27,369 results on '"SOCIOLOGY"'
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2. Sustainability: draw on decades of social-science research.
- Author
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Stern PC, Dietz T, Vandenbergh MP, and Wolske KS
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- Consumer Behavior, Humans, Social Sciences, Sustainable Development, Behavioral Research
- Published
- 2023
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3. Why we need a Public Understanding of Social Science.
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Lewis J, Bartlett A, Riesch H, and Stephens N
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- Humans, Knowledge, Social Sciences, Science
- Abstract
Who is licensed to make knowledge claims about society? A more diffuse group of individuals are afforded the status of legitimate speakers on society in the public sphere than is the case when the questions relate to the expertise of the natural sciences. We draw on the concept of the 'locus of legitimate interpretation' and the sensibilities of Collins and Evans' Studies of Expertise and Experience programme to help make sense of these issues. The social sciences are not the natural sciences, and one key difference is their relationship with publics. The social sciences are intrinsically entangled, at both the level of the research question and the research subject/object, with public knowledge, the knowledges of publics and public interests. We therefore outline what these differences might mean for a serious, distinct and purposive Public Understanding of Social Science programme and how this differs from current work in the Public Understanding of Science.
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- 2023
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4. [Non-urgent patients in emergency departments: Prioritisation, orientation, and selection through the prism of social sciences].
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Labainville I and Lefève C
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- Humans, Sociology, Morals, Social Sciences, Emergency Service, Hospital
- Abstract
Emergency departments overcrowding is often attributed to inappropriate use by patients who ought to be treated in primary care. This article challenges this assertion by examining the articulation of medical and social definitions of non-urgent patients within medical and sociological literature, and how they translate into prioritisation, selection and triage criteria. It shows that triage practices, which are necessary for prioritising life-threatening emergencies are not only based on clinical criteria, but also incorporate moral and social considerations which can lead to discrimination and hinder equitable access to care, particularly for the most vulnerable patients., (© 2023 médecine/sciences – Inserm.)
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- 2023
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5. Temporality in the social sciences: New directions for a political sociology of time.
- Author
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Gokmenoglu B
- Subjects
- Capitalism, Humans, Politics, Social Sciences, Sociology
- Abstract
Time and temporality are common themes in the social sciences and sociology. The sociological literature on time remains solipsistically empirical, while theoretical elaborations are focused on modernity, capitalism, and technology, through notions of speed and acceleration. Although existing studies on time are imbued with political issues and processes, as the subfield that studies relations of power and politics, political sociology has yet to consolidate a temporal lexicon for studying structures of power and political phenomena. This review situates three recent books on time and politics within a broader sociological literature on time and calls for a political sociology of time. I argue that developing a conceptual apparatus that takes time as an element of power is fundamental to building dialogue across the empirical material and across disciplines. I conclude by offering three avenues for the development of a political sociology of time., (© 2022 The Authors. The British Journal of Sociology published by John Wiley & Sons Ltd on behalf of London School of Economics and Political Science.)
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- 2022
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6. Preparing for Medical School: How Sociology Helps Premedical Students Prepare for the MCAT and Beyond
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Elizabeth Culatta, Melissa Powell-Williams, and Kim Davies
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Educators have recently highlighted the importance of social science courses for students entering the medical field. This has led to the inclusion of sociological theories and concepts on the Medical College Admission Test (MCAT), a requirement for any student seeking formal medical training. Using open-ended survey data responses provided by students who recently completed the MCAT, we explore how students perceive that sociology courses prepare them for the MCAT and their lives more generally. We find that students report that their sociology courses introduced them to key concepts and laid a foundation for material assessed on the exam, but those courses could improve by aligning with the MCAT structure by prioritizing application of concepts and critically analyzing case studies. Students also reported that sociology courses helped them develop empathy and inclusivity and use their sociological imaginations, which will ultimately positively impact their careers in the medical field and lives overall.
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- 2024
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7. Cooperative AI: machines must learn to find common ground.
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Dafoe A, Bachrach Y, Hadfield G, Horvitz E, Larson K, and Graepel T
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- Child, Competitive Behavior, Diplomacy, Empathy, Games, Experimental, Humans, Infant, International Cooperation, Natural Language Processing, Politics, Artificial Intelligence trends, Communication, Cooperative Behavior, Social Sciences
- Published
- 2021
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8. How Facebook, Twitter and other data troves are revolutionizing social science.
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Ledford H
- Subjects
- Cell Phone, City Planning, Clinical Decision-Making, Data Analysis, Datasets as Topic, Healthcare Disparities, Humans, Informed Consent, Internet, Peer Influence, Wearable Electronic Devices, Big Data, Social Media statistics & numerical data, Social Sciences methods, Social Sciences trends
- Published
- 2020
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9. The Emerging Social Science Literature on Health Technology Assessment: A Narrative Review.
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Löblová O, Trayanov T, Csanádi M, and Ozierański P
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- Clinical Decision-Making, Cost-Benefit Analysis, Health Care Costs, Health Care Rationing organization & administration, Humans, Policy Making, Social Sciences organization & administration, Technology Assessment, Biomedical organization & administration, Choice Behavior, Health Care Rationing economics, Health Policy economics, Politics, Social Sciences economics, Social Values, Technology Assessment, Biomedical economics
- Abstract
Background: Social scientists have paid increasing attention to health technology assessment (HTA). This paper provides an overview of existing social scientific literature on HTA, with a focus on sociology and political science and their subfields., Methods: Narrative review of key pieces in English., Results: Three broad themes recur in the emerging social science literature on HTA: the drivers of the establishment and concrete institutional designs of HTA bodies; the effects of institutionalized HTA on pricing and reimbursement systems and the broader society; and the social and political influences on HTA decisions., Conclusion: Social scientists bring a focus on institutions and social actors involved in HTA, using primarily small-N research designs and qualitative methods. They provide valuable critical perspectives on HTA, at times challenging its otherwise unquestioned assumptions. However, they often leave aside questions important to the HTA practitioner community, including the role of culture and values. Closer collaboration could be beneficial to tackle new relevant questions pertaining to HTA., (Copyright © 2019 ISPOR–The Professional Society for Health Economics and Outcomes Research. Published by Elsevier Inc. All rights reserved.)
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- 2020
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10. Global problems need social science.
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Shah H
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- Democracy, Drug Resistance, Microbial, Global Health, Health Policy, Hemorrhagic Fever, Ebola prevention & control, Humans, Mental Health, Poverty, Social Sciences education, Vaccination, Policy Making, Public Policy, Social Sciences trends
- Published
- 2020
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11. [From the intimate to intimacy in social sciences].
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Gimenez I and Gaillard CL
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- Humans, Nurse-Patient Relations, Interpersonal Relations, Social Sciences
- Abstract
Intimacy, situated in time and space and dependent on material conditions, is a recent subject of study in social sciences. It constitutes a category of analysis which provides information on the power relationships running through it. The right to intimacy, seized upon by vulnerable populations, then enables certain practices to be claimed and politicized., (Copyright © 2018 Elsevier Masson SAS. All rights reserved.)
- Published
- 2018
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12. Maths shows how we lose interest.
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- Big Data, Humans, Models, Statistical, Culture, Group Processes, Mathematics, Memory, Public Opinion, Social Change, Social Sciences methods
- Published
- 2018
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13. Fifty years of sociological leadership at Social Science and Medicine.
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Timmermans S and Tietbohl C
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- Anniversaries and Special Events, History, 20th Century, History, 21st Century, Humans, Leadership, Periodicals as Topic history, Social Medicine history, Social Sciences history
- Abstract
In this review article, we examine some of the conceptual contributions of sociology of health and illness over the past fifty years. Specifically, we focus on research dealing with medicalization, the management of stigma, research on adherence and compliance, and patient-doctor interaction. We show how these themes that originated within sociology, diffused in other disciplines. Sociology in Social Science and Medicine started as an applied research tradition but morphed into a robust, stand-alone social science tradition., (Copyright © 2017 Elsevier Ltd. All rights reserved.)
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- 2018
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14. Using Q Methodology to Explore Science Teachers' Socioscientific Decision-Making
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Es, Hüseyin and Yenilmez Türkoglu, Ayse
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In this study, Q methodology was used to explore science teachers? socioscientific decision-making. In Q methodology, participants are presented with a number of statements about a topic and are asked to sort these statements according to a guideline. The methodology allows researchers identify more information about participants? decision-making by putting them at the center of analysis. The participants of the study consisted of 8 science teachers (5 females, 3 males), who were asked to sort a number of 22 statements about socioscientific issues; and as they completed their sorting, they were interviewed. Findings revealed two distinct perspectives that science teachers had about socioscientific decision-making: (i) traditional and (ii) universal. Even though all science teachers were aware of the value and importance of environment and human health, their perspectives differed in the subject areas of science, policy and sociology/culture, and in the intellectual baggage of experience and value.
- Published
- 2021
15. NORDSCI International Conference Proceedings (Online, October 11-13, 2021). Book 1. Volume 4
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NORDSCI
- Abstract
This volume includes three sections of the 2021 NORDSCI international conference proceedings: (1) Education and Educational Research; (2) Language and Linguistics; and (3) Sociology and Healthcare. Education and Educational Research includes 15 papers covering the full spectrum of education, including history, sociology and economy of education, educational policy, strategy and technologies. This section also covers pedagogy and the education and socialization challenges post-COVID-19 pandemic. Language and Linguistics includes 7 papers covering topics related to theoretical, literary and historical linguistics, as well as stylistics and philology. The Sociology and Healthcare section has 15 papers covering topics related to human society, social structures, and social change, healthcare systems and healthcare services. [Individual papers are indexed in ERIC.]
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- 2021
16. Critical Theory in Prestigious Academic Environments: A First-Generation Student's Chronicle
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Sadi, Merav Nakar and Ergas, Oren
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The past 50 years have witnessed a growing presence of critical theory within different social science academic departments across the western world. The joint existence of a theory committed to exposing and criticizing various inequalities of the social order within academic institutions based on traditional hierarchies and prestigious arrangements is the starting point of this paper. It is also the viewpoint from which I probe into my own experience as a first-generation student of Middle Eastern background who experienced intensive socialization processes -- from undergraduate to PhD studies in Sociology -- at two sociology departments both committed to critical theory. Using the method of autoethnography aided by a critical friend, I explain how, within its academic residency, critical theory's normative inclination to 'empower' marginalized subjects such as myself contained sweeping assumptions and inner contradictions that resulted in disenchantment and an overall estrangement from critical theory and academic writing altogether. I argue that selective acceptance and ongoing questioning of this discourse can revive a more constructive relations of first-generation students with their marginalized identities, and even turn them into valuable resources for writing and educational value.
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- 2023
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17. What Can You Do with a Single Case? How to Think about Ethnographic Case Selection Like a Historical Sociologist
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Pacewicz, Josh
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Most social scientists agree that case studies are useful for "theory building," but ethnographic methods papers often look to survey research for case selection strategies. This is due to a common but untenable distinction between theoretical and empirical generalization, which obscures how theoretically inclined ethnographers make implicit external validity claims. I analyze several exemplary ethnographies to show that (a) the distinction between theoretically and empirically oriented ethnography revolves around competing conventions for making claims that others accept as provisionally externally valid, (b) comparative-historical sociology provides a framework for evaluating how theoretically oriented ethnographies make such claims, and (c) each approach to making validity claims is optimized by different kinds of cases. Empirically oriented ethnographies make inductive claims via "pointy" cases wherein a phenomenon is pronounced or bifurcated. Theoretically oriented ethnographers are like post-Millian historical sociologist who triangulate past studies with resolutive or negative cases to make constitutive arguments.
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- 2022
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18. Open Video Repositories for College Instruction: A Guide to the Social Sciences
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Miller, Michael V. and CohenMiller, A. S.
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Key features of open video repositories (OVRs) are outlined, followed by brief descriptions of specific websites relevant to the social sciences. Although most were created by instructors over the past 10 years to facilitate teaching and learning, significant variation in kind, quality, and number per discipline were discovered. Economics and psychology have the most extensive sets of repositories, while political science has the least development. Among original-content websites, economics has the strongest collection in terms of production values, given substantial support from wealthy donors to advance political and economic agendas. Economics also provides virtually all edited-content OVRs. Sociology stands out in having the most developed website in which found video is applied to teaching and learning. Numerous multidisciplinary sites of quality have also emerged in recent years.
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- 2019
19. An Entropy Analysis of Classroom Conditions Based on Mathematical Social Science
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Koyama, Kazuo and Niwase, Keisuke
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In classroom management, it is well-known that students' mental states are strongly related to classroom conditions. There are many ways to describe human behavior in mathematical modeling in sociology. In social science, a model to describe human behavior has been developed by an analogy with the ferromagnetic spin model in statistical physics. Entropy, on the other hand, can express the order and/or disorder in many-body systems. The concept of entropy can be extended to continuous random variables in the information theory, which is called "differential entropy" and has been a powerful tool in many stochastic systems. Here, we show that classroom conditions can be expressed by the differential entropy, based on the model used in social science. To assess the applicability of this method to real classroom conditions, we investigated fluctuations in students' minds with pictures and a questionnaire relating to school life, and then applied this to the present method, and calculated the differential entropy. The results correspond well with real classroom conditions, and suggest the usefulness of the present method. The significance of the present research is the proposal of a new method which has not yet been used in educational psychology.
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- 2019
20. 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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21. Idea of Pandemic-Pedagogy: Reflexive Rumination on Teaching and Learning Practices
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Pathak, Dev Nath
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Lately, the debates on teaching-practices in the online mode have given grounds to ask a fundamental question, does pedagogy really matter? For educationists, it surely does. But, what idea of pedagogy prevails upon the pedagogues, the teachers, techno-managerial professors, particularly in the higher education? This article rummages through the contemporary milieu that solicits debate on the idea of pedagogy, by and large marginal in the teaching practices in higher education. The structural academic Brahmanism of the 'old normal' has been melodramatically palpable in the time of 'new normal' too. In the academic years during the COVID-19 pandemic, a phenomenology of teaching practices occasions a polemical realization about limits and possibilities of pedagogy.
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- 2022
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22. Engaging Social Science and Humanities Students in Community-Based Research on Nitrogen Oxide Pollution
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Wink, Donald J., Lynn, Lisa, Fendt, Carol, Snow, Melanie J., Muhammad, Ray, and Todd-Breland, Elizabeth
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A significant challenge to the community of chemistry education is the creation of materials that can be used in nonscience settings, including those of social science and humanities classrooms. As part of a larger effort to engage new communities in understanding how science data can impact such settings, including in the community, an experiment to detect the level of nitrogen oxides (NOx) in the air was implemented in university sociology and history classrooms. The use of an authentic scientific method within these settings generated important data for classroom use in classroom sociological and historical discussions. The impact on student attitudes and learning was also determined.
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- 2021
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23. The Participatory Turn in Swedish Ageing Research: Productive Interactions as Learning and Societal Impact
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Hultqvist, Sara
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Collaboration between academia and actors outside academia (AOAs) has been proclaimed as a way for society to confront challenges in different fields. This 'participatory imperative' is anchored in EU research policy. The paper explores the participatory imperative in contemporary Swedish aging research. Three kinds of motives for participatory research as a way to societal impact emerged in the social voices of researchers granted money and AOAs with experience of participating in research. Participatory research was a "suitable research method for certain types of research objectives," an "answer to AOAs' outspoken needs for new knowledge" and a "result from the interviewee's double identity as a clinician and a researcher." Moreover, four types of activities were talked of. Participatory research was described as "dissemination of results," as "commissioned work," as "joint action" and as "education." The paper closes by promoting a synergistic approach where collaboration is enacted within already existing infrastructures of research and education. Scholars are encouraged to integrate collaboration with AOAs in their daily work as teachers and researchers. By doing so, new constellations of actors will emerge; constellations that are equipped to tackle real-world issues in new ways.
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- 2021
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24. Campus Greening from Social Sciences: Emerging Formulas on Social Responsibility and Teaching Innovation
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Martinez-Buján, Raquel, Santiago-Gómez, Elvira, Diz, Carlos, Cortes-Vazquez, Jose A., and Golías, Montserrat
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Purpose: This paper aims to show how the Green Campus Program has been implemented at the Faculty of Sociology of the University of A Coruña (Spain). It describes the criteria used to create teaching sustainability actions related to community engagement to introduce education for sustainable development into college curricula. Design/methodology/approach: Drawing on a human-centered design model approach, as well as on transformative teaching theories, this study explores the criteria used to build the Free Classroom based on a participatory model. Findings: The authors argue that the success of this activity depends on how it relates to the theme-based specialization of the different academic degrees through which they are managed. Equally important is the creation of permanent spaces that enable the collaboration of other organizations, such as non-governmental associations and local public administrations. Originality/value: The findings provide valuable insights into how the social dimension of sustainability in higher education institutions can be emphasized. A model of implementation of the activities is offered under which academic, political, student and community agents are coordinated to favor the change of attitudes and behaviors to strengthen SD.
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- 2020
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25. Practice of Sociology: Comparative Study of Public and Private Universities in India
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Jaiswal, Niharika
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The broad question that interests this article is how does one read and compare the negotiations public and private universities are making with the neo-liberal paradigm of knowledge production with reference to their social science curricula. Michael Apple's (1993, "Teachers College Records," 95(2), 222-241; 2001, "Currículo Sem Fronteiras," 1(1), i-xxvi) argument that curriculum is not a 'neutral assemblage of knowledge' but a crafted vision of 'legitimate knowledge' produced by hegemonic powers within society forms the theoretical foundation for this article. To understand the changes within a university's academic practice, this article analyses and compares the undergraduate and postgraduate sociology curricula of two public universities (Delhi University and Ambedkar University), an international university (South Asian University) and one private university (Shiv Nadar University), as well as engages with its practitioners to assess the everyday within these universities. The undergraduate and postgraduate sociology curricula across public and private universities indicate certain convergences in their academic approaches. The universities in question encouraged foreign university collaborations, reframed the course structure to strengthen the university-industry linkages and increased the employability of the students. Interdisciplinary and contemporary papers are offered through new modes of pedagogy. The mode of assessment also focus on writing research papers/dissertations and frequent visits to the field to develop an application-based approach to learning. The neoliberal paradigm of knowledge production affected the convergence of academic practices of public and private universities despite difference in governance structure. This convergence problematises the meaning of 'public' in a liberalised, privatised and globalised society.
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- 2019
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26. Polarity in Sociology of Knowledge: The Relationship between Disciplinarity, Curriculum, and Social Justice
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Shalem, Yael and Allais, Stephanie
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This paper examines two influential views within the sociology of knowledge, specifically in literature examining relationships between knowledge, curriculum, and social justice, located in the South African context of extreme inequality and poverty. The first emphasizes the role of disciplines in creating criteria of powerful knowledge, arguing that knowledge must be evidence-based, generalizable, and revisable. The second argues for the importance of the social origins of knowledge for reasons both of strengthening knowledge and creating curricula that foster confidence in young scholars. We then draw on what we see as the strongest claims of each view and explore the value they bring to thinking about knowledge and curriculum debates raised by community of practitioners within three disciplines in the social science -- economics, education studies, and history. Our brief consideration of these disciplines reveals that different disciplines face specific challenges which transverse, in different ways, the polarity which characterizes the debate so far. Strong aspects of each view feature in the development of each of the three disciplines, some in negative ways. This is an interesting finding, which demonstrates that principled debates couched in epistemological terms, when applied to specific disciplines, do not remain as a simple binary.
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- 2019
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27. Sources of Students' Anxiety in a Multidisciplinary Social Statistics Course
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Condron, Dennis J., Becker, Jacob H., and Bzhetaj, Linda
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To what extent, and why, do social science undergraduates experience anxiety about taking statistics courses? Despite holding assumptions of rampant statistics anxiety among students, sociologists have conducted few empirical studies of this issue. We extend the literature by analyzing data from a survey of sociology, social work, and criminal justice students enrolled in seven sections of our department's Social Statistics with Computer Applications course in the winter 2018 semester. Two thirds of respondents are anxious or very anxious about taking the course. They experience statistics anxiety primarily due to their lack of confidence in their ability to succeed in the course and their more general test-taking anxiety. This article offers a framework for instructors of social statistics courses to measure student anxiety and to address it in class in a way that aims to alleviate anxiety among the anxious while not alienating those who are comfortable in the course.
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- 2018
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28. Living with Internationalization: The Changing Face of the Academic Life of Chinese Social Scientists
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Xie, Meng
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Internationalization is an integral part of the strategies of leading Chinese universities to strive for world-class standing. It has left its marks on the academic life of China's social scientists. This article explores the impact of internationalization on the academic life of Chinese social scientists using Tsinghua University as an example. Emphasis is placed on the transformation of their academic life in the process of internationalization. Employing a qualitative case study method, this research draws on approximately two thirds of the faculty members in the Department of Sociology to present in-depth insights into the dynamics and ecosystems of their academic life. The findings show that internationalization promotes the adoption of internationalized criteria in faculty recruitment and promotion mechanisms, stimulates enthusiasm for international activities, and strengthens internationally oriented (largely North American) norms and practices in research, teaching, and discipline development. In discussing these dimensions, this article argues that Tsinghua social scientists experience both benefits and costs as the university works hard to pursue world-class status, echoing their peers in China's other top institutions of higher education.
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- 2018
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29. 'I'm Not a Natural Mathematician': Inquiry-Based Learning, Constructive Alignment and Introductory Quantitative Social Science
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Clark, Tom and Foster, Liam
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There is continuing concern about the paucity of social science graduates who have the quantitative skills required by academia and industry. Not only do students often lack the confidence to explore, and use, statistical techniques, the dominance of qualitative research in many disciplines has also often constrained programme-level integration of more quantitative material. However, whilst the topic of statistical literacy is relatively well researched within the more general educational literature, the evidence-base with respect to the effectiveness of teaching and learning of quantitative research methods in the social science remains somewhat limited. This paper describes the development, integration and evaluation of a series of student-led inquiry-based quantitative workbooks within a sociology/social policy undergraduate degree. It outlines how the workbooks were constructively aligned within a "methods spine" and offers some insight into quantitative teaching and learning generally. The paper also discusses some of the opportunities and challenges of taking both an aligned and IBL approach to the teaching of quantitative methods. In doing so it adds to growing evidence that 'problem-based pedagogies' tend to increase educational gain over and above more didactic approaches to learning and teaching. It highlights three key findings: programme-level approaches to curriculum design can be crucial in improving quantitative skills, particularly where they are tailored to student needs; a general indifference to quantitative methods is likely to be due to a process of disenfranchisement that happens before and during students' engagement with university; and, meaningfully engaging students as partners in the process of designing, integrating and evaluating curricula can help to overcome some of the barriers associated with the learning and teaching of quantitative skills.
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- 2017
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30. Using a Social Science--Fictional Play to Teach about Global Capitalism and Macro-Structural Systems in Introduction to Sociology
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Pelak, Cynthia Fabrizio and Duncan, Stacey
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This article explores the use of a social science-fictional play to teach macro-structural concepts related to global capitalism and surplus labor in a small and large Introduction to Sociology course. Relying on a cross-disciplinary and critical pedagogical approach that combines theory and practice to empower students to develop a critical consciousness of the world around them, the authors develop an active learning exercise centered on an in-class reading of the dystopian play "I Like Firing People" written by sociologists Charles Derber and Yale Magrass. To assess the effectiveness of the exercise to increase student engagement and conceptual learning, the authors use quantitative and qualitative data and a quasi-experimental research design. Even with the mixed findings, the reading of an evocative social scientific fictional play coupled with short writing exercises and class discussions appears to assist in making macro-structural systems more visible and real to students and offers a unique role-playing opportunity that highlights multiple perspectives on the global capitalist economy.
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- 2017
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31. The Active Skim: Efficient Reading as a Moral Challenge in Postgraduate Education
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Wohl, Hannah and Fine, Gary Alan
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Faculty and students recognize that to succeed in graduate school, the ability to read efficiently and with comprehension is crucial. Students must be able to process information newly presented to them, even when that information seems overwhelming. Comprehending, discussing, and utilizing relevant texts are central to the production of scholars. But what constitutes appropriate techniques of reading, when does one employ various strategies, and for what purposes? In a world in which more is assigned than can reasonably be processed, what constitutes a legitimate practice? In this conversation essay, we discuss the role of skimming, building upon an interview study of 36 social science graduate students in history, economics, and sociology. We ask what students believe about the necessity and appropriateness of skimming, how they honed their skills, and what constitutes normative standards. We treat skimming as a form of "legitimate deviance," necessary for occupational survival but a strategy that is potentially a challenge to an academic self-image. Students learn techniques that allow them to read rapidly and recall information for later use, but the appropriate use of these techniques is rarely discussed openly in graduate training.
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- 2017
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32. Telling Stories, Landing Planes and Getting Them Moving--A Holistic Approach to Developing Students' Statistical Literacy
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Jones, Julie Scott and Goldring, John E.
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The issue of poor statistical literacy amongst undergraduates in the United Kingdom is well documented. At university level, where poor statistics skills impact particularly on social science programmes, embedding is often used as a remedy. However, embedding represents a surface approach to the problem. It ignores the barriers to learning that students bring to class, which may not always be addressed solely through embedding, such as, mathematics anxiety. Instead, embedding can only work within a much deeper pedagogic model that places students at its heart, as active participants in learning. This paper examines the development of such a model within a large sociology programme, where there was an implementation of a range of pedagogic strategies to support the development of students' statistical literacy.
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- 2017
33. From the Classroom to the Workplace: How Social Science Students Are Learning to Do Data Analysis for Real
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Carter, Jackie, Brown, Mark, and Simpson, Kathryn
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In British social science degree programmes, methods courses have a bad press, and statistics courses in particular are not well-liked by most students. A nationally-coordinated, strategic investment in quantitative skills training, Q-Step, is an attempt to address the issues affecting the shortage of quantitatively trained humanities and social science graduates. Pedagogic approaches to teaching statistics and data analysis to social science students are starting to indicate positive outcomes. This paper contributes to these debates by focusing on the perspective of the student experience in different learning environments: first, we explain the approach taken at the University of Manchester to teaching a core quantitative research methods module for second-year sociology students; and second, we introduce case studies of three undergraduates who took that training and went on to work as interns with social research organisations, as part of a Manchester Q-Step Centre initiative to take learning from the classroom into the workplace.
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- 2017
34. Wild Interdisciplinarity: Ethnography and Computer Science
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Goulden, Murray, Greiffenhagen, Christian, Crowcroft, Jon, McAuley, Derek, Mortier, Richard, Radenkovic, Milena, and Sathiaseelan, Arjuna
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Drawing on the experiences of a novel collaborative project between sociologists and computer scientists, this paper identifies a set of challenges for fieldwork that are generated by this "wild interdisciplinarity. Public Access Wi-Fi Service" was a project funded by an 'in-the-wild' research programme, involving the study of digital technologies within a marginalised community, with the goal of addressing digital exclusion. We argue that similar forms of research, in which social scientists are involved in the deployment of experimental technologies within real world settings, are becoming increasingly prevalent. The fieldwork for the project was highly problematic, with the result that few users of the system were successfully enrolled. We analyse why this was the case, identifying three sets of issues which emerge in the juxtaposition of interdisciplinary collaboration and wild setting. We conclude with a set of recommendations for projects involving technologists and social scientists.
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- 2017
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35. Responsiveness of Higher Education to Changing Job Market Demand in Bangladesh
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Dutta, Bipasha and Islam, Kazi Maruful
- Abstract
Bangladesh economy has been transforming towards a market-based economy from a state-dominated centrally planned economy since the early 1980s, the pace of transformation has been slow though. The aim of this article is to see how the higher education system responds to the changes in the structure of the economy. The article argues that the higher education system in general in a transitional economy is responsive to the changes in the structure of the economy. The article, however, also argues that the changes in higher education system, especially in curriculum, would not follow a linear unidirectional trajectory. This article is built on a small-scope empirical study on three selected social science disciplines of Dhaka University to see whether and how they responded to the demand of the growing labour market in terms of changes they introduced in curriculum in the last 20 years. Having analyzed skill and knowledge demand by the banking and telecommunication sectors--the two major sources of private sector employment for educated workforce in recent years--the article makes an effort to track what kind of changes the three selected disciplines under the Faculty of Social Science of Dhaka University have made in their respective curriculum in response to the demand of the major private sector employers. The article finds that Public Administration and Economics Departments of the Dhaka University show high and low responsiveness to business sector demand, respectively. While Sociology Department did not respond to business sector demand, rather it has responded to NGO sector demand. Among these three departments, Public Administration is found to have a low degree of compatibility to business sector needs. The article concludes that the Faculty of Social Science of Dhaka University has been slow and hesitant to respond to emerging needs of the dominant business sector employers; it is mainly because of the negative attitude towards private sector in the academia and lack of proper direction of private sector development.
- Published
- 2017
- Full Text
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36. Bioscience and the Sociology of Education: The Case for Biosocial Education
- Author
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Youdell, Deborah
- Abstract
This article makes a case for biosocial education as a field of research and as a potential framework for education practice. The article engages with sociology of education's contemporary interests in embodiment and affect, the possibilities offered by concept studies, and uses of assemblage and complexity theory for thinking about educational phenomena. It also considers broader social science and political theory engagements with epigenetics and neuroscience. The article examines the legacy of the biology/sociology split and the risks, limits, and potentialities of degrounded collaborative trans-disciplinary biosocial research. It considers developments in biosciences that may have particular resonance and promise for education, in particular the epigenetics of care and stress and the metabolomics of diet. The article argues that sociology of education should engage with bioscience to interrogate the folding together of the social, cultural, biographical, pedagogic, political, affective, neurological, and biological in the interactive production of students and learning.
- Published
- 2017
- Full Text
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37. 'Not Everybody Walks around and Thinks 'That's an Example of Othering or Stigmatisation'': Identity, Pedagogic Rights and the Acquisition of Undergraduate Sociology-Based Social Science Knowledge
- Author
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McLean, Monica, Abbas, Andrea, and Ashwin, Paul
- Abstract
This article places itself in conversation with literature about how the experience and outcomes of university education are structured by intersections between social class, ethnicity, gender, age and type of university attended. It addresses undergraduate students' acquisition of sociological knowledge in four diverse university settings. Basil Bernstein's concepts of pedagogic identity, pedagogic rights, classification and framing are employed to analyse curriculum and interviews with 31 students over the period of their undergraduate degree. The nature of a sociology-based disciplinary identity is described and illustrated, and it is shown how the formation of this identity gives access to pedagogic rights and the acquisition of valuable capabilities. Addressing the question of whether pedagogic rights are distributed unequally in a stratified university system, it was found that they were not distributed, as might be expected, according to institutional hierarchy. It is argued that the acquisition of university sociological knowledge can disrupt social inequality.
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- 2015
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38. 'Our Table Factory, Inc.': Learning Marx through Role Play
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Maghbouleh, Neda, Childress, Clayton, and Alamo-Pastrana, Carlos
- Abstract
Marx's critique of capitalism remains foundational to the university social science curriculum yet little is known about how instructors teach Marx. In post-industrial, service-oriented economies, students are also increasingly disconnected from the conditions of industrial capitalism that animate Marx's analysis. Inspired by the discussion of how a piece of wood becomes a table in Marx's "Capital Vol. 1.," "Our Table Factory, Inc." simulates a diverse array of roles in the chain of production into and out of a table factory to understand key concepts: means/mode of production, use/exchange value, primitive accumulation wage/surplus labour, proletariat, bourgeoisie, alienation, false consciousness, commodity fetishism and communist revolution. We describe the exercise and present qualitative and quantitative assessment data from introductory sociology undergraduates across three small teaching-intensive universities in the United States. Findings detail the exercise's efficacy in fostering retention of material and in facilitating critical engagement with issues of inequality.
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- 2015
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39. Disrupting the Culture of Silence: Confronting Gender Inequality and Making Change in Higher Education
- Author
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De Welde, Kristine, Stepnick, Andi, De Welde, Kristine, and Stepnick, Andi
- Abstract
Despite tremendous progress toward gender equality and equity in institutions of higher education, deep patterns of discrimination against women in the academy persist. From the "chilly climate" to the "old boys' club," women academics must navigate structures and cultures that continue to marginalize, penalize, and undermine their success. This book is a "tool kit" for advancing greater gender equality and equity in higher education. It presents the latest research on issues of concern to them, and to anyone interested in a more equitable academy. It documents the challenging, sometimes hostile experiences of women academics through feminist analysis of qualitative and quantitative data, including narratives from women of different races and ethnicities across disciplines, ranks, and university types. The contributors' research draws upon the experiences of women academics including those with under-examined identities such as lesbian, feminist, married or unmarried, and contingent faculty. And, it offers new perspectives on persistent issues such as family policies, pay and promotion inequalities, and disproportionate service burdens. The editors provide case studies of women who have encountered antagonistic workplaces, and offer action steps, best practices, and more than 100 online resources for individuals navigating similar situations. Beyond women in academe, this book is for their allies and for administrators interested in changing the climates, cultures, and policies that allow gender inequality to exist on their campuses, and to researchers/scholars investigating these phenomena. It aims to disrupt complacency amongst those who claim that things are "better" or "good enough" and to provide readers with strategies and resources to counter barriers created by culture, climate, or institutional structures. Following the introduction, From People to Policies: Enduring Inequalities and Inequities for Women Academics (Kristine De Welde and Andi Stepnick), this book has five parts. Part 1, The Structure, contains the following chapters: (1) Glass Ceilings and Gated Communities in Higher Education (Robert J. Hironimus-Wendt and Doreen A. Dedjoe); (2) Challenges of Race and Gender for Black Women in the Academy (Candice P. Baldwin and Monica D. Griffin); (3) Contingent Appointments and the Diminishing Voice, Agency, and Professionalism of Women (Cecile H. Sam and Adrianna Kezar); (4) Faculty Gender Inequity and the "Just Say No to Service" Fairy Tale (Karen Pyke); and Case Study: Lecturer Barnes: Long-Term Contingent Faculty. Part 2, Structure Meets Culture, contains the following chapters: (5) The Influence of Departmental Culture on Academic Parents' Pro-Work Behaviors (Julie A. Kmec, Shanyuan Foo, and Amy S. Wharton); (6) Assimilating to the Norm: Academic Women's Experiences With Work-Family Policies (Catherine Richards Solomon); (7) The Eldercare Crisis and Implications for Women Faculty (Gretal Leibnitz and Briana Morrison); and Case Study: Graduate Student Chastain: Navigating Gendered Family-Work Expectations. Part 3, Exclusionary Cultures, contains the following chapters: (8) Perpetuating Inequality Through the Canons of Disciplinary Knowledge (Barret Katuna); (9) Characteristics and Perceptions of Women of Color Faculty Nationally (Corinne Castro); (10) Women Sociologists and the Question of Inclusion in the Academy (Kristin Marsh); (11) Not the Ideal Professor: Gender in the Academy (Laura Hirshfield); (12) Intersectional Invisibility and the Academic Work Experiences of Lesbian Faculty (Diana Bilimoria and Abigail J. Stewart); and Case Study: Professor Liu: The Multiple Challenges for an Asian Woman Professor in the Social Science Field. Part 4, Hostile Climates, contains the following chapters: (13) Gender Differences in Faculty Responses to Contra-Power Harassment (Claudia Lampman); (14) Confronting Faculty Incivility and Mobbing (Susan K. Gardner and Amy Blackstone); (15) Women of Color in the Academy: From Trauma to Transformation (Molly Everett Davis, Halaevalu F. Ofahengaue Vakalahi, and Renay Scales); and Case Study: Professor Smith: Early-Career Mobbing and Student Hostilities. Part 5, Tools for Changing the Academy, contains the following chapters: (16) Multiple Perspectives for Creating Change in the Academy (Elizabeth J. Allan); and (17) With So Many Problems, Where Do We Begin?: Building a Toolbox for Change (Abby L. Ferber). A section on Case Studies of Resistance and Feminist Change, a list of online resources, and an index are included. [Foreword by Penny A. Pasque.]
- Published
- 2014
40. Integrating standard and network psychometrics to assess the quality of prison life in Serbia
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Mededovic, Janko, Drndarevic, Nikola, and Milicevic, Milena
- Published
- 2024
41. WHAT IS CALLED THE SOCIAL?
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Watkin, Christopher
- Subjects
- *
PHILOSOPHERS , *SOCIAL sciences , *SOCIAL contract , *SOCIOLOGY - Abstract
The author reflects on Michel Serres's unconventional approach to society, which diverges from traditional social sciences terminology and boundaries. Topics include Serres's critique of social contract theory, his concept of unbounded sociality, and his exploration of how global phenomena challenge traditional social frameworks.
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- 2024
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42. Children of the Prophet: Writings on LGBT Muslims.
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Ridinger, Robert
- Subjects
- *
ISLAM , *HOMOSEXUALITY in animals , *SOCIAL sciences , *HUMANITIES - Abstract
The scriptural and cultural sources of moral authority within Islam beginning with the Koran are described and their regulations about homosexual behavior summarized. The body of works of literature and media in the social sciences and humanities dealing with issues related to being both an observant Muslim and identifying as LGBT created between the late nineteenth and the early twenty-first centuries is then reviewed. [ABSTRACT FROM AUTHOR]
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- 2024
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43. The necessary confluence of sociology and social impact assessment in the era of global change.
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Ortiz, Guadalupe and Aledo, Antonio
- Subjects
- *
SOCIAL impact assessment , *SOCIAL status , *JOB applications , *SOCIOLOGY - Abstract
Despite the intrinsic and natural connection between sociology and social impact assessment, the latter often does not hold a prominent place in the academic theory and practice of sociology. This monograph aims to justify and reclaim the rightful position of social impact assessment within the sociological discipline, through the contributions of some of the most renowned international experts in this field. This introductory article reflects on the necessary mutual contribution between sociology and social impact assessment, which, through their epistemological, methodological and axiological dialogues, establish an applied working space aimed at providing solutions for real-world problems. Sociology and social impact assessment must join forces to become agents not only of knowledge production but also of improvement of the living conditions of those in situations of social vulnerability, being this an urgent task in the face of contemporary global changes and growing inequalities. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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44. Writing like a Bourdieusian Scholar: From The Craft of Sociology to the Writing Patterns in Actes de la recherche en sciences sociales.
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Boucher, Aurélien
- Subjects
- *
SOCIOLOGY , *SOCIAL sciences , *REASONING - Abstract
This paper is a debate on why Bourdieusian scholars have never fully embraced the "Introduction/Literature review/Data & methods/Results/Discussion" (ILDRD) article format which is mainstream in North American Sociological publications. This paper attempts to argue that Pierre Bourdieu, Jean‐Claude Chamboredon, and Jean‐Claude Passeron developed a different writing format – inspired by Gaston Bachelard's "applied rationalism" ‐‐ and which became more influential among French scholars. The Bourdieu inspired different writing patterns and reasoning, I argue, can be traced in the flagship journal Actes de la Recherche en Sciences Sociales. This paper invites further debate on the differences in approaching article formats in the social sciences. [ABSTRACT FROM AUTHOR]
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- 2024
- Full Text
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45. What is the shape of institutions? Materializing the cycles of life in an East African age class society.
- Author
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Marmone, Giordano
- Subjects
- *
SOCIAL sciences , *ANTHROPOLOGY , *SOCIOLOGY , *SOCIAL systems , *SOCIAL history - Abstract
Giving a precise definition of what an institution is raises epistemological dilemmas concerning its supposed universal applicability and the coexistence of different institutional regimes (e.g. state and customary). Scholars who have dabbled with this question often identify rules, behaviours, values, or social roles as the essence of institutions. In fact, these constitutive features do not necessarily occupy a leading position in all societies. In this article, I argue that, among East African pastoral populations such as the Samburu of northern Kenya, institutions of age class systems are the product of the changing identities of the person's maturation process. These institutionalized life cycles regulate the distribution of powers, rights, and duties within the community. Moreover, if institutions can be different 'things', similarly, the objects through which they materialize can vary profoundly from one social system to another. In the case of the Samburu, customary age institutions can be perceived, performed, and manipulated in the form of songs, dances, and ornaments that represent their tangible, aural, visible, and actionable substance. Just as age manifests itself through the body, institutions founded on age take shape through sonic and kinetic bodily expressions. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
46. 'Our therapeutic direction is towards Light': transcendence and a non‐secular politics of difference in Islamic Counselling training.
- Author
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Dharamsi, Sabnum and Liberatore, Giulia
- Subjects
- *
PSYCHOTHERAPY , *SOCIAL sciences , *SOCIOLOGY , *ANTHROPOLOGY , *ISLAM - Abstract
The Islamic Counselling training model discussed in this article first emerged in 1990s multicultural Britain within the newly expanding field of cross‐cultural counselling and psychotherapy. It is informed by classical Sufi notions of the self, the development of an Islamic psychology, and decolonial scholarship. Based on ethnographic research on the current training in Islamic Counselling, this article explores the ways in which this model trains students to engage with relational differences through non‐secular notions of reality, the self, and its relation to multiple others. Differences are made sense of through notions of 'worldview' and 'journey' that go beyond categories of culture, religion, and race, and while these differences are similarly 'acknowledged', there is also the possibility of surpassing them through an experiential process of 'witnessing'. Islamic Counselling's therapeutic goal, therefore, is not the forging of a pious self, but transcendence: the establishing of a deeply felt understanding of Oneness or Truth. Through this process, Islamic Counselling holds difference and connection in view simultaneously, while challenging a relativist notion of cultural difference inherent in ethno‐psychiatry and cross‐cultural counselling. It offers a radically new mode of relating with differences within and beyond the counselling setting. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
47. A developmental perspective on social status: children's understanding of hierarchy in Nanjing and London.
- Author
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Kajanus, Anni
- Subjects
- *
SOCIAL sciences , *SOCIOLOGY , *ANTHROPOLOGY , *POWER (Social sciences) , *CHILD development - Abstract
From an early age, children become attuned to processes of social power in their environment. Findings from cognitive sciences suggest that the ability to discern hierarchical relationships, as well as coercive and non‐coercive processes that give rise to them, rests on evolved cognitive capacities. Yet reasoning about social relations is always already a cultural process. Anthropological theory routinely deploys terms such as 'power' and 'hierarchy' to analyse diverse features of social organization, but little is known about the culturally grounded psychological processes that give rise to hierarchies at the interpersonal level. A comparison of children in London and Nanjing brings together ethnographic and experimental approaches to cut across the cognitive, social, and cultural dimensions of child development, and reveals how central moral frameworks mediating hierarchy and conflict – respect in London and yielding in Nanjing – lead to particular expectations about the behaviour of high‐status individuals. This article highlights the benefits of mixed methodology in providing insights into how children develop psychologically and culturally rooted understandings of social status and provides directions for anthropology to contribute to the multidisciplinary study of the social cognition of human hierarchies. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
48. Ethics without borders: solidarity and difference in inter‐community dialogue.
- Author
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Egorova, Yulia
- Subjects
- *
ETHNOLOGY , *ANTHROPOLOGY , *SOCIAL sciences , *SOCIOLOGY , *JEWS - Abstract
The article offers an ethnographically embedded analysis of a UK‐based Jewish‐Muslim inter‐community network to contribute to anthropological research into the ethical efforts that groups seen as polarized invest in negotiating boundaries of difference. The article makes two sets of arguments. First, it suggests that sometimes such groups have to negotiate not one but several 'borders across difference' and follow diverse ethical routes to navigate them depending upon how they conceptualize these borders. Second, it shows that in negotiating different sets of boundaries, network members often use techniques that at first glance appear to be artificial or even superficial in that they build on formal rules and/or contain no promise of achieving a consensus on issues important for the participants. However, I argue that these seemingly superficial efforts could still be seen as ethical endeavours underpinned by a strong commitment to inter‐group solidarity and that they could be best understood as what Ruth Sheldon has described in her recent intervention in the ethics of Jewish ethnography as the movement between surface and depth. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
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49. Cutting at the edge: observations on innovation beyond the urban.
- Author
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Samimian‐Darash, Limor, Sheniak, Amit, and Rotem, Nir
- Subjects
- *
ECONOMIC development , *SOCIAL sciences , *SOCIOLOGY , *ANTHROPOLOGY , *RURAL geography - Abstract
Innovation is generally associated with the creation of something new and with economic growth, and is often understood in relation to modernity and its prime social site, 'the city'. Accordingly, the coupling of innovation and rural areas may seem incongruent. Drawing on ethnographic research on Israel's high‐tech scene, we analyse innovation centres located primarily in kibbutzim in the northern and southern regions of the country. This allows us to juxtapose the ultra‐modernist and individualist ethos of the creative actor against a more communal understanding of social life. In these sites, we observe not just the imitation of 'urban' innovation, but also the strong influence of the community and the contribution of local knowledge in the design of technologically innovative products and services. Examining what is taking place outside urban centres thus enables a more complete and nuanced understanding of the interplay between innovation and society at large. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
50. Peoplehood and the Orthodox person: a view from central Serbia.
- Author
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Lackenby, Nicholas
- Subjects
- *
CHRISTIANS , *ANTHROPOLOGY , *SOCIAL sciences , *SOCIOLOGY - Abstract
Practising Orthodox Christians in central Serbia live their liturgical lives within the idiom of Serbian peoplehood. This article probes the 'people' (narod) – perceived locally as an historically and geographically rooted ethno‐moral collectivity – as a core concept of belonging which is key for understanding post‐Yugoslav Orthodox life. The 'people' functions as a this‐worldly collective identity within which my interlocutors situate themselves as Orthodox persons, and through which they approach the Divine. Threats to Serb identity serve to foreground peoplehood as the supposedly prime site for Orthodox flourishing. Moving beyond state‐oriented analyses of 'religious nationalism', the article demonstrates not how 'nationalism' can be understood through 'religion', but how, to use Orthodox Serbs' own terminology, faith can be understood through the prism of peoplehood. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
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