslim parents pursuing girls' education in Assam's Nagaon district. By paying attention to the concepts of bhal suwali (good girlhood) and bhal ghor (good family) articulated by parents in my study, this paper connects the performances of certain types of gender practices with the pursuit of class aspirations. It shows that good girlhood works as symbolic capital that helps Muslim parents to culturally authorize their daughters as legitimate actors in the field of education, while legitimizing themselves as good family. This paper draws attention to three practices of respectable femininity through which good girlhoods are enacted in the field of education, namely: negotiating poverty respectably, prioritizing gendered discipline, and merging career aspirations with marital prospects. [ABSTRACT FROM AUTHOR]

Prior to the COVID–19 outbreak, food insecurity was already a serious public health problem in Canada, impacting 12.7 percent of households. In recent years, activists, practitioners and researchers from a range of health–related disciplines, have debated the legitimacy of food banks and other charitable food programs, contending that policy and programs at the federal level must be prioritized to address the underlying root causes of poverty. This paper challenges the discourse that charitable food programs prevent or distract from Canada's social equity goals. Alternatively, this paper argues that programs and initiatives at the local level can emerge to bring short–term stability and self–sufficiency to local communities while also advocating for longer–term structural change. Drawing upon structuration theory and critical ecologies of anti–Black racism, we examine the work of BlackFoodToronto, a food sovereignty initiative, to illustrate the negotiation of power and agency, and how groups and networks react to and reshape confining and enabling structures through collaborative practice. In addressing Canada's food security crisis, this paper offers an alternative perspective of community–based, nonprofit and charitable programs, which in practice, can help inform future food security policy and related health equity and community development strategies. [ABSTRACT FROM AUTHOR]

Written from the Global North, this paper offers an account of the interactional sociolinguistic underpinnings of research on language crossing, discusses the five papers in this special issue, and sets them both within the broader context of North/South knowledge production. [ABSTRACT FROM AUTHOR]

This involves incorporating voices and praxis internationally, in particular from the Global South, Latinx scholars, and other scholar-activists not represented enough in this special issue. This special issue on Funds of Identity, guest edited by Moisès Esteban-Guitart, is comprised of six research papers and Esteban-Guitart's response, with collective support from Julian Williams and Alfredo Jornet as host editors. The Special Issue finishes with a paper by our guest editor, Moisès Esteban-Guitart, entitled: "Advancing the funds of identity theory: A critical and unfinished dialogue.". [Extracted from the article]

Global research on menstruation has, in recent years intensified interventions aimed at liberating conversations about menstruation out of obscurity and paving way for the achievement of menstrual equity in low and middle-income countries (LMIC) especially. This field of study has informed key policy decisions globally, it has ramped up advocacy campaigns and interventions and has also shaped new social norms and narratives about menstruation. However, unlike research conducted in other parts of the Global South, qualitative research in South Africa has been somewhat hesitant in providing detailed, empirical, transdisciplinary and contextually nuanced commentary about the socio-cultural contexts within which individuals experience and navigate menstruation locally. As such, much of this work has followed the global trend of focus on the affinity between menstruation and schooling among adolescents and while this has underscored seminal interventions, policy reform and advocacy, it has also created significant blind spots in reporting on the broader societal landscape of menstrual experiences for individuals beyond the schooling environment. This paper traces social research conducted in South Africa and describes how experiences of menstruation are shaped by different aspects of individuals' social context. [ABSTRACT FROM AUTHOR]

"Beyond the income" puts emphasis on the need to go beyond income loss to understand the meaning of wage labour, and the effects that unemployment and inequality have on people. This ethnographic and in-depth interview-based research focused on the experiences of unemployment among South African black men—ex-mine workers in their fifties and sixties who had worked on the Welkom goldfields—and found that they suffered three types of loss: economic loss, psychological harm and social exclusion. These findings illustrate that, while income loss is crucially important for workers globally, unemployment has far-reaching effects other than income loss. Income loss interconnects with other types of loss (psychological and social). E. Durkheim (1964, The Rules of Sociological Method. New York: The Free Press) and G. Therborn (2013, The Killing Fields of Inequality. Wiley) foreground the importance of taking into consideration income loss, but they also demonstrate the need for approaches that take into consideration anomie and existential inequality to understand that unemployment has greater effects on its victims than only income loss. The research has relevance for the debates on basic income grants. Because the loss involved in unemployment is greater than income loss, ex-mine workers' loss cannot be solved only by the income support offered through a basic income grant. The basic income grant would only go to the extent of responding to income loss, but it would be limited in relation to the normative aspects that were fulfilled by wage labour. The paper concludes by suggesting that going beyond the income broadens our understanding of the effects of wage labour, unemployment, and inequality, and that this understanding should inform research, policy (social and economic), and movement building. [ABSTRACT FROM AUTHOR]

This paper focuses on the structure and substance of the Core Content Framework (CCF), a controversial document which stipulates content that providers of teacher education in England must incorporate in their programmes. We identify both a concept of instrumental trainability and a lack of coherence in the CCF which suggests it is unsuitable as a guide to a curriculum for teacher education. Drawing on Bernstein's work and its application by other sociologists of educational knowledge, we identify how the CCF embeds a 'generic mode' in teacher education that has roots outside of disciplinary structures of knowledge production and therefore foregrounds a type of official pedagogy that sees teaching as a technical performance and leaves gaps in the knowledge and understanding a new teacher requires to make sound educational judgements. Employing Muller's distinction between conceptual and contextual coherence, we argue that the CCF is based upon an imaginary notion of instructional practice that does not fully grasp the context of teachers' work. We illustrate the argument via an analysis of the language, structure, and three of the eight sections in the CCF. [ABSTRACT FROM AUTHOR]

The subfield of Sociology of Education (SOE) concerned with the growth of neoliberalism through critically analysing its policies, discourses, and processes of subjectivation has made a significant contribution to education in the last 40 years. Whilst this scholarship has generated new knowledge about what happens to people, contexts and educational systems when they are regulated by neoliberal logics, it has also subsumed the sociological imagination under what this episteme considers valuable. The paper aims to challenge this excessive focus on the neoliberal episteme by broadening our research scope to recover the subjects' magmatic expression in SOE research. To do this, we introduce Hugo Zemelman's notion of subject to examine how SOE can overcome this neoliberal closure. The paper discusses three epistemic movements: focusing on the subject, researching the undetermined possibilities of the present in a given order, and, paying attention to the evocative and symbolic aspects of thinking and language. [ABSTRACT FROM AUTHOR]

The 'problems' and 'solutions' of modern education are overwhelmingly produced and tailored by the modern episteme, institutions, truths, and powers of the Global North. To find new ways of thinking and doing sociology, this paper will explore the outlines of a new Global Sociology of Education Imagination (GSEI) inspired by pre-modern epistemes selected precisely because of their distance from modern European standpoints: the ancient lost matriarchal societies and commons-based societies organised around shared goods in pre-modern Europe. Using Foucault's archaeological methodology, this paper finds inspiration in these epistemes to outline a new GSEI capable of questioning certain tenets of the modern sociological episteme regarding science, knowledge, truth and its order, roles, voices, commitments, and 'places'. It concludes with an invitation to experiment with a new GSEI inspired by these pre-modern epistemes, as a tool to openly challenge modern (education) domination and make it intolerable. [ABSTRACT FROM AUTHOR]

Widespread neoliberal approaches to education consider schools increasingly accountable for self-management and 'client' recruitment, encapsulating economic ideologies that assume privatisation is essential for social progress. With an ever-shifting landscape of market-driven policies and the increasing growth of private education settings, more research is needed to cast light on emerging or under-researched aspects of autonomous schools. Located within a U.S. state that has strict constraints on tax subsidies for religious K-12 education, this paper investigates how an extensive form of decentralisation corresponds with schools' discipline and ethical environment. It analyses teacher interviews and web documents from faith-based, autonomous schools in a state that has devolved power and authority for decision-making to parents and other independent 'agents', having a distanced relationship with its nonstate 'actors'. The paper follows Foucault's use of the metaphor of the panopticon and adopts his power analysis to examine the nature of parental control and its influence on disciplinary and ethical practices. Evidence suggests that these autonomous schools are driven by a 'mini-public' ideology that constrains educators' autonomy and generates particular disciplinary norms; entangling ethical, educational, and social ramifications, including teacher resistance and teacher demoralisation. Implications for policy are discussed in this context of control. [ABSTRACT FROM AUTHOR]

This paper details the gendered oppressions of young female teachers in three elite boys' private schools in Australia. Drawing on Foucauldian analytics and the theory of practice architectures, we explore the discourses and practices that work together to silence and disempower female teachers in these schools. There is an unevenness in these accounts, as there are also female teachers in the study who appear to successfully circumnavigate these issues. However, this apparent wherewithal of some female teachers speaks to the internalisations of gender oppression as much as it does to the teachers' agency. This paper illuminates these gender oppressions, which are made possible because they remain hidden and unchallenged. The findings of this study raise thorny issues for school-based leadership, but also for educational policy-makers, because gender oppression is seemingly inextricable from the social practices that elite private boys' schools both advocate and rely on for positional advantage in schooling markets. [ABSTRACT FROM AUTHOR]

Theories of agency are often borrowed from psychology and sociology; truly educational theories of agency are rare – theories that not only classify and measure dimensions of agency but enable us to understand how its formation can be pedagogically facilitated. Based on Sannino's recent work on transformative agency by double stimulation (TADS), a truly educational approach to agency is gaining traction. In double stimulation, a person or group faces a paralysing conflict of motives (first stimulus) which is resolved by identifying a meaningful artefact that is turned into a sign (second stimulus). Today's critical learning challenges typically do not have obvious or 'correct' solutions. They require a pedagogy that allows learners to face conflicts and construct artefacts to help break out of their paralysis. The paradigm of double stimulation, as explored in the articles in this issue, offers as tarting point for a pedagogy of agentive actions and expanding possibilities. [ABSTRACT FROM AUTHOR]

Drawing on various disciplinary and scholarly approaches to the multiple roles of higher education in society, this paper offers a new conceptualisation of the non-economic contributions of higher education. The conceptual model identifies two basic dimensions in higher education's contributions to society. The first, axiological dimension pertains to the objects of higher education: what higher education does, what is in the centre of its activities. This includes three key elements: knowledge/skills (basic and applied knowledge, generic and particular skills), norms and values (social, cultural, professional, civic) and social value (social statuses). The second, praxeological dimension pertains to the internal dynamics of higher education: what higher education does in relation to the object, the processes, practices, activities. This entails three: transmission, transformation and creation. The resulting model combines the two dimensions (axiological and praxeological), identifying nine key domains of the contributions of higher education to society. This conceptualisation both brings together the three major components of higher education's role and attends to its internal dynamics. It illuminates the intrinsic value of teaching, learning and research and the inherent transformative potentials of higher education for individuals and for societies. It embraces actual and potential contributions of higher education to society. It is applicable at both individual and collective levels. It works on the scales of group, institution, local, national and global. [ABSTRACT FROM AUTHOR]

Linguistic repertoire is regarded as one of the foundational concepts of sociolinguistics but despite its prominence during the early years of the discipline, it is commonly believed that for decades scant theoretical development on repertoire occurred. This situation is seen to change in the early 2000s when several (Northern) researchers increasingly advocated that linguistic repertoire could be more productive to theorize contemporary communicative practices than language. In this paper, I aim to foreground the South/North entanglements in the coinage and development of linguistic repertoire and present erased, forgotten, or obscured parts of the linguistic repertoire story. I show how Southern thinkers, both linguists and non-linguists came up with precursors to the way in which repertoires are currently conceptualized. By presenting this obscured narrative from the South, I want to offer critical questions about the trajectories of concepts and the kind of knowledge that gets excluded by the sidelining of Southern thinking. [ABSTRACT FROM AUTHOR]

The gender politics of the current moment have revitalized forms of feminism and anti-feminism. New collective engagements reflect both the power and problematics of group identity politics to, on the one hand, mobilize political resistance in struggles for gender justice but, on the other hand, homogenize and alienate 'others'. Mindful of these issues, this paper examines the group identity politics of the equity-focused clubs at an elite independent school in the USA. Drawing on interview data from 16 student leaders, the paper considers the gender dynamics within these clubs that both supported and undermined gender justice. The focus is on the polarizing of gender produced by the clubs that positioned equity as a minority issue, stigmatized homosexuality and presumed boys to be non-caring and not interested in equity. It is also on the school's approaches to disrupting this polarization through teacher mentorship and critical discussion. In terms of addressing issues of gender justice, the paper highlights the significance of students being able to access such mentorship and critical discussion within a variety of spaces that support them to be heard and reflect their commonality of experience. [ABSTRACT FROM AUTHOR]

The aim of these issue of 'International Review of Sociology' is to present some reflections, which, starting from the analysis of several mediterranean countries, highlight the overall employment context of graduates in Sociology, characterised by widespread underemployment (or over-education) and difficulties in accessing the labour market. In particular, the papers highlight the need for a greater connection between academic sociology and professionals and the university's responsibility to establish adequate training paths and provide both specific and transversal skills, which are fundamental in the work of the sociology professionals. [ABSTRACT FROM AUTHOR]

The negative aim of this paper is to identify shortcomings in received theories. First, we criticize approaching audiences, and large gatherings more general, in categories revolving around the notion of the crowd. Second, we show how leading paradigms in emotion research restrict research on the social-relational dynamics of emotions by reducing them to physiological processes like emotional contagion or to cognitive processes like social appraisal. Our positive aim is to offer an alternative proposal for conceptualizing emotional dynamics in audiences. First, we offer a notion of emotional sharing for studying the social-relational dynamics of emotions. Second, we propose a working concept of audience as a dynamic and dispersed social collective. Finally, we bring these elements together in the description of two scenes of jubilation. [ABSTRACT FROM AUTHOR]

This paper tracks and exposes the persistence of a 'theoretical humanism' through the contemporary sociological imagination of a social future beyond and without work. Building on the work of Louis Althusser [For Marx, Verso, 1996] and the critical appraisal of his anti-humanist epistemological intervention on the pages of Economy and Society, this paper argues that the critique of theoretical humanism reveals particular theoretical shortcomings and oversights in this emerging sociology of post-work. In both the definition of its epistemological boundaries and in its advocation of a politics reflective of these boundaries, this paper argues that the sociology of post-work reproduces an anthropological and moralistic ideological discourse of the working human subject, behind which it eclipses a material sociological analysis of the problems with work today. [ABSTRACT FROM AUTHOR]

Through the analysis of French parties campaigning abroad during the 2017 French parliamentary elections, the paper offers a better understanding of the conduct of electoral campaigns abroad, with an emphasis on their local dimension. With its comparative focus on three very different constituencies abroad – Northern America, North-West Africa and Switzerland –, it shows how differentiated campaign strategies, rather than mere duplication of national or centralised strategies, attuned to local political dynamics and the diverse sociology of French electorates abroad are critical for electoral success. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This paper investigates alcohol consumption within cultures of football fandom through the innovative combination of theories of the carnivalesque and Bourdieu's concepts of habitus, field, and capital. Focus groups (n = 79) were conducted with football supporters in England and Scotland. Semi-structured interviews (n = 15) were also conducted with key organizational stakeholders. Research explored the importance and role of alcohol consumption for supporters when watching or attending matches.. Participants confirmed the cultural significance, perceived normalcy and historical links between football and alcohol consumption. Supporters highlighted the importance of the sociability, friendship, and social capital aspects of alcohol consumption. Participants believed football supporters are perceived differently in comparison with supporters of other sports, arguing that legislation surrounding alcohol consumption at other sports allowed supporters to enhance the carnivalesque by drinking alcohol, whereas football fans were more restricted. Participants agreed the habitus of excessive drinking and violence associated with football supporters led to a bad reputation, however, this view was outdated. Participants also recognized a growing drug culture in football. The findings draw attention to the alcohol-sport relationship and the contested relations, and diverging interests and influences, within the social field of football. [ABSTRACT FROM AUTHOR]

Research on why women, especially racialized women, stay in undesirable relationships is scarce and often misses how intersecting inequalities affect their decisions and the wider range of consent and coercion. Syrian refugee women in Egypt, grappling with not just unwanted marriages but also displacement and uprooting are a case in point. Their limited cultural, social, and legal mobility complicates their decision-making and limits their options. I describe this compounded precarity as ‘double immobility’: immobility within the marriage and immobility within the country. A secondary displacement where this time they become ‘displaced in place’ (Lubkemann, S. C. 2008. “Involuntary Immobility: On a Theoretical Invisibility in Forced Migration Studies.” Journal of Refugee Studies 21 (4): 454–475). Drawing on qualitative interviews with Syrian refugee women in Egypt in 2017, I employ an intersectional lens to highlight the social, legal, and migratory locations of displaced women that exacerbate their predicament, prompting a re-evaluation of the binary views of force/voluntary and coercion/consent in discussions about entering, remaining, and exiting marriage. The paper offers a novel framework for understanding the intersection of gendered displacement and marital dynamics and contributes to the broader discussion within the sociology of gender, displacement, and marriage. [ABSTRACT FROM AUTHOR]

The foundation of the Child Poverty Action Group (CPAG) in 1965 is seen as a pivotal moment in the history of British welfare policy heralding a new wave of pressure group activism. Many histories of the organisation focus on the expertise of two of their founder members, Brian Abel-Smith and Peter Towsend. But in foregrounding the role of these academic experts in the early history of CPAG the wider ecosystem of professionals, academics, politicians and activists involved has been overshadowed. This insight this article will argue that contributions to welfare policy and practice can be subsumed in organisational histories, particularly work that is local, smaller scale and practical. Often though not exclusively, women have undertaken such grassroots research and activism. Such work can, and does, contribute to the success of voluntary groups as well as feed into wider intellectual and policy currents. This paper will explore one such case study of this: the crucial but under-documented work of three women campaigners Harriett Wilson, Audrey Harvey and Margaret Wynn. It will illustrate how by combining both intellectually rigorous social research and practical social action they were important both in the formation of CPAG and sociological thinking and practice more broadly. [ABSTRACT FROM AUTHOR]

The paper discusses a structured peer mentoring scheme for Early Career Academics (ECAs) in Sociology during COVID-19 and post-Brexit, the pedagogical framework adopted and programme challenges, benefits and learning. Internationally, structured peer mentoring schemes for ECAs are sparse and discussions of ‘what works’ in the context of dedicated peer mentoring programmes for ECAs are limited. This programme, designed and executed by the Sociological Association of Ireland (SAI) and a professional mentoring trainer in 2022, involved 8 peer mentors, all of whom were senior and mid-career academics and 10 mentees comprising PhD students and postdoctoral researchers. It encompassed formative sessions for peer mentors and mentees and a final joint session, which took place online. Subsequently, peer mentors facilitated online peer mentoring sessions, with mentees supporting them to explore, plan and achieve their professional goals. The authors discuss the pedagogical content and active methodologies adopted in relation to reflective practice and knowledge-exchange, whilst illuminating that more investment in and research on structured peer mentoring programmes in Higher Education can lead to better outcomes for ECAs. We underline the potential of similar inter-professional mentoring schemes for ECAs and key learning, which could benefit future programmes. [ABSTRACT FROM AUTHOR]

Recent years have seen a surge of interest in prefigurative politics, which refers to the political strategies that model a future society on a micro level and aim to instantiate radical social change in and through practice. While most previous studies have focused on defining the concept and categorizing various types of prefiguration, this paper contributes by investigating under what circumstances prefiguration leads to revolutionary social change. The paper takes an original approach to these issues by turning to transition studies and the socio-technical change literature. This field focuses on the technical equivalence of prefiguration: namely, the relationship between small-scale niche innovations and large-scale technological transitions. Through theoretical discussions and empirical illustrations, this paper presents a typology of five transition pathways through which prefigurative strategies may result in a range of social change outcomes from reformative to revolutionary transformation. [ABSTRACT FROM AUTHOR]

Child marriage is a problem that has continued to attract global attention. The media have been identified as critical to the fight against the scourge as it discusses the capacity to raise awareness of the issue as well as trigger action in solving the problem. The report of the alleged abduction of a minor, Ese Oruru by one Yunusa Dahiru for marriage jolted the nation and sparked public outcry for her release. This study explored newspaper framing of the incident. Drawing from qualitative frame analysis, it examined how Punch and Daily Trust newspapers framed the alleged abduction saga. The study found that there was contrastive framing of the incident with Punch newspaper portraying the issue as abduction while Daily Trust newspaper depicted it as elopement. The influence of socio-cultural leanings of these papers on the contrastive framing is discussed. The implication of the divergent framing of the saga on the fight against child marriage is highlighted. [ABSTRACT FROM AUTHOR]

Lecture recording is an increasingly common practice in UK universities, whereby audio, video, and multimedia content from lecture theatres can be captured and distributed online. Despite a large body of recent lecture capture literature, much of the empirical research adopts positivist paradigms, which overlooks the complex and unpredictable nature of teaching and learning. Addressing this knowledge gap, this exploratory case study adopts sociomaterial approaches, specifically perspectives from the domain of actor-network theory (ANT), to view learning technologies as complex assemblages involving heterogeneous human and non-human entities or actors. This paper explores the entanglements involved in enacting online pedagogy and learning across spatiotemporal dimensions using trace ethnography and visualisation mapping. Examining the student-led study practices revealed that multitasking and fluid task switching, between contrasting networks and spaces, was a significant activity during the playback of lecture recordings. Exploring an innocuous and ubiquitous practice, such as video pausing, affords nuanced perspectives into the sociomaterial entanglements involved in enacting study practices. Moreover, adopting multimodal sensitivities reveals how often overlooked modes, such as iconography, can become actors within an assemblage. This may offer new insights into how modes help produce or stabilise configurations and advance efforts in attending to the non-human within actor-networks. [ABSTRACT FROM AUTHOR]

This contribution to the symposium focuses on those facets of Martin Bulmer's work that sought to analyse the role of race and ethnicity in the development of sociological research. It highlights, in particular, his continuing interest through much of his scholarship with the work of the Chicago School and of key figures within it in the development of both conceptual and empirical research agendas in this field. This interest was intimately linked to his long-standing curiosity about the origins of sociological research and the links between sociology and social and public policy. The paper also explores Bulmer's engagement with questions about race and ethnicity. It also highlights his contribution to the development of the journal Ethnic and Racial Studies as a key forum for the publication of empirical and theoretical research on race and ethnic issues, linking the contributions of diverse national scholarly traditions together. [ABSTRACT FROM AUTHOR]