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Copyright of Society & Leisure / Loisir & Société is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Sociologists very often have extra-curricular lives as musicians. This article explores the relationship between musical life and sociological identities. Through a range of examples from Howard Becker's grounding in field research as a pianist in the Chicago jazz clubs and his theories of deviance, to the connection between Emma Jackson's life as a bass player in Brit pop band Kenickie and her feminist punk sociology, an argument is developed about the things sociologists learn from music. Based on 28 life history interviews with contemporary sociologists this paper shows how sociologists learn – both directly and tacitly – to understand society through their engagement with music. Music offers them an interpretive device to read cultural history, a training in the unspoken and yet structured aspects of culture, and an attentiveness to improvised and interactive aspects of social interaction. For sociologists, involvement in music making is also an incitement to get off campus and encounter an alternative world of value and values. Music enables sociologists to sustain their research imaginations and inspires them to make sociology differently. However, the article concludes that in the contemporary neoliberal university it is harder for sociologists to sustain a creative hinterland in music. The tacit knowledges that often nourish sociological identities may run the risk of being depleted as a result. [ABSTRACT FROM AUTHOR]

For over 30 years, the men's UEFA Champions League (UCL) has showcased Europe's most elite and wealthiest football clubs. Debates surrounding the competition's best individual performance rarely reach a consensus. However, one common response points towards Manchester United's Roy Keane versus Juventus in the 1999 semi-final second leg. After falling 2-0 behind within 11 minutes, Keane almost single-handedly swung the game in United's favour as the final in Barcelona loomed. This article examines Keane's performance through the lens of a sociological case-study, drawing on the circumstances of his career and the match itself. Critical attention is given to sociologist Everett Hughes' conceptual belief of turning points, which has been innovatively applied to a single event in this paper. The author argues that, while statistics have typically driven performance analysis, only a sociological interpretation of Keane's performance provides an accurately sophisticated comprehension of, arguably, one of the UCL's greatest individual performances. [ABSTRACT FROM AUTHOR]

Copyright of Tapuya: Latin American Science, Technology & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper explores the presence and consideration of economics in sociology, specifically its classical version. It identifies certain original and independent economic theories, concepts and approaches in classical sociological theory as central and its derivations, implications and extensions of economics as peripheral. The paper argues and demonstrates that classical sociology is far from being the science of noneconomic or irrational phenomena, as often sociologists conceive it and economists perceive it in counter-distinction from economics defined as the science of rational behavior, and indeed encompasses virtually all economic activities and processes, and thus prefigures New Economic Sociology adopting the same approach. [ABSTRACT FROM AUTHOR]

As sociologists, we engage in history whether or not we see ourselves, professionally, as historical sociologists. These remarks discuss the varieties of ways sociologists use and approach historical scholarship, including history-as-context, analytic comparative/historical sociology, and interpretive approaches. I also reflect on the first fifty years of Midwest Sociological Society to show that, at different moments, the MSS mirrored, propelled, or lagged behind societal change. [ABSTRACT FROM AUTHOR]

It is an immense pleasure to be here today with my mentor, Nancy Chodorow. In 1976 I entered graduate school in sociology specifically to study with Nancy. As an undergraduate I had read two brilliant articles that Nancy published as a graduate student prior to The Reproduction of Mothering, in which she used psychoanalysis "to account for the reproduction within each generation of certain general and nearly universal differences that characterize masculine and feminine personality and roles" ("Family Structure and Feminine Personality" in Rosaldo and Lamphere Women, Culture and Personality). I was dazzled. Nancy not only went on to chair my dissertation in sociology, but nine years later sat on my committee for my dissertation in clinical psychology that became On the Shoulders of Women: The Feminization of Psychotherapy. We both now are psychoanalysts, sociologists and feminists. While we each have traveled down our own paths, I always have wondered how Nancy, as a graduate student at Brandeis, could write with such courage, conviction and, well, chutzpah, to take on the project of not only understanding why women mother, but how gender is socially reproduced across generations and cultures. I also took this as an opportunity to discuss how her thinking and interests have changed over time since the publication of her groundbreaking Reproduction of Mothering, a book that heralded a new era in our understanding of gender and psychoanalysis. [ABSTRACT FROM AUTHOR]

This article explores contemporary threads in the heritage history of Aotearoa New Zealand, as we witness in real-time the emergence of alternative narratives of Indigenous heritage, in contrast to those of Western dominated modernity and colonial hegemony. Moves to actively decolonise heritage studies is creating shifts in the bicultural understanding of culture and heritage to overtly include place heritage. As this new framing emerges, wider acknowledgement of the significance of Māori heritage landscapes is growing. This is explored here in a series of four case-studies. Each account illustrates how Indigenous Māori voices have gained momentum, and reinforces how Aotearoa New Zealand is transitioning to greater bicultural appreciation through inclusion, changes in social and cultural conventions, and new interpretations of dominant narratives using tools like critical heritage studies and existing legal conventions. This evolution of heritage values is not without repeated contestation, however. Positively, increasing numbers of settler-Pākehā (non-Māori) as well as those colonised, no longer believe or accept the histories previously told. Much needed, robust, and sometimes difficult discussions are taking place, enabling New Zealanders to reconsider the significance of what heritage means to all its people. [ABSTRACT FROM AUTHOR]

This article addresses two current debates that have generated increasing interest in a number of countries but have rarely been considered together: the debate on religious and interreligious literacy and the debate on the assessment of the outcomes of Religious Education (RE). Against this background, both debates are reviewed and critically discussed in relation to the following questions: 1) What guiding educational ideas are connected to the new or renewed interest in religion-related knowledge, and which ideas form the shared motives that influence the two debates? 2) What is the empirical basis of these debates? The results indicate that the educational basis of the two debates is currently underdeveloped, and their empirical foundations are rather weak. In addition, there is a need to direct attention towards strengthening religious and interreligious literacy in, for example, RE. The debates on both (inter-)religious literacy and the assessment of the RE outcomes should be based on clear educational guidelines and informed by solid empirical results that directly address religious literacy and the religion-related knowledge of young people. Moreover, we conclude that the two debates should be developed together, as they both require enhanced theoretical understandings and empirical insights. This article focuses on two separate debates that have recently attracted interest in several countries around the world: the debate on religious and interreligious literacy and the debate on the assessment of the outcomes of Religious Education (RE). Although these debates have similar themes and are influenced by shared factors, they have rarely been considered together. From this standpoint, both debates are briefly reviewed and critically discussed in this article. The analysis is directed by two questions: What guiding educational ideas are connected to the new or renewed interest in religion-related knowledge, and which ideas form the shared motives that influence the two debates? What is the empirical basis of these debates? The results show that the educational basis of the two debates is currently underdeveloped, and their empirical foundations are rather weak. In addition, there is a need to strengthen religious and interreligious literacy in, for example, RE. The debates on both (inter-)religious literacy and the assessment of the RE outcomes should use clear educational guidelines and include solid empirical results that directly focus on religious literacy and the religion-related knowledge of young people. Moreover, both debates should be developed together to improve their theoretical understandings and empirical insights. [ABSTRACT FROM AUTHOR]

Coauthorship has intensified as a mode of production across the twentieth century and into the twenty-first in a large number of fields. Yet sole authorship remains a publishing mode in some fields. Publishing is not only an individual behavior but is also nestled in organizations. To that end, incentives to sole – or co-author work may vary organizationally, a topic that prior research has not addressed. This article fills that void by examining authorship patterns by where one works in a stratification of academic institutions. Data for the study come from the published research articles obtained from the CVs of over 500 sociologists situated in thirty U.S. sociology departments grouped into three tiers using program rankings established by the National Research Council. After accounting for demographic characteristics and the principal research methods that sociologists use in their work, the study reveals significant organizational differences in the propensity to publish multi-authored work in a field where sole authorship remains a mode of scholarly production. [ABSTRACT FROM AUTHOR]

Sociologists are working to expand knowledge about the experiences of lesbian, gay, bisexual, and queer (LGBQ+) college students. Yet there is little research on how these students come to navigate their identities over the course of higher education. Analyzing in-depth interviews with 20 LGBQ+ college seniors, this study finds evidence of two ways of making meaning of LGBQ+ identity that correspond with two strategies for managing identity disclosure. One group of participants described being LGBQ+ as a painful or peripheral identity; they compartmentalized communities, revealing their identity in some settings but not others. Meanwhile, a second group of participants perceived LGBQ+ identities as a source of pride and core to their sense of self. They created continuity by disclosing their sexual orientation across settings. These strategies extended to students' plans for after college as they anticipated how they would navigate their identities following graduation. Our findings have implications for students' experiences in higher education and opportunities in the transition to post-baccalaureate life. [ABSTRACT FROM AUTHOR]

The pandemic has exacerbated the dilemmas facing college students and their institutions of higher education, and the pressures on institutions to be accountable to multiple stakeholders have, if anything, increased. No one is opposed to accountability in principle. The issue, rather, is who determines what constitutes academic quality and the key dimensions of student success. A substantial literature now exists highlighting the problems that accrue when neoliberal thinking gains ascendancy in higher education. What is not stressed enough in these discussions are the implications of the neoliberal audit mentality on pedagogy itself – on how we teach. I will discuss the negative impact on teaching of three accountability systems that are widely institutionalized on college campuses – the student evaluation of teaching at the end of the semester, the assessment of student learning in the major, and program review of the major or academic program. Further, I will outline ways that we as sociologists might act as individual faculty members, as members of departments, or as members of larger professional organizations to resist or mitigate those pressures. As sociologists, we should be well positioned to see beyond the individual course or career and to argue for the collective with a reality sui generis. [ABSTRACT FROM AUTHOR]

The development of citizenship studies and changes in citizenship is examined between 1945 and 2022 with special reference to Britain. Although the idea of citizenship was established as early as Greek political thought, the development of citizenship based on a welfare state starts in Britain with post-war legislation on education, health, and welfare. The early sociology of citizenship was the work of T. H. Marshall in Britain and Ralf Gustav Dahrendorf in Germany. These two sociologists established a vocabulary and research agenda that has remained influential including basic concepts such as social citizenship, civility, life chances, and public cultures. The post-war settlement in Britain that involved a strategy for the reform of capitalism began to come apart during the Thatcher Years (1979–1990) in which neo-liberalism became the dominant political-economic paradigm. This period saw the creation of 'casino capitalism', the erosion of the welfare state or in Thatcher's words 'the Nanny State'. Whereas citizenship in the twentieth century was based on notions of sameness and solidarity, citizenship studies have to address increasing social and cultural diversity, a global refugee crisis, the relationship between social and human rights, a demographic crisis, and above all the erosion of citizenship. [ABSTRACT FROM AUTHOR]

The historical development of Ethiopian sociology was traced from 1951 with the influence of western sociologists. It does not mean that no native sociologists could create a new Ethiopian sociological thinking; however, these perspectives could not rampant worldly due to cultural, economic, social, political, and environmental encumbrances. Due to such factors, Western sociologists have been not only influenced to create sociological researches and development but also create a new country's national identity so far in Ethiopia, especially for Karl Marx, Max Weber, and Emile Durkheim's philosophical beliefs. In sum, there is no clear-cut school of sociology in Ethiopia. Some scholars have followed up France School of Sociology and the other one frequently performed the premises of the German School of Sociology. In my observation, the Ethiopian sociologists have rigorously executed both schools of Sociologies after the colonialism period. [ABSTRACT FROM AUTHOR]

Following the Nazi occupation of much of Europe, millions of ordinary citizens found themselves cast in unfamiliar, sometimes wholly clandestine roles. Many of these roles came to be life- and death-defining. For Jews and other targeted minorities, going undercover became a matter of everyday resistance and survival. In what were previously spaces of co-existence, they routinely risked being attacked, blackmailed or exposed—at times by former neighbours or by people offering shelter. For Jews in hiding or seeking to 'pass' openly under another identity, the breakdown of all norms turned habitual, daily acts—including of self-presentation and self-orientation—into what the sociologist Stanisław Ossowski called an 'endless surviving', a 'temporary eternity'. The unbounding of past experience drove a radical reshaping of agency among people struggling to survive. According to many of their first-hand testimonies, this adaptive agency was largely defined by performance. Their recollections offer distinctive performance vernaculars that detail the covert ways of being that emerged in this world of pervasive observation and threat. This article draws on the postwar concept of Alltagsgeschichte—'everyday history' or 'microhistory' from below—to analyse a range of sources relating to occupied Poland. It investigates accounts of performing, improvising and cultivating know-how in extreme circumstances—from Jewish children masquerading as non-Jewish adults to Jewish activists passing within the Polish underground. It examines practices of self-presentation articulated by Jews living undercover, including how they interpreted changing modalities of space and unfamiliar cultural repertoires. It traces how they adapted by means of performance not only to abrupt, catastrophic situational shifts, but to changes that unfolded over years, forcing individuals to keep improvising, keep repeating—without missteps—even as conditions deteriorated beyond recognition. Finally, it suggests the everyday histories of Jewish passers constitute a cultural remembering that is increasingly vital today, as others fleeing contemporary atrocities are compelled to perform to attain refuge. [ABSTRACT FROM AUTHOR]

This article makes an intervention into the historiography which has positioned Afrikaner sociology as an unambiguous instrument of the apartheid state. In doing so, the article examines how leading Afrikaner sociologists used Parsonian structural functionalism to engage with the coloured question in the 1970s – articulated as the conundrum of where to position coloureds politically in the absence of direct representation in parliament. The primary argument is that this form of differentiated knowledge production was 'alternative' in the context of Afrikaner sociology's early ties to Afrikaner nationalism because it challenged Verwoerdian separate development and replaced it with the idea that coloureds shared 'common values' with white society. This argument is made by tracing how Afrikaner sociologists' calls for coloured representation gained momentum in the early 1970s, initiating a set of reforms which may be viewed as a resolution to the coloured question through the establishment of the Tricameral Parliament in 1984. [ABSTRACT FROM AUTHOR]