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

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

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

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

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

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

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

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

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

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

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

This paper comments on Dr. Guralnik’s paper and in particular reflects on how the “history of an ‘other’” and “History with a capital H” can be brought to analysis without turning the psychoanalytical process into sociology or “applied” psychoanalysis. [ABSTRACT FROM AUTHOR]

This paper addresses the necessary complementarity between a translanguaging and named language-perspective by critically examining risks of 'overshooting' when a translanguaging view is theoretically posited as the ultimately superior (sociolinguistic) theory of language use and learning in today's multilingual world. [ABSTRACT FROM AUTHOR]

Facilitated communication (FC) has been a heavily debated and documented topic across multiple disciplines, including sociology, education, psychology, pediatrics, speech-language pathology, and disability studies. Although many professionals from various disciplines and advocates have offered opinions, suggestions, and research on the topic, there has been minimal input from the occupational therapy (OT) profession. The lack of OT input is noteworthy as OTs are experts in enabling upper extremity performance and independence through a variety of training, adaptation and modification strategies, and use of external supports. Because of their professional code of ethics and a specific knowledge base, OTs are uniquely positioned to provide a host of ethical and evidence-based strategies that enable independent access to communication technology. The consideration of multiple access options is contrary to the typical facilitated encounter where facilitators exclusively choose to manipulate an upper extremity in order for letters to be selected on a display or keyboard. The purpose of this paper is threefold: (a) To offer insight into the standard of care by OTs including their ethical standards; (b) to identify varied accommodations that enable access using a feature-matching standard of care that eliminates the need for a facilitator; and (c) to highlight how to increase independent assistive technology/augmentative and alternative communication access, thus dissuading the need or use of facilitated access to letters. [ABSTRACT FROM AUTHOR]

This paper explores the self-narratives of young nonbinary individuals in Italy, shedding light on the challenges they face, thereby contributing to a nuanced understanding of these phenomena and their societal implications. In pursuit of this research goal, an exploratory study was conducted between July and September 2021, involving in-depth interviews with 26 young adults aged between 18 and 30 who identify as non-binary. The qualitative data gathered was analyzed using a reflexive thematic method. The findings reveal specific forms of social unease and discrimination experienced by nonbinary individuals, with primary stressors including a lack of recognition, limited knowledge on the subject and a dearth of socio-cultural visibility. These stressors manifest in varying degrees of discomfort, shaping daily life and interpersonal relationships. At the same time, participants’ narratives underscore a strong desire for societal change and inclusivity. Some nonbinary individuals express determination to challenge and redefine societal norms related to gender identity, emphasizing the importance of education and awareness for fostering understanding and acceptance. Following the thematic analysis, the article concludes with critical reflections and potential policy recommendations to create a more inclusive environment for all sexual and gender identities in Italy. [ABSTRACT FROM AUTHOR]

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

The goal of this analysis was to obtain local citation behavior data on undergraduates researching history, political science, and sociology papers. The study found that students cited books and journals even with the availability of web sources; however, usage varied by subject. References to specific websites' domains also varied across subject area. Most of the top journal titles that students referenced were online and locally owned. Students cited a broader range of journal titles than predicted by the Law of Scattering and cited titles across a wide array of subject areas. This data helped identify potential gaps in the library's collection and services. [ABSTRACT FROM PUBLISHER]

In 1921, in his ground-breaking Massenpsychologie und Ich-Analyse , Freud momentously redefined psychoanalysis, until then an individual psychology, as a social psychology. Whereas individual psychology had previously already been viewed as, de facto , interpersonal, even though not explicitly defined as such, Freud (1933a) unambiguously stated that “sociology, too, dealing as it does with the behaviour of people in society, cannot be anything but applied psychology,” and, by extension, applied social psychology as well. An essential part of social psychology is the relationship between the leader and the led. The latter applies not only to leader-led dynamics in small groups, but even more dramatically to the leaders of masses and mobs. Mass phenomena are seen as crucial to understanding diverse mass events in history: the two great World Wars of the 20th century and dictatorial fundamentalist political ideologies such as Fascism and Communism; and current events such as international terrorism and regional conflicts, and their relationship to a renewal of fundamentalist religious ideologies. Once again, political, social, and ideological differences are being addressed by violence and war. In the spirit of Freud's 1932 reply to Einstein “Why War?,” this paper is also a plea for using the peaceful method of interpersonal dialog and negotiation. [ABSTRACT FROM AUTHOR]

Presents observations on the conference papers on cultural systems and organizational processes in the U.S. Basis for descriptive precision; Identification of the most basic empirical questions regarding culture; Distinct formalization of social systems.

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

Psychoanalysis has traditionally overlooked the fact that unsuitable and damaging life conditions, originating in the social milieu, play a part in the pathogenesis of emotional suffering and mental disorders. Nonetheless, the self establishes an object relation with the social system, as well as with the non-human environment. This is expected to act as a container–contained relationship. Whenever the community and its institutions fail to act as a container for individuals and groups, this generates a trauma, which can be compared with the baby's experience of a failure in mothering. Such failures can be classified in several categories. The first is when the social system fails to contain, nurture, care for, and protect individuals, as in the case of the lack of assistance and compassion towards the victims of poverty, disease, natural catastrophe, social turmoil, economic crisis, violence, or war. The second category occurs when there is a blatant attack, on the part of the authorities or privileged social groups, on minorities, or even on the bulk of the population, as in the case of social repression, war—both internal and external—racism, genocide, or persecution. The third is when there is a perversion of the social system, which feigns to uphold current social values and laws while actually breaking them, as in the case of corruption, chicanery, and mendacity on the part of the authorities. One recent example of this is the impeachment process against the Chief of Government of Mexico City. The author approaches this problem by exploring the consequences of such experiences for the development and functioning of personality structure and personal relations, as well as their repercussions for individuals living together in the community and for the necessary relation between them and the authorities. [ABSTRACT FROM AUTHOR]

The points raised by professor Delbert C. Miller in his paper about the future direction of industrial sociology are analyzed. The critic agreed with the argument by Miller that industrial sociology needs to be reestablished as a separate discipline--separate from organizational sociology, sociology of occupations and sociology of work. Points in the history of industrial sociology are reviewed to support the grounds of Miller's paper. Along with industrial sociology and economics, sociology has successfully dealt with the central institution of economic life in the United States. Furthermore, industry was the scene of what seemed then to be the most important developments in American society: the rise of the labor movement and the intense conflicts between management and labor.

While money is centrally important to globalization, inequality, and social conflict, sociological globalization theories lack a macro theoretical framework for analysis of the international monetary system. Because studies of the US dollar by Hoogvelt (2010) and Vermeiren (2013) are directly relevant to the development of such a framework, in this paper I critically review their analyses in light of (A) post-Great Financial Crisis macroeconomic and sociopolitical trends, (B) recent theoretical studies of money, and (C) empirical studies of the international monetary system. My critique of Hoogvelt and Veirmeiren's analyses serves as a foundation for the development of a theoretical analysis of money that is both sociological and global in its orientation. [ABSTRACT FROM AUTHOR]

The rising influence of actors and worldviews from the Global South in contemporary movements calls for renewed approach, method and epistemology in social movement studies. It raises practical, theoretical, methodological and epistemological challenges. How to study global movements without ceding to the pitfalls of methodological globalism and epistemic extractivism? How to conciliate the diversity of struggles with the global dimensions of a movement? This reflexive paper draws on the author's previous research on global movements since 1999 to discuss these challenges and propose an approach built on four pillars: multi-site research, transnational analytical tools, dialogues with local actors and researchers, and an ethic oriented towards intercultural dialogues. Under these premises, global sociology becomes a collective project that combines researchers' and actors' reflexivities in a common quest for a better understanding of our world and the actors who seek to transform it. [ABSTRACT FROM AUTHOR]

This paper explores how transphobia is understood and responded to in South African schools. Drawing on qualitative data gathered from in-depth interviews with teachers, school managers, and TGD school-attending youth, the findings show that while there are minimal efforts to respond to and dismantle transphobia, school managers and teachers increasingly reproduce cisnormativity instrumentalising TGD youth to either assimilate or change. The analysis crystalises that cisgenderism is highly institutionalised in South African schools, pointing to an urgent need for targeted strategies to include TGD learners. This article sets the stage for further research on transphobia in schools and its response [ABSTRACT FROM AUTHOR]

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

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

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

There is little room left for doubt or even debate at the severity of the ecological, indeed planetary crises that we find ourselves in during this period coined the Anthropocene. As educators working in the face of these crises, we have asked ourselves the question 'how do we carry on?' We reflect on a set of sensory, multimodal, meditative and arts-based pedagogical activities that bridge the geographical, biological, sociological and environmental dimensions of learning using the concepts from Hannah Arendt and John Dewey, in a higher-education context in Sweden. The first-cycle (undergraduate level) course in which these activities are conducted—Teaching sustainability from a global perspective - engages students in a range of pedagogical activities designed to encourage greater awareness of sustainability issues in diverse educational settings. In this paper we reflect on pedagogical practices as praxis in a sustainability focused course, and use the theory of practice architectures to question what people do in a particular time and place. We explore how educating for the future using multimodal and arts-based pedagogies could be a strategy to support new ways for reconfiguring environmental sustainability education in the Anthropocene. [ABSTRACT FROM AUTHOR]

Global movements to decolonise sociology have gained significant momentum in recent decades and offer far-reaching implications for the field of education. One understudied area of research, however, concerns the sociologies of education taught and experienced in teacher education outside of Anglo/European contexts. This paper uses post-/decolonial theory to explore the teaching and learning of sociology of education for pre-service teachers at the University of Zambia. It draws on data from surveys (n=318) and five focus groups with pre-service teachers (n=20), a focus group with tutors (n=3) working on the course, and reflections by course lecturers to examine Zambian pre-service teachers’ experiences and perspectives of sociology. We argue that a sociology of education which includes some elements of the classical canon but is grounded more firmly in sociological perspectives related to local social issues, contexts, and epistemologies may lead to a more informed and inspired cadre of pre-service teachers, and by extension, citizens. [ABSTRACT FROM AUTHOR]

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

There are currently no concerted attempts to understand the role of whistleblowers in the new social and political environment created by digital ICTs. Digital ICTs drive an accelerating visibility where elites and citizens constantly acquire new tools to track, surveil, and scrutinize each other. Moreover, these technologies make possible a new kind of invisibility. Increasingly complex modes of digital data production and usage generate grey areas that seem to escape legal jurisdiction and democratic oversight. With their privileged access inside these grey areas, conscientious employees-turned-whistleblowers are likely to become key sources for the disclosure of serious wrongdoing in the coming years. The argument is empirically illustrated through three cases that represent different types of grey areas in advanced democracies: big data surveillance (Edward Snowden), tax havens (Antoine Deltour and the Panama and Paradise Papers), and digital political profiling (Christopher Wylie). [ABSTRACT FROM AUTHOR]

In this paper, we engage with Chinese diasporas research through recourse to Bourdieu's relational, reflexive sociology. We start with the historical and recent developments of Chinese diasporas research and point out the potential of using Bourdieu to strengthen the theoretical underpinnings of this research. While we see a steady stream of Bourdieu-informed Chinese diasporas studies and acknowledge their contribution and innovation, we observe that some studies use Bourdieu's capital and/or habitus without field. In response, we draw on Bourdieu's relationalism to highlight the significance of 'fielding' Chinese diasporas research. In addition, we turn field analysis onto Chinese diasporas researcher-selves through Bourdieu's reflexive tool of participant objectivation. In this vein, we ponder over the positions and position-takings of Chinese diasporas researchers within and beyond the academic field of Chinese diasporas. To conclude the paper, we make a call to shift the intellectual landscape by developing a research agenda to sociologise Chinese diasporas challenged by complex and difficult issues of power, politics, and participation. Our critical sociological approach may have implications for doing scholarship reflexively and relationally in other research fields. [ABSTRACT FROM AUTHOR]

The study of the body remains dominated by Western scholars examining Western bodies and using Western conceptualisations of the body. Though mainstream sociology of the body research is founded within dualisms, often privileging one side of a binary opposition at the expense of another, a thread within Chinese philosophies cut across such dualistic categories. This paper aims to reinvigorate this thread by the 'turn to' a postmonolingual approach, using New Confucianism to consider the challenges and implications for bodily education and research in three ways. First, this paper draws on a postmonolingual lens to extend current debates and limitations of embodiment literatures. Specifically, it provides examples of how thinking with New Confucianism in educating the body could help shift the academic landscape. Second, it offers an account of navigating through the 'turns' in order to reach for the ground of New Confucianism thinking in bodily education. Thinking through a postmonolingual lens with a focus on New Confucianism indicates a departure from Western approaches that have informed a Euro-American centric tradition of research. Such a shift reorientates thinking around postpositivist research that continues to perpetuate dualism and fails to capture the complexity, ambivalence and entangled relations of our embodied lives. Last, it highlights the revelations in how Chinese philosophical concepts can bring to challenge dominant Western notions of performance culture predicated upon binary oppositions and more broadly the privilege of the body over mind and emotions. Thinking about bodily education with New Confucianism this paper points to the potential to decenter normative assumptions and reshape the usual contours of the binary bodily praxis. It concludes by considering the potential and future directions when drawing on New Confucianism as a theoretical framework to rethink bodily education and research in the West. [ABSTRACT FROM AUTHOR]

This paper traces the introduction of Steiner programmes in publicly funded school settings in Victoria, Australia, through a recent history covering approximately 1990–2011. Three programmes are examined through interviews with Steiner educators focusing on some of the challenges of working with these alternative educational ideas in these settings. While the first two of these programmes proved successful, the third was discontinued amid some controversy in 2011. The educational change these programmes presented is framed in terms of their contribution to epistemological diversity within the public-education domain in Australia, as reflected in the educational values associated with these programmes, and the educational sensibilities through which these were mediated in terms of the Steiner educators interviewed. Biographical Sociology is drawn on to foreground the felt experience of the Steiner educators involved, and to highlight some of the ideological and philosophical tensions that were at play, and how they were managed. These tensions, it is argued, were at times exacerbated through the co-location of these programmes within existing mainstream schools in Australia, in contrast to the more common stand-alone, publicly funded Steiner schools established internationally. In exploring the spilling over of these tensions into polemical public debate in relation to the third programme, the move of Steiner education into publicly funded school settings internationally is taken into account, and questions of the successful mitigation of these tensions more generally examined, placing these local experiences into a wider context. [ABSTRACT FROM AUTHOR]

The formation of the sense of belonging is a lifelong process, which has no precise patterns and depends on individual experiences and feelings. For migrant children, it becomes central during transnational transitions and socialisation. To study the anchors and thresholds that shape a transnational sense of belonging of migrant children in Poland, this paper adopts the concept of social anchoring proposed by Grzymała-Kazłowska [2016. "Social Anchoring: Immigrant Identity, Security and Integration Reconnected?." Sociology 50 (6): 1123–1139]. The study derives from child-centred qualitative research with migrant children, their parents and their teachers. The analysis introduces the four dimensions of belonging formation, namely the formal, social, emotional and symbolic, which determine how migrant schoolchildren negotiate their sense of belonging during transnational transitions. This research stresses the significance of all four dimensions for children's socialisation and underlines that belonging becomes key in children's wellbeing and sets the priorities in multiple spheres, like education, friendship, interests, leisure, or future life plans. [ABSTRACT FROM AUTHOR]

It is now well-recognised that antimicrobial resistance (AMR), or the ability of organisms to resist currently available antibiotics and other antimicrobial drugs, represents one of the greatest dangers to human health in the 21st Century. As of 2022, AMR is a top-10 global public health threat. Various national and transnational initiatives have been implemented to address accelerating AMR, and the pressure to find local and global solutions is increasing. Despite this urgency, surprisingly limited progress is being made in rolling back or even slowing resistance. A multitude of perspectives exist regarding why this is the case. Key concerns include an enduring dependency on market-driven drug development, the lacklustre governance and habitual over-prescribing of remaining antimicrobial resources, and rampant short-termism across societies. While rarely presented in such terms, these disparate issues all speak to the social production of vulnerability. Yet vulnerability is rarely discussed in the AMR literature, except in terms of 'disproportionate effects' of AMR. In this paper, we offer a reconceptualisation of vulnerability as manifest in the AMR scene, showing that vulnerability is both a predictable consequence of AMR and, critically, productive of AMR to begin with. We underline why comprehending vulnerability as embodied, assembled, multivalent and reproduced through surveillance matters for international efforts to combat resistance. [ABSTRACT FROM AUTHOR]

Identity is a complex concept that can be informed by various factors, involving biological, psychological, experiential, and social influences. Specifically, one's social identity refers to the ways in which individuals can adopt attributes from established collective categories, like cultural identities, ethnic identities, gender identities, and class identities, amongst others. Social identity can encompass unique and diverse interactions at an individual level, known as micro-identities, that may be selectively expressed, hidden, or downplayed, contingent on distinct sociocultural settings. However, the formation of social identity is recurrently defined in opposition to perceptions of the Other, which can entail adverse paradigms of marginalisation, stigma, and discrimination. Although this theory of Otherness has been developed across different fields, particularly sociology, it may be important in psychiatric contexts as it can engender inherent risk factors and mental health inequalities. Consequently, this paper seeks to bring attention towards these issues, exploring the construction of Otherness and its detrimental outcomes for psychiatry, such as systemic discrimination and disparities in therapeutic support, alongside recommended initiatives to mitigate against the effects of Otherness. This may require multifactorial approaches that include cultural competency training, interventions informed by micro-identities and intersectionality, patient advocacy, and structural changes to mental health policy. [ABSTRACT FROM AUTHOR]

Educational discourses have embraced therapeutic discourse, a psychology-based system of assumptions about the self, its boundaries, development and social relations. While scholars have debated the virtues of this therapeutic turn, there has been little empirical study of therapeutic discourse in teacher pedagogical discourse. This article, using theoretical frameworks of teacher learning and the sociology of therapeutic discourse and employing linguistic ethnographic methods, features close analysis of therapeutic discourse in teacher workplace conversations. The focal case, in which a teacher consults with her colleagues regarding a non-compliant student, features four episodes of therapeutic reasoning (ETRs) in which various therapeutic logics are employed. Analysis uncovered three central manifestations of therapeutic discourse especially pertinent to education: the role of emotions; perceptions of the self; and temporality. Attending to these manifestations in each ETR reveals conditions under which they may enhance or impede potential for teacher learning and pedagogic action. When therapeutic modes of reasoning are deployed by teachers to discuss their problems of practice, they are found to be multifaceted, elastic, and to bear potential for agentive teacher action under certain conditions. This article calls for a more nuanced, temporally-sensitive perspective on therapeutic discourse in education, and addresses implications for theory and practice. [ABSTRACT FROM AUTHOR]

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

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

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

This paper draws on my experience over two decades as part of an early generation of scholars who graduated with a PhD in sociology into a career as a researcher and teacher in the multidisciplinary field of digital media. I reflect on my experiences to offer an assessment of the state of digital media scholarship within sociology and the field of communication. The study of digital media remains underdeveloped within sociology. In part, this is due to disciplinary failures, an array of relevant, specialized areas within sociology have yet to fully realize the role of digital media. Sociological perspectives are also constrained through a dominant 'communication perspective' at the center of the field of communication. Communication is home to most digital media scholars and uses its institutional dominance to arbitrate what qualifies as scholarship. Whereas communication serves as a plural disciplinary catch-all for the subjects of the social sciences, it often does so without crossing the boundaries of a relatively homogeneous, epistemological framework. That framework does not adequately represent sociological perspectives on digital media. I point to key differences between sociology and communication that tend to marginalize sociological perspectives. These differences have also served to render the field of communication less relevant to sociology (and likely to other disciplines in the social sciences). I stress the importance of building institutions and practices that support (multi)disciplinary representation in the field to strengthen sociology and other perspectives and avoid a myopic lens on our understanding of digital media and social life. [ABSTRACT FROM AUTHOR]

Families of children with Down syndrome experience complex lives and needs, yet the few existing studies on these families are written in conventional academic prose that is not optimal for knowledge translation beyond academia, particularly for busy healthcare professionals. In this paper, we Depart Radically in Academic Writing (DRAW) (Mackinlay, 2022) and present data poetry and two case studies that draw upon semi-structured interviews with mothers, fathers, and siblings, who were interviewed separately about their experiences of having a child/sibling with Down syndrome. We introduce our interdisciplinary team that includes academics and clinicians to contextualise our focus on research translation. We demonstrate that writing with creative criticality (i.e. 'DRAWing') contributes an embodied and affective understanding of research participants' stories, which is largely lacking in the academic literature on families of children with Down syndrome and the sociology of health and illness field more broadly. Moreover, DRAWing can impact audiences emotionally as well as intellectually (Richardson, 2003, p. 924), which has important knowledge translation implications for both healthcare professionals and these families. DRAWing can capture healthcare professionals' attention, prompting them to critically reflect on their practices and opportunities for improving care and treatment for these families. [ABSTRACT FROM AUTHOR]

The many permutations of spoken English have called for an interrogation into the notions of 'standard English' and 'native accents'. Despite their problematic nature, these terms remain commonly used, and familiarity with 'standard', inner-circle varieties of English is typical among L2 English speakers, differences in education and language policy notwithstanding. This paper inquires into student language attitudes in Alsace, a region with a long and complex language tradition. A mixed-methods model was used to gather seven students' reactions towards four inner-circle Englishes (Received Pronunciation, Standard American English, Glaswegian English, African American English). Findings revealed student preference for the two American speakers as well as preferential ratings linked to comprehensibility of speakers and a range of past experiences. Other findings favour those of previous language attitude studies in which RP and SAE outperform other samples in areas of education and prestige. GE and AAE samples were associated with both positive human characteristics and a lack of education. Overall, results indicate the need for future empirical research of this population as well as the necessity for linguists, researchers and teachers to make room for the spectrum of speakers and Englishes that lie outside of traditional reference accents. [ABSTRACT FROM AUTHOR]

This paper articulates the issue of ethnicity and identity formation among the Misings of Assam. It navigates the life graph of the community and unearthed the subtlety involved in their identity formation, articulation and assertion. The nuances involved in their identity formation and the subsequent intra-community ethnic fragmentation reflect the fact that the case does not purely fit into a singular theoretical framework of either 'primordialism' or 'constructivism'. Rather it necessitates the call for traversing through different theoretical frameworks. On a descriptive note, the paper tends to examine the role of social, political and historical forces influencing the Mising identity narratives. Besides delineating the historical trajectories of Mising identity in different historical periods, – pre-colonial, colonial and post-colonial – the study has explored the multiple processes of identity formation vis-a-vis migration, politics of (re)naming, role of middle class organisations and the vitality of script and language. [ABSTRACT FROM AUTHOR]

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]

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

In the sociology of education, opponents of deficit thinking would be seen as important change agents, potentially inspiring radical policy change aimed at reducing systemic discrimination of specific sociodemographic groups. That is, contestation of deficit thinking can in theory lead to its destruction. In this paper, we argue that contestation can be overruled or downplayed via public discourses. From a discourse-historical approach, we illustrate how contestation was attenuated in the context of ethnicity in Flemish higher education in the period 1985–2020. We show how a variety of discursive processes eventually marginalize anti-deficit narratives in mass media texts, even though these stances were dominant at certain moments. The major contribution of our study is that it highlights important discursive mechanisms underlying the reproduction of deficit thinking in times of contestation. [ABSTRACT FROM AUTHOR]

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