57 results on '"SOCIOLOGY"'
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2. Data and Debate in Science and Faith: Exploring and Extending Ecklund's Research Programme
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Astley, Jeff
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In the context of the distinction between normative and descriptive approaches to the relationship between science and religion, this article discusses the recent work of the sociologist Elaine Ecklund. It reviews four of her published outputs, summarising her data concerning the views of religious people and professional scientists, including their positions on the relationship between science and religion and on cognate issues, and discusses her attempt to show the relevance of these data in a particular formational context. It seeks to evaluate and extend her work from a multidisciplinary perspective.
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- 2023
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3. Interdisciplinary Service Learning as a Critical Knowledge Transaction Space in University-Community Engagement
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Patsarika, Maria and Townsend, Scott
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In this article we present a framework for interdisciplinary service learning as border pedagogy grounded on Dewey's educational philosophy and critical social theory. The project Stoa Malakopi allowed design and social science students from two universities in the US and Greece to collaborate in a necessity-driven field of inquiry through engagement with local knowledge. Evaluation showed that students embraced polyphony, reflexivity and situational problem solving as conditions for meaningful university-community partnerships.
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- 2022
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4. Theories of Learning as Theories of Society: A Contrapuntal Approach to Expanding Disciplinary Authenticity in Computing
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Philip, Thomas M. and Sengupta, Pratim
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Background: We outline a case for how the Learning Sciences is at a powerful inflection point where the "real world" needs to be seen as comprised of the political entities and processes in which learning happens. We seek to sharpen the principle that learning is political by elucidating historical and contemporary processes of European and U.S. imperialism that remain foundational to our field and by developing the argument that theories of learning are theories of society. Methods: Through a contrapuntal approach, which emphasizes a critical lens to analyze empire, we juxtapose notions of authentic practice in computing education with scholarship in sociology that brings the lives of tech industry immigrant workers to the fore. Findings: Our analysis reveals how the social construction of disciplinary and professional expertise in computing is intricately interwoven with historically persistent patterns of the appropriation of the lives and labor of "endarkened" people through systems of transnational migration and institutional forms of racial segregation. Contribution: A contrapuntal lens in the Learning Sciences prompts our field to embrace the necessary uncertainties and the theoretical and methodological possibilities that emerge when sites of learning and learning itself are recognized as political and as contestations of empire.
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- 2021
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5. Professionalism in Teaching and the Role of Teacher Education
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Tatto, Maria Teresa
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In this article, I discuss the status of teaching as a profession using Gardner and Shulman's framework emerging from their empirical examination of the professions in America and use Bernstein's sociology of knowledge to help explain how recontextualizing agents struggle to dominate the construction and interpretation of professionalism in teaching. I use data from a major cross-national study of university-based teacher education to illustrate efforts to define the professional knowledge needed for teaching and the wide degree of variability in the opportunities provided to teachers to learn such knowledge. The essential role of teacher education in sustaining the teaching profession emerges very clearly from these analyses. I conclude that the education field needs to develop the capacity to ensure teachers' professional learning and that these efforts need to be informed by use-inspired research and an inquiry culture in university-based teacher education programmes.
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- 2021
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6. Teaching International Development Locally: Using Museum Collections to Ground Students' Learning
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Noy, Shiri and Hancock, Megan
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Sociologists consistently try to activate students' sociological imagination even as they focus on teaching substantive and methodological information and skills. Teaching international development and other global topics pose particular challenges for engaging students actively in the local context while teaching about global and macro processes and outcomes. In this article, we connect international development and object-based learning at a university museum to describe a semester-long project of object analysis of Kuna textiles, the "mola," in a topical seminar course on the sociology of international development. We detail how the approach can be adapted to local and online museum collections. Using student reflections, open-ended questionnaires, discussions, and student projects and analyses, we demonstrate how this active learning approach can provide important grounding and skills for a sociological approach to international development.
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- 2021
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7. If Schools Didn't Exist: A Study in the Sociology of Schools
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Christie, Nils and Christie, Nils
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A classic in the philosophy of education, considering the fundamental purpose and function of schools, translated into English for the first time. The open access edition of this book was made possible by generous funding from Arcadia--a charitable fund of Lisbet Rausing and Peter Baldwin. This classic 1971 work on the fundamental purpose and function of schools belongs on the same shelf as other landmark works of the era, including Ivan Illich's "Deschooling Society," Paulo Freire's "Pedagogy of the Oppressed," and John Holt's "How Children Fail." Nils Christie's "If School Didn't Exist," translated into English for the first time, departs from these works by not considering "schooling" (and deschooling) as much as schools and their specific community and social contexts. Christie argues that schools should be proving grounds for how to live together in society rather than assembly lines producing future citizens and employees. Christie presents three examples of schools in different settings--a French village school that became the bedrock of its community; federal government-run schools for Native Americans that facilitated the experience of inferiority; and a British secondary school that reinforced class stratification. He considers the school's function as a storage space (for an unproductive segment of society), as a means for differentiation (based on merit), and as distributor of knowledge. He introduces the idea of the school-society, a self-governing body of students, teachers, parents, and community; and he offers a vision of a society based on normalizing the needs and values of local communities. [Translated by Lucas Cone and Joachim Wiewiura. Foreword by Judith Suissa.]
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- 2020
8. Parents, Schools and the Twenty-First-Century State: Comparative Perspectives
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Proctor, Helen, Roch, Anna, Breidenstein, Georg, and Forsey, Martin
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This article introduces a collection of papers comprising the special issue, "Competing interests: Parents, Schools and Nation States." Drawing on the seven papers in the collection, and situating them in recent developments in the sociological field, the article discusses globally shifting relations between families, schools and the state across a range of nations in the late twentieth and early twenty-first centuries (Australia, Germany, India, Norway, Singapore, Sweden, USA). The article proposes that the school is a crucial site for relations between family and state, and argues that a significant focus of the material and occupational investment of contemporary parents is the formal education of their children, re-shaping not only the relationship between parents and schools but also the nature of parenthood itself. In the contemporary context of global neoliberal education reform, parents are analysed both as local actors in schools and as subjects of national and international policy regimes.
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- 2020
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9. A Position Statement on Social Justice, Physical Education, and Bullying: A Figurational Sociological Perspective
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Mierzwinski, Mark, Cock, Steven, and Velija, Philippa
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Bullying is increasingly considered to be an important moral, political, and social issue within modern society. Academic research on this issue has mostly been examined through a psychological lens, often using questionnaire data to examine and explain the prevalence of different types of bullying. In this position statement, we apply a figurational sociological perspective to examine issues of school-based bullying in physical education. We critically reflect on attempts to position bullying amongst young people as a "social justice" issue and argue that core figurational principles might potentially help researchers strive toward a more reality-congruent means of conceptualizing the power-relationships that are inherent within bullying. We further maintain that the development of a more detached understanding of issues relating to bullying might provide a more adequate basis to contribute to future ongoing policy development.
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- 2019
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10. The Wiley Handbook of Ethnography of Education. Wiley Handbooks in Education
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Beach, Dennis, Bagley, Carl, da Silva, Sofia Marques, Beach, Dennis, Bagley, Carl, and da Silva, Sofia Marques
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This book brings an international group of writers together to offer an authoritative state-of-the-art review of, and critical reflection on, educational ethnography as it is being theorized and practiced today--from rural and remote settings to virtual and visual posts. It provides a definitive reference point and academic resource for those wishing to learn more about ethnographic research in education and the ways in which it might inform their research as well as their practice. Engaging in equal measure with the history of ethnography, its current state of play as well as its prospects, "The Wiley Handbook of Ethnography of Education" covers a range of traditional and contemporary subjects--foundational aims and principles; what constitutes 'good' ethnographic practice; the role of theory; global and multi-sited ethnographic methods in education research; ethnography's many forms (visual, virtual, auto-, and online); networked ethnography and internet resources; and virtual and place-based ethnographic fieldwork. This book: (1) makes a return to fundamental principles of ethnographic inquiry, and describes and analyzes the many modalities of ethnography existing today; (2) is edited by highly-regarded authorities of the subject with contributions from well-known experts in ethnography; (3) reviews both classic ideas in the ethnography of education, such as "grounded theory," "triangulation," and "thick description" along with new developments and challenges; and (4) is an ideal source for scholars in libraries as well as researchers out in the field. "The Wiley Handbook of Ethnography of Education" is a definitive reference that is indispensable for anyone involved in educational ethnography and questions of methodology. Following an introduction by the editors, this book contains the following chapters: (1) Recognizable Continuity: A Defense of Multiple Methods (Geoffrey Walford); (2) Lived Forms of Schooling: Bringing the Elementary Forms of Ethnography to the Science of Education (Mats Trondman, Paul Willis, and Anna Lund); (3) Tales of Working Without/Against a Compass: Rethinking Ethical Dilemmas in Educational Ethnography (Barbara Dennis); (4) Communities of Practice and Pedagogy (Sara Delamont and Paul Atkinson); (5) Critical Bifocality (Lois Weis and Michelle Fine); (6) Ethnographic Writing (Bob Jeffrey); (7) What Can Be Learnt?: Educational Ethnography, the Sociology of Knowledge, and Ethnomethodology (Christoph Maeder); (8) Changing Conceptions of Culture and Ethnography in Anthropology of Education in the United States (Margaret Eisenhart); (9) Ethnography of Schooling in England: A History and Assessment of Its Early Development (Martyn Hammersley); (10) Latin American Educational Ethnography (Diana Milstein and Angeles Clemente); (11) Curriculum, Ethnography, and the Context of Practice in the Field of Curriculum Policies in Brazil (Alice Casimiro Lopes and Maria de Lourdes Rangel Tura); (12) Ethnographic Research in Schools: Historical Roots and Developments with a Focus on Germany and Switzerland (Anja Sieber Egger and Gisela Unterweger); (13) Ethnography and Education in an African Context (Maropeng Modiba and Sandra Stewart); (14) Visual Ethnography in Education (Gunilla Holm); (15) Lost in Performance? Rethinking and Reworking the Methodology of Educational Ethnography: Artistic and Performance Perspectives (Jim Mienczakowski); (16) Staging Resistance: Theatres of the Oppressed (Norman K. Denzin); (17) Agential Realism and Educational Ethnography: Guidance for Application from Karen Barad's New Materialism and Charles Sanders Peirce's Material Semiotics (Jerry Lee Rosiek); (18) Multi-sited Global Ethnography and Elite Schools: A Methodological Entrée (Jane Kenway, Johannah Fahey, Debbie Epstein, Aaron Koh, Cameron McCarthy, and Fazal Rizvi); (19) Educational Ethnography In and For a Mobile Modernity (Martin Forsey); (20) On Network(ed) Ethnography in the Global Education Policyscape (Carolina Junemann, Stephen J. Ball, and Diego Santori); (21) Autoethnography Comes of Age: Consequences, Comforts, and Concerns (Andrew C. Sparkes); (22) Positionality and Standpoint: Situated Ethnographers Acting in On- and Offline Contexts (Sofia Marques da Silva and Joan Parker Webster); and (23) Ethnography of Education: Thinking Forward, Looking Back (Dennis Beach, Carl Bagley, and Sofia Marques da Silva).
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- 2018
11. Joining the Global Village: Teaching Globalization with Wikipedia
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Konieczny, Piotr
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This paper presents an analysis of my experiences with a teaching activity that engages students in publishing in Wikipedia on issues relating to globalization. It begins with a short overview of some of the current debates revolving around teaching globalization, which lay ground for the assignment. I discuss how this teaching tool fits with a number of dimensions related to teaching globalization, particularly with an international service learning approach. Finally, I present assessment data from a series of surveys I conducted from 2008 to 2016 on the effectiveness of the assignment.
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- 2017
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12. What Makes a Skateboarder? Teaching High School Students How to Conduct Sociological Inquiry
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Day, Stephen and Dague, Christopher
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In most places in the world, teachers might be concerned that skateboarding will take students out of school rather than keep them in. Outside Afghanistan, skateboarding has long had an aura of rebellion. Rose and Strike labeled skateboarding as "dangerous" and "rebellious." Atencio, Beal, and Wilson call attention to its "non-conformity" and embrace the "risk." A T-shirt from the 1990s protested, "Skateboarding Is Not A Crime," but even "The New York Times" has called the skateboard "a talisman of youthful rebellion." These are discomfiting words to describe an activity shared by several million people in the United States, many of whom sit, perhaps disinterestedly, in middle and high school classrooms. What makes a skateboarder, really? Do skaters' teachers and peers understand? And if not, how can they begin to? This study focused on the process of socialization created by skateboarders, in addition to the actualization of skate boarders' position within the skateboarding culture and its various communities. While skateboarding serves as one of the oldest examples of skate sports still exercised today, many people's understanding of the sport (and of those who identify with it) is filled with ambiguity and misconceptions. A lesson plan is included with a hand out.
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- 2017
13. Information Needs of Appalachian Scholars.
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Fortner, Sandra
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The purpose of this study is to analyze the nature of materials used by scholars in the field of Appalachian studies. Citations were analyzed from four monographic works: "Appalachia and the Politics of Culture,""Appalachia in an International Context,""Appalachia: Social Context, Past and Present," and "Appalachia in the Making." Findings of the investigation revealed that: (1) men publish more articles than women relevant to Appalachia; (2) the articles were most frequently published in journals; (3) the subject most frequently written about was Sociology; (4) most articles were published in the United States; and (5) most of the articles had references that were more than 10 years old. (Contains 16 references and 12 charts and tables that show distributions). (Author/AEF)
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- 1997
14. Towards a Sociology of Educational Computing.
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Agalianos, Angelos S.
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The development of educational computing in the last two decades has been largely uncritical and the field is dominated by technocentric approaches. With few notable exceptions, sociologists of education have not directly addressed educational computing. As a result, the social, political and cultural origins and implications of educational computing have remained to date underexplored. Viewing education as a predominantly social and political phenomenon, this paper suggests that information technology in education should be situated within its neglected social context. It draws on research which appropriates ideas from the sociology of education, sociology of technology, social theory and cultural studies, and looks into the development and evolution of Logo programming language in education in United States and British primary and secondary schools as a case study in the politics of educational change. The predominant lesson drawn from this analysis is that when Logo was introduced, preexisting social relations were largely able to utilize the new technology as an avenue for reasserting themselves, thus reinforcing the status quo. In both United States and United Kingdom primary schools, Logo ended up being seen most often as an elementary geometrical program, or simply as an exercise in enjoyable computer interaction. In secondary schools, if Logo was used at all, it was used in the context of "teaching programming" rather than as a means of expressing mathematical ideas. The dominant and powerfully established school structures changed the meaning of Logo and assimilated it into the existing system, to the disappointment of its original developers. (Contains 42 references.) (Author/AEF)
- Published
- 1996
15. Graduate Student Teacher Training: Still Relevant (And Missing?) 20 Years Later
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Blouin, David D. and Moss, Alison R.
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Twenty years ago, Pescosolido and Milkie (1995) reported that 50 percent of U.S. and Canadian sociology graduate programs offered formal teacher training. Despite pronouncements that offerings have increased substantially, no similarly thorough and direct investigation has been published since. In this time of dramatic change and increasing scrutiny of higher education, graduate teacher training is arguably more important than ever before. Thus, we seek to provide a new baseline of teacher training in the discipline. Using a 2013 survey of U.S. and Canadian sociology graduate programs (N = 173), we find that 94 percent involve graduate students in teaching, almost 68 percent provide formal training for graduate student instructors, and 54 percent provide formal training for teaching assistants. We discuss the kinds and frequency of teacher training, as well as the type of graduate programs most likely to offer teacher training, and we provide suggestions for future research.
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- 2015
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16. Higher Education Cooperation in ASEAN: Building towards Integration or Manufacturing Consent?
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Feuer, Hart N. and Hornidge, Anna-Katharina
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The triad of cooperation, international exchange, and integration among institutions of higher education has become the new norm in the global experience of learning and academic training. The goal of improving and standardising the academic experience across countries is now typically also associated with fostering cultural and political ties and complementing processes of cultural integration and economic growth. Behind the rhetoric of many new initiatives, however, is a competition of geopolitical proportions, in which various national or regional systems of higher education try to shore up their positions or conquer new territory. In this paper we assess these discursive and material battles over institutional hegemony in Southeast Asian higher education by drawing on the sociology of knowledge approach to discourse. We critically address the competitive negotiation over higher education taking place between international and Southeast Asian educational players, asking whether these contribute more to integration than reinforcing dominant higher education domains.
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- 2015
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17. Regression Analysis and the Sociological Imagination
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De Maio, Fernando
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Regression analysis is an important aspect of most introductory statistics courses in sociology but is often presented in contexts divorced from the central concerns that bring students into the discipline. Consequently, we present five lesson ideas that emerge from a regression analysis of income inequality and mortality in the USA and Canada.
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- 2014
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18. Teaching Sociological Theory for a New Century: Contending with the 'Time Crunch'
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Abrutyn, Seth
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Despite being a decade into the 21st century, sociological theory continues to be taught at the undergraduate and graduate level in nearly every program in the United States as if it were still 1970. 40 years ago, it made sense to dichotomize theory into two courses--"classical" and "contemporary"--because the latter of the two only covered theory from about the 1930s to the "present." Today a literal and figurative "time crunch" has emerged that makes teaching theory difficult and at times, arbitrary based on the professor's training, mentor, ideological/epistemological biases, and structural factors like textbook choice and number of academic weeks allotted per course. That is, we spend a large amount of time debating who should be in or out, and not enough time preparing our students for the application of theory towards the ultimate goal: knowledge about the social world. Students, then, leave confused at how one uses theory, what theory actually is, and, often times, disengaged from theory because of the density with which some theories approach the social world. In the paper below, the "time crunch" and its tendency to produce a "lost generation" of theorists is examined. After elucidating how the "time crunch" constrains sociology, four possible solutions are presented. This list of solutions is neither definitive nor exhaustive, and is meant to generate a rich discussion about the direction the discipline should head in the new century.
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- 2013
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19. Teaching in China: Two Views
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Coppola, Brian P. and Kerr, Keith
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This article documents the experiences of two American professors who have taught in China and describes the similarities and differences between their students at home and abroad. Brian Coppola, who taught organic chemistry at Peking University (PKU), observes how the strengths in science preparation that Chinese students achieve in their precollege schooling are not exploited at the university, while the structure of US higher education seems to make up for the weaker preparation of US students relative to their Chinese counterparts. Keith Kerr taught sociology at Ningxia University, which is located in an isolated region of northwest China. He describes how Chinese students, who in some ways appear strikingly similar to their American counterparts, also reflect the distinctly communal and traditional aspects of their culture. (Contains 1 table and a list of resources.)
- Published
- 2013
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20. Teaching about Consumption: The 'Not Buying It' Project
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Grauerholz, Liz and Bubriski-McKenzie, Anne
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This study presents an experiential exercise designed to heighten students' awareness of overconsumption in the United States and allow them to see how their own consumption habits are linked to larger social factors. Students engaged in the "Not Buying It" project--which involved refraining from purchasing all but essentials for a set number of days--as part of a broader lesson on consumerism. Qualitative and quantitative data, gathered from students enrolled in three sections of Introductory Sociology, suggest that the exercise was effective in enhancing students' sociological imaginations by helping students see how their own consumption habits are shaped by larger social forces and how they, along with most Americans, tend toward overconsumption. To a more limited extent, it may help enhance cognitive understanding of consumption. Teaching about consumption in general, and the Not Buying It project in particular, offers instructors an excellent pedagogical means by which students can acquire a sociological imagination, reinforces key sociological principles, and links to broader goals within the discipline. (Contains 4 figures, 2 tables, and 2 notes.)
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- 2012
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21. A National Survey of American Higher Education Capstone Practices in Sociology and Psychology
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Hauhart, Robert C. and Grahe, Jon E.
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Previous research on capstones in sociology and psychology has suggested that there is a typical capstone experience required by three quarters of all four-year colleges and universities in the United States. This article reports results from a national survey that confirm that sociology and psychology capstone courses conform generally to a common format. The findings further indicate that factors related to student limits and time limits predominate with respect to those variables that produce less successful course outcomes. A review of the social science capstone literature and the pedagogical best practices literature suggests that student limitations and time limitations can be attenuated by curricular, structural, and resource-allocation changes. (Contains 7 notes and 5 tables.)
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- 2012
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22. Discourse Formation in Comparative Education. 4th, Revised Edition. Comparative Studies Series. Volume 10
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Schriewer, Jurgen and Schriewer, Jurgen
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New theories and theory-based methodological approaches have found their way into Comparative Education--just as into Comparative Social Science more generally--in increasing number in the recent past. The essays of this volume express and critically discuss quite a range of these positions such as, inter alia, the theory of self-organizing social systems and the morphogenetic approach; the theory of long waves in economic development and world-systems analysis; historical sociology and the sociology of knowledge; as well as critical hermeneutics and post-modernist theorizing. With reference to such theories and approaches, the chapters--written by scholars from Europe, the USA and Australia--outline alternative research agendas for the comparative study of the social and educational fabric of the modern world. In so doing, they also expound frames of reference for re-considering the intellectual shaping, or Discourse Formation, of Comparative Education as a field of study. Contents of this book include: (1) Comparative Education Methodology in Transition: Towards a Science of Complexity? (Jurgen Schriewer); (2) Towards a Theory of Systemic Regulation? The Case of France and Germany in the 19th and 20th Centuries (Claude Diebolt); (3) Globalization: A New World For Comparative Education? (Roger Dale); (4) The World Institutionalization of Education (John W. Meyer/Francisco O. Ramirez); (5) Domination, Legitimacy and Education: Max Weber's Contribution to Comparative Education (Bernd Zymek); (6) Transferring Education, Displacing Reforms (Gita Steiner-Khamsi); (7) New Times, Hard Times: Re-Reading Comparative Education in an Age of Discontent (Anthony Welch); (8) Contributions and Challenges of Feminist Theory to Comparative Education Research and Methodology (Nelly P. Stromquist); (9) National Imaginaries, the Indigenous Foreigner, and Power: Comparative Educational Research (Thomas S. Popkewitz); and (10) A Spatial Turn in Comparative Education? Constructing a Social Cartography of Difference (Rolland Paulston).
- Published
- 2012
23. Applying the Scholarship of Teaching and Learning in an Irish Context: Mission Impossible?
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O'Sullivan, Sara
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This article reports on an Irish study that examines the teaching of large, introductory-level sociology courses at a research-intensive university. The study's aim was to ameliorate some of the problems associated with large classes by applying key lessons from the U.S. literature to an Irish setting. Overall, the initiative was successful; attendance improved, student evaluations were positive, and the numbers of students continuing with sociology increased. The study illustrates that these lessons can be applied successfully in countries with a broadly similar sociology curriculum and suggests that there is scope to extend what Howard (2010) calls "the teaching and learning movement in sociology" beyond the United States. The results indicate that simple changes lead to gains in student learning. There is therefore a value in sociologists exploring the transferability of other techniques that may be applicable to the Irish classroom. (Contains 2 tables and 1 figure.)
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- 2011
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24. Special Issue: Philanthropy and Fundraising in American Higher Education
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Drezner, Noah D.
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This monograph examines the philanthropic contributions of individuals through the existing literature and proposes future philanthropic and fundraising research that can help fill the theoretical void in the literature, thereby improving future research and fundraising in higher education. It covers the major approaches, topics, and theories regarding philanthropy and fundraising from individuals to postsecondary education in the United States. Students, practitioners, and researchers are introduced to several key points, among them the centrality of private giving in shaping the development and diversity of U.S. higher education; the role of donors as an external force shaping research, campus intellectual life, and culture; the role of philanthropy in access; and leading philanthropic theories from the disciplines of psychology, sociology, and economics. This monograph is organized into nine chapters. The chapter "The Influence of Philanthropy on American Higher Education" provides examples that show how individual philanthropy has influenced American higher education. It discusses how private support affects what is taught and researched and who gained access to higher education. "Who Is Philanthropic? Philanthropy by Nontraditional Donors" explores the emerging literature on the philanthropic traditions of groups that have historically been seen as "takers" but actually have long been civically responsible citizens and residents who "give back." "Women and Philanthropy" looks at women's giving. "What Guides the Study of Philanthropy and Fundraising?" explores the theoretical underpinnings, interpretive frameworks, and motivations for philanthropic action. This chapter reviews the most prominent theories from the disciplines of economics, psychology, and sociology in the philanthropic literature as applied to higher education. "Engaging Students and Young Alumni: The Importance of Cultivating the Next Generation of Donors" looks at the process of engaging these groups in prosocial behavior. This chapter looks at the scholarship that investigates how institutions might instill a culture of giving among their students, their future alumni donors. The importance of engaging students in fundraising programs and even as donors early in their careers is explored. "Who Gives?" looks critically at philanthropy, in particular giving to higher education. With the creation of Ph.D. and bachelor's degree programs in philanthropic studies and with more researchers looking at philanthropy from a critical perspective, the research is expanding. The final chapter, "Conclusion and Challenges for Future Research," recommends future research and practice. Two appendices conclude the monograph, the first covering the mechanics of fundraising and the second resources for philanthropic research. (Contains 2 exhibits, 1 figure, 8 notes, and name and subject indexes.)
- Published
- 2011
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25. The Dirty Work of Higher Education
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Parry, Gareth
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Through his early studies of the character of adult schools and community colleges in California, Burton Clark launched a set of ideas, sociological and educational, that served as baseline concepts in the study and practice of American higher education. His book "The Open Door College" ranks among the classic accounts of a type of organisation--the public two-year college--which came to prominence throughout the United States in the post-war period. Its consideration of the roles played by such institutions in the larger education structure and society has been at the centre of international, theoretical and empirical debates for half a century. Foremost among its arguments was the cooling-out function, a conception that enjoyed wide circulation over many decades. Rather less attention has been paid to its analysis of organisational determinacy and the special problems of institutions that straddle secondary and higher education. These are the mass enterprises that do much of the dirty work of higher education. Unlike in the Clark corpus, they do not always receive the seriousness of scholarly treatment accorded to other kinds of educational organisation.
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- 2010
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26. Education, Meritocracy and the Global War for Talent
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Brown, Phillip and Tannock, Stuart
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Talk of the rise of a global war for talent and emergence of a new global meritocracy has spread from the literature on human resource management to shape nation-state discourse on managed migration and immigration reform. This article examines the implications that the global war for talent have for education policy. Given that this talent war is a product of neoliberalism, it raises many of the same concerns for educators as neoliberalism in general: the embrace and promotion of social, economic and educational inequality; and a narrow, market-based conception of education, skill and talent. This article argues, however, that the global war for talent represents a new phase in neoliberalism, as it seeks to liberalise the global movement not just of capital and commodities, but of high skill labour as well. In this, it threatens to undercut some of the founding assumptions and goals that have shaped national education policy in OECD countries throughout the post-World War II period, and raises serious concerns for how we are to think about and pursue equality, inclusion and fairness in and through education in the future.
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- 2009
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27. Binaries and beyond: A Bernsteinian Perspective on Change in Literacy Education
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Chen, Honglin and Derewianka, Beverly
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In this paper, we adopt Bernstein's notion of the pedagogic device to serve as a framework for explaining conflict and change in the field of literacy education across the past few decades, particularly in England, the USA and Australia. Following an overview of the pedagogic device and related constructs, we examine the relationship between the field of knowledge production and how this has been recontextualised into curriculum policy, firstly in the period when "progressivist" pedagogy was in the ascendant, exemplified by the whole language movement, and then when a more "skills" orientation took sway, with phonics as its touchstone. We argue that the pedagogic device provides a useful context for exploring how ideology operates both within fields and at the interfaces between fields. In particular, the sets of binary oppositions proposed by Bernstein can be used in crude form to describe the entrenched polarisations experienced in the field of literacy education--or they can be used in a more nuanced way to open up new possibilities for change. (Contains 1 table and 5 figures.)
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- 2009
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28. Driving a Car in Saudi: An Illustration of the Power of Norms and Values Using Multicultural Data
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Tiemann, Kathleen A., Badahdah, Abdallah M., and Pedersen, Daphne E.
- Abstract
The sociological literature on teaching and learning includes a number of discussions devoted to the importance of multicultural education. Much of this literature encourages educators to revise the curriculum and shows how the experience of multicultural education can stimulate student's sociological imaginations. To this end, some scholars have focused on transforming the curriculum as a whole, while others have hoped to improve it through the development of specific activities to promote multicultural awareness. The authors collected data from two small introduction to sociology classes in Saudi Arabia to use in their large enrollment introduction to sociology class lecture sessions. In this teaching note, the authors describe how they use these data to facilitate a classroom discussion of norms, values and cultural practices, to reveal the interaction among age and gender and the importance of sex segregation rules in Saudi Arabia. Through formal and informal assessment, they find that the activity and ensuing discussion helps students gain insight into the importance of culture while providing them with the opportunity to do so in an interesting and fun way. (Contains 2 tables and 3 footnotes.)
- Published
- 2009
- Full Text
- View/download PDF
29. Teaching Mills in Tokyo: Developing a Sociological Imagination through Storytelling
- Author
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Storrs, Debbie
- Abstract
Here I emphasize the applicability of the sociological imagination to an international audience by sharing my journey of teaching sociology in Japan. I found my own sociological imagination helpful in critically evaluating the literature on Japanese higher education and the construction of the Japanese student as a form of Orientalism. As I embraced international students' unique, context-specific capacities for learning, I relied on the illuminating power of C. Wright Mills's sociological imagination to heighten their understandings of themselves and others. Despite the characterization of Japanese students as passive learners, I discovered an engaged and responsive student body who developed a keen sociological imagination through storytelling. Employing a pedagogy of storytelling, I helped my students successfully explore gender and ethnic troubles as public issues in a global context. The insight gained abroad has led me to expand my pedagogy at home beyond active learning strategies to incorporate stories to enhance U.S. students' sociological imaginations.
- Published
- 2009
- Full Text
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30. Mathematics, Critical Literacy, and Youth Participatory Action Research
- Author
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Yang, K. Wayne
- Abstract
This article examines mathematics education as both the site and object of transformation for a youth PAR project in which students researched and evaluated their urban high school in Oakland, California. These youth researchers were trained as part of a sociology course as well as a mathematics class designed to both remediate gaps in math preparation and accelerate students into higher-order math literacy. This study differs from and extends other studies that describe mathematics as a tool for social critique. It considers youth research in and through mathematics as a more ideologically open endeavor in that youth do not simply reproduce predetermined criticisms of social inequality. Thus, this project translates extensive work in critical literacy, new media literacy, and youth participatory action research to a mathematics context. (Contains 6 figures, 1 table and 35 notes.)
- Published
- 2009
- Full Text
- View/download PDF
31. Population Composition, Migration and Inequality: The Influence of Demographic Changes on Disaster Risk and Vulnerability
- Author
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Donner, William and Rodriguez, Havidan
- Abstract
The changing demographic landscape of the United States calls for a reassessment of the societal impacts and consequences of so called "natural" and technological disasters. An increasing trend towards greater demographic and socio-economic diversity (in part due to high rates of international immigration), combined with mounting disaster losses, have brought about a more serious focus among scholars on how changing population patterns shape the vulnerability and resiliency of social systems. Recent disasters, such as the Indian Ocean Tsunami (2004) and Hurricane Katrina (2005), point to the differential impacts of disasters on certain communities, particularly those that do not have the necessary resources to cope with and recover from such events. This paper interprets these impacts within the context of economic, cultural, and social capital, as well as broader human ecological forces. The paper also makes important contributions to the social science disaster research literature by examining population growth, composition, and distribution in the context of disaster risk and vulnerability. Population dynamics (e.g., population growth, migration, and urbanization) are perhaps one of the most important factors that have increased our exposure to disasters and have contributed to the devastating impacts of these events, as the case of Hurricane Katrina illustrates. Nevertheless, the scientific literature exploring these issues is quite limited. We argue that if we fail to acknowledge and act on the mounting evidence regarding population composition, migration, inequality, and disaster vulnerability, we will continue to experience disasters with greater regularity and intensity. (Contains 8 figures and 2 notes.)
- Published
- 2008
32. USA Stratified Monopoly: A Simulation Game about Social Class Stratification
- Author
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Fisher, Edith M.
- Abstract
Effectively teaching college students about social class stratification is a difficult challenge. Explanations for this difficulty tend to focus on the students who often react with resistance, paralysis, or rage. Sociologists have been using games and simulations as alternative methods for several decades to teach about these sensitive subjects. This article uses the game "USA Stratified Monopoly" to demonstrate social class stratification, integrating issues of individualism and social change. "USA Stratified Monopoly" is a flexible, dynamic simulation game that effectively teaches students about social class stratification. This game successfully meets its learning objectives and can be a very powerful educational tool. It is well suited for classrooms with up to 60 students and can be played successfully in 50-minute class sessions. However, teachers must be aware of the emotional risks to students before using this game. "USA Stratified Monopoly" can bring out some intense emotions and reactions from students, and it is their responsibility to safely facilitate their learning experiences. (Contains 4 tables.)
- Published
- 2008
- Full Text
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33. School Choice in the Light of the Effectiveness Differences of Various Types of Public and Private Schools in 19 OECD Countries
- Author
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Dronkers, J. and Robert, P.
- Abstract
The paper approaches the issue of school choice in an indirect manner by investigating the effectiveness of public, private government-dependent and private independent schools in 19 Organisation for Economic Co-Operation and Development countries selected from the PISA 2000 survey for this purpose. In a multilevel approach we estimate these sector effects, controlling for sociological characteristics of students and parents, school composition, teaching and learning conditions of schools and students', and principals' perception of the climate of their schools. The main explanation of the gross differences in mathematical achievement is the better social composition of private schools, both government-dependent and independent, which is a clear consequence of school choice. But our analysis also reveals that private independent schools are less effective than public schools with the same students, parents, and social composition, while private dependent schools are more effective than comparable public schools. The explanation of these remaining net differences in mathematical achievement seems to be the better school climate of private dependent schools. The comparison concludes that these net differences in mathematical achievement between public and private school sectors are equal across nations, despite the historical and legal variations in their educational systems and school choice approaches. (Contains 4 tables and 36 notes.)
- Published
- 2008
- Full Text
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34. Spark up the American Revolution with Math, Science, and More: An Example of an Integrative Curriculum Unit
- Author
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Lee, Michelle
- Abstract
The author explores the advantages and disadvantages of integrated curriculum in the middle school setting. She reviews several models for integrated curriculum and guidelines for creating a successful integrated curriculum. A ready-to-use middle school unit on the American Revolution is also presented. Nine complete lessons are provided for teachers to implement in their classrooms. Interactive, hands-on lessons are included for math, science, language arts, religion, art, physical education, music, sociology, and geography. These lessons can be used to turn an ordinary social studies unit on the American Revolution into a cross-curricular experience students will enjoy and remember. The lessons include basic instructions and Internet sites to supplement teaching. The author also presents results from a field test of the integrated unit.
- Published
- 2007
- Full Text
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35. A Comparative Analysis of Existing Standards for High School Sociology Curricula
- Author
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Andriot, Angie L.
- Abstract
Academic sociologists have recently increased their focus on improving high school sociology. Reform efforts include networking between teachers and universities, improving curriculum, and enhancing teacher training. I propose that this list be expanded to include setting curricular standards. Current trends in educational reform center on standards-based education, and although many social science disciplines have adapted to this trend, sociology's focus on standards is limited to undergraduate education. I analyze the existing state sociology standards by measuring them against the American Sociological Association's (ASA) Advanced Placement Sociology course, the National Council for Social Studies standards, and the sample learning goals from "Liberal Learning and the Sociology Major Updated" (McKinney et al. 2005). The results indicate that there are some substantial differences in the learning goals set forth by the ASA and those set forth by the states. I suggest that since the academic sociological community is in an ideal position to address high school social studies content in a variety of disciplines, we should expand our efforts in this area. (Contains 1 table.)
- Published
- 2007
- Full Text
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36. Circles of Influence and Chains of Command: The Social Processes Whereby Ethnic Communities Influence Host Societies
- Author
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Orum, Anthony M.
- Abstract
Research into immigration has for many years focused most of its attention on the issue of how immigrants adapt to host societies. This tendency is especially true in the work of sociologists. Yet if we acknowledge the growing ethnic diversity today in the United States and elsewhere, the most interesting questions arise as to how immigrants influence the host society--not how they adapt to it. This paper proposes a sociological theory to account for such influence. For evidence it draws on a variety of empirical examples from research on ethnic communities in the United States.
- Published
- 2005
37. 'That's Not Fair!': A Simulation Exercise in Social Stratification and Structural Inequality
- Author
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Coghlan, Catherine L. and Huggins, Denise W.
- Abstract
Social stratification may be one of the most difficult topics covered in sociology classes. This article describes an interactive learning exercise, using a modified version of the game Monopoly, intended to stress the structural nature of social inequality and to stimulate student reflection and class discussion on social stratification in the United States. The primary focus of this exercise is to help students experience different levels of social stratification and to challenge the idea that individual talents or aspirations are enough to overcome structural barriers to upward class mobility. Student reactions to the experience suggest that it is an effective tool for demonstrating the structural nature of social inequality in the United States and for stimulating discussion on social inequality and related topics. This exercise has worked well in introductory sociology, social problems, and social inequality classes. (Contains 4 tables.)
- Published
- 2004
- Full Text
- View/download PDF
38. Education and Social Stratification Processes in Comparative Perspective.
- Author
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Kerckhoff, Alan C.
- Abstract
Discusses three characteristics of educational systems that have been used to explain social stratification processes: stratification, standardization, and vocational specificity. Describes how these characteristics affect the movement of students through school and into the labor force in France, Germany, Great Britain, and the United States. (CAJ)
- Published
- 2001
39. Human Resource Development and Manpower Training. Paper Presentations: Session B.
- Abstract
This document contains 18 papers from the human resource development and manpower training section of an international conference on vocational education and training (VET) for lifelong learning in the information era. The following papers are included: "Use of Social and Economic Modeling to Plan Vocational Education and Training" (David L. Passmore); "Retraining for the Unemployed--An Up-hill Battle That Never Ends" (S.S. Kwong); "Manpower Planning in Hong Kong" (Anthony Cheng); "Identifying and Responding to Skills Shortages" (David L. Passmore); "Analysis of Training Needs for Employees of International Five-Star Hotels in Taipei, Taiwan" (Shu-Hsaio Tsen); "An Evaluation on the Effectiveness of a 9-Month Intensive Full-Time Program for the Unemployed" (Che Keung Yeung, Yuet Kueng Cadbury Chan, Lai Ling Lilian Chow, Yuen Bing Leung, King Chung Joseph Chow); "An Examination of the Concept of Providing Leadership Development for All Students as an Integral Part of Classroom Instruction" (Jerome I. Leventhal); "Contingency Theory Is of Little Value in Helping Leaders or Potential Leaders to Perform Successfully" (Eric Cheng); "Continuing Professional Development towards Employee Empowerment in Manpower Training: A New Domain of Organisational Strategy" (Joseph S.L. Yip); "Assessment and Preparation of Career and Technical Education Teachers: Implications for Curriculum Development" (Victor K.A. Gbomita); "What's Happening in Your Teacher Education Program?" (C. Gloria Heberley); "Stress Management for Teachers in Vocational Education and Training Sector" (Gloria Ching Wah Chan); "Mining Labour Market Information for Use in Developing an IT (Information Technology) Manpower Predictive Model" (Gar-yun Garry Suen); "Training for Betterment: A Model for Training of Professionals in a Diverse Organisation" (Freidoon A. Khavarpour, Bruno Gelonesi); "E-Learning in Knowledge-Based Society" (P.F. Tsui, Ian K.M. Yue); "The Development of a Management Competency Model and a Development Centre" (Sara Wong); "Graph Theory, Job-Labour System and Manpower Planning" (Kwai Wing Leuung); and "Overview of Assessment and Quality Assurance on TVET (Technical and Vocational Education and Training) and a Proposal for Turkey" (Sabahattin Balci, Riza Gurbuz). Most papers contain substantial bibliographies. (MN)
- Published
- 2000
40. Adaptive University Structures: An Analysis of Adaptation to Socioeconomic Environments of US and European Universities. Higher Education Policy Series 54.
- Author
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Sporn, Barbara and Sporn, Barbara
- Abstract
This study examined the adaptation of institutions of higher education in the United States and Europe to changing socioeconomic factors and proposed a theory of adaptation in higher education which stresses the need for new forms of governance, management, and leadership structures. The study analyzed six university structures, each with a "distinctive" environment, over a four-year period using case study and grounded theory methodologies. The institutions were: (1) New York University, the largest private university in the world, which reinvented itself after severe financial problems in the 1970s; (2) the University of Michigan, a large public university challenged by ethnic diversity and racial tensions; (3) the University of California at Berkeley, confronted with a major financial crisis through the restructuring of the California legal and economic system; (4) Universitat St. Gallen (Switzerland), which has a history of adapting effectively to regional needs for focused training; (5) Universita Bocconi, a private university in Italy with strong entrepreneurial and adaptive structures; and (6) Wirtschaftsuniversitat Wien (Austria), which is facing a major organizational reform mandated by the government. Individual chapters address: the changing nature of the university environment, theories of organizational and higher education adaptation, design of the empirical study, the case studies, and a theory of adaptation in higher education. (Contains approximately 300 references.) (DB)
- Published
- 1999
41. The Sociology of Knowledge and Contextual Effects: Reality Construction in Rural Schools.
- Author
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Louisiana State Univ., Baton Rouge. Agricultural Experiment Station. and Falk, William W.
- Abstract
Introducing the concept of phenomenology (concern with consciousness, objects of consciousness, possibilities, and a return to "things") supported by ethnomethodology as a viable approach to rural sociology, this paper presents: (1) a brief review of selected articles discussing the conceptualization of "rural"; (2) certain principles in the sociology of knowledge which have epistemological implications for both rural sociology method and substance; (3) a brief discussion on certain aspects of Husserl's and Schutz's phenomenology and Garfinkel's ethnomethodology as relative to rural sociology; and (4) rural schools as a case in point where analysis might be enriched via a sociology of knowledge-phenomenological-ethnomethodological approach concerning itself with "reality construction". Since ethnomethodology is concerned with the immediately observable social situation, a central concept posited is that ethnomethodology calls into question the normative organizational focus of rural sociology as exemplified in the study of social structure. Emphasizing the difference between objective and subjective reality, rural schools and reality construction are discussed in terms of reality differentials, transmission, and reaction and internalization. Essentially, this paper calls for a humanistic sociology; wherein, researchers open their eyes to the world with a "natural attitude" and perceive the world as an ongoing accomplishment rather than as a "taken for granted facticity". (JC)
- Published
- 1976
42. A Balance Sheet for East-West Exchanges. IREX Occasional Papers, Volume 1, Number 1.
- Author
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International Research and Exchange Board, New York, NY. and Kassof, Allen H.
- Abstract
Four papers discuss research exchanges between the United States and the USSR and East Europe. The first paper considers the evolution of perceptions of social scientists in these countries during the Cold War and Detente. The dominant view of American researchers during the Cold War was that the United States, as the most modern society, was the yardstick for measuring other societies. The United States experienced rapid growth of training and research related to the Soviet orbit. However, Soviet scholars were constrained by Marxist-Leninist doctrine and by educational and research policies. In the 1960s, American social scientists gained a greater appreciation for the complexities of modern societies and East European social scientists began innovative studies. The second paper discusses evaluations of research exchanges between the United States and the Soviet Union. The conclusion is that these exchanges are scientifically valuable to both countries. The most serious problem is Soviet political repression of its scientific community. The third paper discusses problems and accomplishments of East European studies in the United States. Although progress seems to be steady, American social scientists have come to pursue topics that are politically safe, and thus often of secondary importance. The final paper suggests that in exchanges between the Soviet Union and the United States, both academic and government communities profit. The point that Soviet exchanges are generally in sciences and engineering and American exchanges are in history and literature illustrates that each side sends whom it wishes. Thus, the author concludes that this type of exchange is neither unbalanced nor unfair. (Author/KC)
- Published
- 1980
43. Social Generalizations: Biases and Solutions.
- Author
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Hedley, R. Alan
- Abstract
The author conducted a cross national analysis of sociological research reported in leading journals at two points in time over a ten year period to determine if sociologists' ability to produce valid social generalizations had improved significantly over the recent past. The official journals of the United States (American Sociological Review), Canada (Canadian Review of Sociology and Anthropology), and Great Britain (Sociology) were selected for examination. Also included in the analysis were two other highly reputed journals--the American Journal of Sociology and the British Journal of Sociology. Only articles reporting the results of empirical research were included in the comparative analysis. All of the research reports contained in the five journals were examined to determine the research design employed, the type of sample or population investigated, and the method used to collect the data. Results include the following. Particularly in the American journals, but also in the Canadian Review, the analysis revealed changes over the past ten years in the methodological characteristics of published studies such that sociologists' ability to make valid social generalizations may be improved substantially. By taking readings at several points in time, selecting a broadly based sample, and not relying exclusively upon one or two methods of data collection, it is extremely likely that the generalizations produced are less affected by measurement artifacts and instead reflect effects of relevant factors as they impinge upon the variables sociologists seek to explain. (Author/RM)
- Published
- 1981
44. The Development of Educational Sociology is Reflected in its English-Language Textbooks Published from 1912 to 1970.
- Author
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Card, B. Y.
- Abstract
The research objective was to examine the development and diffusion of a field of knowledge related to education as reflected in textbooks published in the United States, England and Canada. Using a scheme derived from invention-diffusion theory, over 150 textbooks in educational sociology (including sociology of education and social foundations of education) were analyzed. Findings reveal increasing output and participation, shifts in emphases, changing perspectives, broadening scope, and some international diffusion. The study contributes to a definition of the field, discloses disciplinary needs, and demonstrates a close relationship between educational sociology and societal preoccupations. (A five page bibliography of references and a twelve page bibliography of textbooks are appended.) (Author/SBE)
- Published
- 1971
45. Report of the Commissioner of Education for the Year 1899-1900. Volume 1
- Author
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Department of the Interior, United States Bureau of Education (ED)
- Abstract
The Commissioner of Education's introduction in volume 1 provides data and discussion on school and college total enrollment, common schools, average schooling amount per U.S. inhabitant, British India's public schools, truant schools, Puerto Rican schools, U.S. educational extension, sociology and education at the Paris Exposition, introduction of reindeer into Alaska, city school systems, higher education, law student increase, land-grant colleges, secondary schools, education of the colored race, and education in Central Europe, Great Britain, the Philippines, Cuba, Hawaii, and Samoa. The introduction lists letter topics received by the office in 1900.Subsequent chapters cover British India's public schools; boys' secondary schools in England; general information on truant schools, statements on truant schools in various cities, laws on the disposition of truants and incorrigibles in 17 states, discussion of British reformatories and allied institutions and expanded coverage of Puerto Rican education. Chapter V, on U.S. educational extension, addresses lyceums, university extension, Chautauqua, summer schools, cities and popular education, arts and music for the people, travel and pilgrimage as educational extension, the idea of a national university, the Smithsonian Institution, the Library of Congress, museum extension, higher commercial schools, and newspapers as popular educators. A chapter on common school organization and development from 1830 to 1860 covers the South Central and South Atlantic states. Papers from the 1900 Department of Superintendence meeting in Chicago are presented in chapter VII, including papers on education status at the turn of the century, and on alcohol physiology and superintendence with a discussion paper on that subject. The next chapter covers schoolteachers' role in the struggle against alcoholism, while chapter XXI, the last chapter, discusses temperance physiology. Chapters X, XI, and XII concern college students' adjustment to professional courses, justification for public high schools, and free rural high schools. The National Educational Association committee report on relationship between public libraries and public schools is found in chapter XIII. This includes sections on establishing village libraries, rural and small village libraries, small-library cataloging hints, the librarian's spirit and methods working with schools, certain typical libraries, and schoolroom libraries. Final chapters cover Central European education; public playgrounds and vacation schools; the Old South lectures and leaflets; statistics on public, society, and school libraries; British and Irish education; U.S. education periodicals, and a directory of chief state school officers, city superintendents, college presidents, and normal school principals. [For volume 2, see ED622192.]
- Published
- 1901
46. Report of the Commissioner of Education for the Year 1896-97. Volume 1. Containing Part I
- Author
-
Department of the Interior, United States Bureau of Education (ED)
- Abstract
This is Volume 1 of the Report of the Commissioner of Education for the Year 1896-97, containing Part I. The volume begins with the Commissioner of Education's Introduction and Part I covers the topics: (1) Education in Great Britain and Ireland; (2) Education in France; (3) Education in Denmark; (4) Education in Norway; (5) Education in Central Europe; (6) Commercial Education in Europe; (7) The Teaching of Civics in Switzerland, France, and England; (8) Education in Greece; (9) Sunday Schools; (10) The Curriculum of the Land-Grant Colleges; (11) Requirements for Admission to Freshman Class in Colleges, Universities, and Schools of Technology; (12) The Legal Rights of Children; (13) Psychological Tendencies--The Study of Imitation; (14) Discussion of Educational Topics, by President Francis A. Walker, of the Massachusetts Institute of Technology, with some Account of His Life; (15) Horace Mann and the Great Revival of the American Common School, 1830-1850; (16) Henry Barnard; (17) Report of the Committee of Twelve of Rural Schools; (18) Entrance Requirements for Engineering Colleges; (19) Early History of the Kindergarten in St. Louis, Missouri; (20) Some Recent Contributions of Biology, Sociology, and Metallurgy to the Curriculum of Colleges Endowed by the Federal Government for the Benefit of Agriculture and the Mechanic Arts; (21) The Tennessee Centennial and International Exposition, Held in Nashville, Tennessee, May 1 to October 31, 1897; and (22) Educational Directory. [For "Report of the Commissioner of Education for the Year 1896-97. Volume 2. Containing Parts II and III," see ED622097.]
- Published
- 1898
47. An Example of the Social Construction of Information Technologies: Videotex in the United States and Europe.
- Author
-
Case, Donald Owen
- Abstract
Explores the development of videotex in Great Britain, west Germany, France, and the United States from 1968-90. Using the Social Construction of Technology framework, the interaction of social groups, problems, solutions, and technological artifacts in videotex development is discussed. Transmission, display, standards, and marketing problems are examined from this perspective. (45 references) (LRW)
- Published
- 1991
48. Robert Merton Dies at 92
- Author
-
Snell, Joel C.
- Abstract
This article features Robert Merton, who died recently at age 92. Merton came into this world as a Jewish baby named Meyer Schkolnick. He lived in South Philly where his parents wrenched a living as blue-collar workers. Merton chose an Anglicized name to move into the Yankee dominated America of the 20's and 30's. At Harvard, he studied under Sorokin and Parsons. The rest of his life he spent briefly at Tulane University and then remainder at Columbia University. There he rose to the very top of the field of sociology. With 20 books and 200 articles, many in the field read him and most college frosh were introduced to "Merton's Paradigm." His paradigm applied both to groups and later Inciardi individualized it so that applications could be made at the personal level. Merton was the first sociologist to be invited to the National Academy of Sciences. He won a Guggenheim, Parson prize and National Medal of Sciences. He became the president of the American Sociological Society. He would have been a recipient of the Nobel, but it is not given to sociologists. His passing ends the generation that saw the peak of sociology and all the cultural wars that surrounded it, here in the United States of America. America was good to Merton and some day will realize that he dearly repaid his country. (Contains 3 resources.)
- Published
- 2006
49. The Fabrication of Meaning: Literary Interpretation in the United States, Great Britain, and the West Indies.
- Author
-
Griswold, Wendy
- Abstract
This study investigated how literary elites in three different cultures interpreted a group of novels written by George Lamming, a writer from the Caribbean area whose novels were read, discussed, and interpreted over a span of 20 years beginning in the 1950s. Concludes that cultural differences influenced the readers' interpretations. (JDH)
- Published
- 1987
50. Classifying the American States: An Update.
- Author
-
Morgan, David, R. and England, Robert E.
- Abstract
Presents the results of a study which examined the existence of regional groupings of states. The study used a Q-factor analysis of 84 socioeconomic, political, and policy variables taken primarily from the 1960 and 1980 census data. Analysis of the 1980 data revealed five categories: Southern, Northeast Industrial, Midwest Industrial, Plains, and Growth. (Author/JDJ)
- Published
- 1987
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