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While novice writers are often expected to lucidly demonstrate the order in which different components of their reports are arranged, it is not clear as to whether such outlines are sufficiently prevalent in some social sciences. Neither are we certain about the range of structure- related language resources that can be introduced to novice writers. Based on an in-depth textual analysis and specialist informants' inputs, this study ascertained the prevalence of structural outlines, reasons for using or avoiding them, and the linguistic resources needed to present them in high impact journals in two social science disciplines, namely ethnic studies (ES) and industrial relations (IR). It was found that the majority of the ES researchers avoid structural outlines, but most of the IR researchers incorporate them for reasons associated with the research methodologies chosen. While ES researchers prefer to use locative adverbials and different tenses, IR researchers tend to employ passive structures in structural outlines. Expert writers in both disciplines, however, rely on the use of nominalisations denoting discourse categories and personal pronouns in combination with communication, accomplishment and activity verbs. Recommendations are provided on how instructors can prepare relevant teaching materials to raise students' consciousness of the prevalent lexico-grammatical choices needed. [ABSTRACT FROM AUTHOR]

This article considers the impact of the book People's Law and State Law: the Bellagio Papers, edited by Anthony Allott and Gordon Woodman, published in 1985. It sets out why I consider this publication to be a seminal text in establishing and developing the field of legal pluralism, which had a great impact on both the development of the Journal of Legal Pluralism and on my own development as a young legal scholar. In looking beyond the text, I consider the ways in which scholars have engaged with the book's call for legal and social science to "work from a new map". In doing so I explore a recent arena of scholarship involving international intervention. The article highlights the important contribution that empirical studies can make to research on legal pluralism, by moving beyond the binaries of state and non-state actors, as well as through pursuing how scholars are adopting a more integrated and relational approach to law, one that may involve breaking down traditional disciplinary boundaries. In particular, I explore how concepts such as space and time contribute to a multi-dimensional, scalar perception of law at odds with a formalist, state-centred view of legal pluralism. This allows new insights to be generated into the operation of plural legal structures and constellations in which people operate allowing for a view of law that involves multiple networks of relations cutting across international, national and local boundaries. [ABSTRACT FROM AUTHOR]

This paper advocates reading philosophy and using its concepts in educational and social science research. The lengthy engagement with the various concepts and conceptual orders of poststructuralism required for post qualitative inquiry exceeds the scope of reading required for a conventional literature review at the beginning of a typical empirical research project. Reading that spans many years of an academic career does not serve the epistemological project of stabilizing what is known through recognition, representation, and summary but attends to an ontological project of re-orienting thought through experimentation, invention, and creation to enable what does not yet exist but might. [ABSTRACT FROM AUTHOR]

This article analyses performance-based research evaluation for the higher education sector in a postcolonial context through a Foucauldian lens. Using Hong Kong as an example, this paper examines the formulation of and receptions towards the Research Assessment Exercise (RAE). It is argued that Hong Kong academics, especially those working in the humanities and social sciences, associate the key concepts of 'world-leading' and 'internationally excellent' research in the RAE framework with Western knowledge that undermines local and regional research. They respond to RAE in four main ways: pragmatic compliance; refusal to conform to the demands of RAE; adoption of a dualistic strategy by publishing internationally and locally; and re-imagining of research assessment coupled with the promotion of indigenous knowledge. Two significant implications are highlighted in this article. First, the preservation of a research evaluation mechanism inherited from a colonial government perpetuates and entrenches external control and dominance in the former colony. Secondly, there is a need to re-construct the research appraisal apparatus as well as advance indigenous and hybrid knowledge in a postcolonial educational landscape. [ABSTRACT FROM AUTHOR]

This paper draws on Bernstein's educational sociology to illustrate how a language-focused "subversive" pedagogic approach (Martin, 2011) was systematically realised through classroom interactions. While educational inequalities are often addressed at the level of policy and budgets, this paper provides a perspective on inequality and differentiated student outcomes within the classroom. Our research context is Australia, where we have a seemingly intractable gap between mainstream educational outcomes and those of disadvantaged groups. We present a study on how teachers' conscious pedagogic choices worked to support marginalised students. The participatory research focused on a series of science lessons, conducted in a suburban primary school, with a high proportion of students of refugee background. We explain how, in collaboration with teachers, we reframed Bernstein's abstract notions of regulative and instructional discourses into practical, intentional pedagogic strategies. We describe how these strategies were named and implemented, how they became a shared heuristic for the research team, and the empowering effect they had on teachers and students. The study demonstrates the potential of bringing educational and linguistic theories into practice as classroom pedagogic dialogue, with the empowerment of marginalised students in mind. [ABSTRACT FROM AUTHOR]

In the social sciences, a direct relationship with societal actors is an extended practice of conducting research, particularly in fields entailing in-depth empirical fieldwork. This paper analyzes the interactive processes observed in knowledge production in social sciences. The aim is to understand how these relationships are constructed between academic and non-academic actors, which is the goal of researchers in approaching social actors in this way, and the scope of these relationships for generating knowledge and addressing societal problems. Given the modalities of social science research, two frameworks are essential to analyzing these processes. On the one hand, there is the notion of knowledge networks. On the other, knowledge mobilization concerns understanding these processes and their linearity or non-linearity. In this paper, integrating both frameworks helps explain interactive social research. Based on recent empirical information about social sciences research in Mexico, this paper analyzes the dimensions of the interactive character of knowledge generation in these disciplines. The purpose of the paper is to document how the interactions between academic and non-academic actors are built during research; the characteristics of such collaborations; how the mobilization of knowledge occurs emphasizing learning processes and trust generation. [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]

Pregnant women often turn to the internet as a primary source of pregnancy-related information. However, there is great concern about the accuracy of health-related information on the internet, making research on women's internet behaviours and decision-making critically important. Previous research has been conducted within a number of distinct but related fields, yet existing review papers have often failed to connect across the various disciplines. This review aims to synthesise the large and cross-disciplinary body of literature on women's health information-seeking internet behaviour regarding pregnancy and childbirth. A narrative literature review, which includes research from both health and social sciences, was conducted. Findings address the 'who, where, what, why, and how' of information-seeking behaviour on the internet, with suggestions for future research in each area further discussed. Additional research which addresses the remaining gaps in the literature can help providers be more aware of their patients' informational needs. Providers can be an important source of information, while also helping guide their patients on how to evaluate information. Enhanced patient portals and communication platforms can help to provide more timely and reliable information. Providing their patients with guides can be important for fostering enhanced health literacy. [ABSTRACT FROM AUTHOR]

The number of skilled migrants moving from the Global North to the Global South has been increasing in recent decades. This paper develops and employs a capital-mobility framework to analyze empirical evidence about the new international migration of skilled U.S. migrants to the Pearl River Delta Region of China. Guided by the literature on im/mobility and capital, this paper asks the following questions: What affects skilled U.S. migrants' mobility to and from China? How do they experience the dynamics of voluntary and involuntary immobility in China? Drawing on 58 semi-structured interviews, we found that the level of capital accumulation and its transferability and convertibility influenced migrants' mobility and immobility. In addition, the global outbreak of Covid-19 facilitated mobility for some while hindered mobility for others. This study discusses the differences between North-to-South and South-to-North skilled migration and conceptualizes im/mobility as a continuum experienced by skilled migrants during their migratory trajectories. [ABSTRACT FROM AUTHOR]

This paper suggests that some refinements might need to be considered to current codes of ethics for dissemination of research. The growth of research in music education over the last decade is reviewed, with examples from new journals, conferences and professional associations. It is argued that nowadays researchers have to address a multidisciplinary number of audiences and this should be taken into account in the regulations for conferences and publications with the incorporation of guidelines for contributors to address their specific audience and to explain any previous dissemination. The authorship of papers is also considered, in particular issues arising from multiple authorship, as well as the research participants' contribution to the final report. Some of these issues are discussed with reference to studies focused on a particular topic (creativity in music education) within the context of music education research, but it is acknowledged that the discussion also applies to other fields of the humanities and social sciences. [ABSTRACT FROM AUTHOR]

This paper critically assesses current architectural research, as represented in a sampling of papers presented at ACSA conferences, through the lens of research typologies related to people-place interactions taken from neighboring fields in the social sciences. Specifically, 253 papers from four ACSA conferences were assessed for methodological approaches to their objects of inquiry. This resulted in a tabulation of all the papers into nine methodological categories, ranging from interpretive approaches to causal-experimental approaches to design projects. These nine categories are critically evaluated in light of extant people-place research frameworks from the social science literature. The paper concludes by suggesting that established social science frameworks can help clarify the architectural research realm, particularly in the "interpretive" range, and that "design" offers a unique venue within which sociological approaches such as critical theory and/or grounded theory can find expression. [ABSTRACT FROM AUTHOR]

I discuss the work of the Boston Change Process Study Group, focusing on the paper in this issue of Psychoanalytic Dialogues, but also addressing broader issues across the range of their work. After describing the considerable similarities between their views and mine, I focus on three areas about which I have questions: the concept and clinical use of mutual enactment, BCPSG's use of nonlinear dynamic systems theory, and certain problems revolving around science and social construction. [ABSTRACT FROM AUTHOR]

Debates about how best to support students' transition from school to university have re-emerged periodically since at least the 1970s. This paper focuses upon one aspect of this transition: how to develop the quantitative skills students acquire at school throughout the first year of their degree. We report on an attempt to inject pedagogic innovation into the teaching of quantitative methods to first-year geography undergraduates at a large Russell Group university in the UK. More specifically, we report on moving to a pedagogic approach of student-centred, inquiry-based learning, which uses quantitative methods to investigate the issue of air pollution. We explore whether "statistical anxiety" is still a common experience of undergraduate geographers and the extent to which pedagogical innovation can help to alleviate this. Although the focus is on UK Geography, the paper has wider relevance to anywhere geographical research methods are taught. [ABSTRACT FROM AUTHOR]

Psychoanalytic field theory is integral to relational praxis. In his study of the analytic field and its interpersonal complexities and relational intricacies, Tubert-Oklander emphasizes its clinical promise. Tubert-Oklander's field orientation, however, is a conservative and limited one. This commentary proposes a new, more radical coparticipant theory of analytic praxis. As a unique form of clinical participation, coparticipant inquiry is marked by an emphasis on patients' and analysts' relational mutuality, coequal analytic authority, and dyadic uniqueness. Coparticipant inquiry represents both a one-person and two-person psychology—an integral of classical individualism and the social emphasis of the interpersonal/relational viewpoint. Coparticipant analysis calls for a new, multidimensional concept of the self that reconciles the seeming paradox that we are simultaneously communal and individual beings—from birth embedded in a series of social field, yet always uniquely individual. This psychoanalytic dialectic between personal, nonrelational selfic "I" processes and an interpersonal "me" pattern brings into relational play such concepts as will, self-determination, and agency. Coparticipation promotes a technically freer, more self-expressive, and spontaneous inquiry and emphasizes the curative immediacy of new relational experience. [ABSTRACT FROM AUTHOR]

In this paper, we present the results of a scoping review in which we examined the scientific literature (2010–2021) on faith-based organizations (FBOs) working within the field of poverty alleviation, focusing on the way studies define and use the term FBO. Fifty-two relevant studies were identified and included. Our research shows that the term FBOs is primarily used in American studies. Moreover, there is no broad consensus on the exact definition or meaning of the term nor on its scope. Because of this lack of consensus and the inherent shortcomings of the term, we suggest to replace the term FBO by the term "religion-based solidarity initiatives" (RSIs), We define RSIs as: "Initiatives that, from a religious inspiration, aim at organizing collective action for and/or providing support or services to people in vulnerable positions." These initiatives can range from small scale ad hoc initiatives till large scale formal organizations. [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.

Three categories of work orientation – job, career and calling – have been widely used to characterise how people perceive and behave towards their work. While this typology has been generative, this paper adopts a different perspective (based on Discursive Psychology) by prioritising what and how teachers talk about their work on their own terms during research interviewing. Even though the sample of primary and secondary school teachers from Singapore drew on aspects of these work categories, these teachers were also flexibly managing moral accountability and identities for specific interactional purposes. Specifically, the three work orientations were discursively enlisted to validate, justify, censure and so forth during research interviews. We argue that social-science categories are not just 'ready-made' items to be transplanted from the world of research but are indubitably participants' categories as part of their available rhetorical toolkit. The findings warrant a greater examination than what is currently being done methodologically to understand the world of teachers' work through research interviews. [ABSTRACT FROM AUTHOR]

This article examines the predictors of gender-specific literature production in the field of social sciences and humanities (SSH). The research used bibliometric information on 1132 gender-related articles by authors with Romanian affiliations. Binary logistic regression shows the individual and institutional factors of a paper's likelihood of including gender-related words in its title. Weak institutionalisation of Gender Studies marks this national context, reflected in the marginal and discontinuous integration in the curriculum of higher-education institutions. Our findings suggest that the female gender of the first or a single author, as well as the authors' affiliation with Romanian universities running master's programmes in Gender Studies, are positively associated with the outcome variable. Likewise, single-author articles have greater odds than co-authored articles of including a reference to gender in their titles. Conversely, articles published in journals in the JIF third quartile of the JCR hierarchy have less chance of having a title that conveys an orientation towards gender-specific research. The implications of our findings suggest that the decision-makers at the level of faculties and research institutes in SSH must focus on creating a facilitating environment for scholarly interest in feminist research. We propose tackling the negative stereotypes regarding feminism's ideological underpinnings and its ostensible lack of epistemological foundation. Romania is a country still facing significant domestic violence and poor gender equality, so these findings have further implications at the societal level. [ABSTRACT FROM AUTHOR]

I propose that the grounded types analytical method (GTAM) is a systematic and useful means of typology construction for qualitative studies. GTAM arose within European social sciences in response to a need to schematize qualitative typology and to explicate qualitative types more precisely. GTAM is applicable to a variety of qualitative situations. I illustrate in this paper GTAM's applicability through my study of school choice in the Paris suburbs. I argue then for its inclusion in the qualitative study of U.S. primary and secondary school choice because it is a credible form of analysis that would provide a new lens for viewing how behaviours and beliefs enter into choices. [ABSTRACT FROM AUTHOR]

This paper synthesises theory and practice literature to define a new type of learning space: emergence studios. Emergence studios incorporate iterative, collaborative, and creative elements into graduate education in the social sciences. While some disciplines have a long history of studio spaces and others have begun to implement applied spaces like makerspaces and digital humanities labs, the social sciences rarely offer spaces for application and imagination. Some programmes are exploring how to foster a learning environment where students work together to imagine structures for addressing systemic issues, what I term 'emergence studios'. The principles of emergence studios are explored through theoretical concepts (empathetic, experiential, and ecological) and current practices (makerspaces, digital humanities laboratories, and design studios). Then, this paper uses worldbuilding techniques to outline a new type of experiential classroom space that acknowledges the complexity of our interconnected world and the need for learning that cannot be predetermined by learning objectives. By exploring related literature, this article defines an evolving practice and provides a starting point for further exploration. [ABSTRACT FROM AUTHOR]

The author reflects on the paper of Philip A. Ringstrom concerning the improvisational form of relational psychoanalysis. He considered this as a beginning and not a finished product. He noted that Ringstrom well positioned this view in the context of and literature of relational psychoanalysis. He added that Ringstrom distinguishes improvisation from spontaneity since the improvisational technique is dangerous.

The study aimed to conduct a systematic literature review to identify the trends, impacts, and challenges of mobile microlearning (MML) research. Using five academic databases from the fields of social science, engineering, and medical science as search sources, 26 scholarly articles, published between 2015 and 2020, were retrieved. The study applied a content analysis method to analyze and synthesize the data with three focal points: (a) research purposes and publication sources; (b) research settings, including learning domains, contexts, research methods, measures, and participants; and (c) research outcomes, advantages, and challenges of MML based on the reviewed literature. Results indicated that the mixed-method approach has become a trend in MML studies and MML has been widely applied in both formal and informal settings, especially in the just-in-time workplace learning. In terms of advantages, MML not only enhanced learners' achievement and motivation but also improved skills and knowledge retention. Some deficiencies of MML that were identified included the need for further investigation on meaningful designs of microcontents to fit into small screen mobile devices and issues of usability. The paper discusses implications for researchers and practitioners. [ABSTRACT FROM AUTHOR]

In this paper, we shed light on the question of whether it is morally permissible to enslave artificially intelligent entities by looking at up to date research from the social sciences – as well as the ancient lessons from Jewish law. The first part of the article looks at general ethical questions surrounding the ethics of AI and slavery by looking at contemporary social science research and the moral status of 'Sex Bots' – AI entities that are built for the purpose of satisfying human sexual desires. The second part presents a Jewish perspective on the obligation to protect artificial intelligent entities from abuse and raises the issue of the use of such entities in the context of sex therapy. This is followed by a review of slavery and in particular, female slavery in Jewish law and ethics. In the conclusions, we argue that both perspectives provide justification for the 'Tragedy of the Master' – that in enslaving AI we risk doing great harm to ourselves. This has significant and negative consequences for us – as individuals, in our relationships, and as a society that strives to value the dignity, autonomy, and moral worth of all sentient beings. [ABSTRACT FROM AUTHOR]

This paper is the result of an inter-university educational innovation project developed between the University of La Laguna (Spain) and the Autonomous University of Baja California (Mexico). Students from both institutions, studying at the equivalent level to become future primary education teachers, analysed the way in which primary school textbooks approach the topic of heritage in the Canary Islands and in Mexico. Flipped classrooms and project-based learning were the main teaching methodologies, culminating in a final assignment: a written report by students. The results enable us to re-evaluate the knowledge transmitted through textbooks in the light of this history, and their facilitation in teaching and learning processes, with attention to their epistemological biases. Several topics were highlighted as core concerns in the use of textbooks for teaching heritage: the need to question the role of the textbook in the teaching process, and the importance of Indigenous heritage when teaching and holistic concept of heritage. In outlining the inter-university teaching project, the article also shows how the analysis of textbooks in both contexts, and their subsequent comparison, has made possible a reformulation of how students of education in the Canary Islands and Mexico are taught to teach history. [ABSTRACT FROM AUTHOR]

Inspired by the 'material turn' in the social sciences, education scholars have engaged in discussions on various materialist modes of policy analysis for a long time now. This paper continues these discussions by experimenting with an agential realist re-reading of the instrumentation approach originally proposed by Lascoumes & Le Gales. Through an affirmative-diffractive methodology, the paper suggests that policy instruments can be conceptualized as socio-technical, entangled, and performative instruments that produce distinctive discursive-material effects by virtue of their particular capacities. This conceptualization continues key features of the original instrumentation approach, while contributing a concept of instrument capacities and amplifying the importance of the material and ontological character of the performative effects of policy instruments and their entanglement with policy content and wider sets of policies. By including the empirical case of higher education accreditation in the re-reading, the article offers an approach capable of analyzing how policy instruments contribute to the crafting of the ontological constitution of the university in alignment with the standards and practices produced by the accreditation instrument. The article suggests that the realities currently being invoked by instruments such as accreditation seem to reconfigure – and diminish – the very raison d'être of the university. [ABSTRACT FROM AUTHOR]

This paper describes how to match journal lists from different data sources efficiently in four steps. The description is offered as an introduction to data matching techniques using Microsoft Excel and Access. An example application is offered to demonstrate why journal data matching is relevant for reference and instruction. The example is a comparison of two indexes, Social Services Abstracts and Applied Social Sciences Index and Abstracts. The indexes are compared to each other, and both are compared to library holdings and interlibrary loan data. [ABSTRACT FROM AUTHOR]

Indigenization has been an important nationalist project undertaken by various colonized countries seeking to liberate the existing knowledge systems from colonial hegemony. In India too, one witnesses serious efforts at indigenization that began during the colonial rule as part of the anti-colonial nationalist struggle. This continued after independence with new vigour. It found resonance in the domain of social sciences and the Indian social scientists have been engaged in debates around decolonizing the extant knowledge texts in their respective domains. An essential part of indigenization of social science in the Indian context is their vernacularization, which implies a process of translation and adaptation of the knowledge texts in its diverse local/regional languages. Underscoring the importance of both the processes in decolonizing the social sciences, the paper also highlights the existing and the emerging challenges to them. [ABSTRACT FROM AUTHOR]

People who hear voices that others do not often rely on mainstream mental health services. Several alternatives to treatment have grown in popularity including "Hearing Voices Groups" and other self-help groups for voice hearers. The aim of this systematic review is to evaluate the current evidence relating to the use of Hearing Voices Groups (HVGs) and other self-help groups for voice hearers, and identify the benefits felt by those attending such groups. The following databases were searched for relevant academic articles: CINAHL; APA PsycArticles; APA PsycInfo; Social Sciences; SocINDEX; UK & Ireland Reference Centre and Medline, with 13 papers identified for inclusion. Participants reported several benefits of attending a HVG/self-help group, which reduced isolation, improved social and coping skills, and gave them a better understanding of the meaning and context of their voices. The groups also provide hope for the future and act as a catalyst for recovery. These study findings suggest that voice hearers find some benefits from attending HVGs/self-help groups. Evidence indicates that voice hearers can live meaningful lives and continue to hear voices once context and meaning to their voices become clear. HVGs/self-help groups provide a vital service to voice hearers, which they felt was not available within mainstream mental health services. If mental health providers gained a better understanding of the HVN, they may be able to integrate the values and ethos of the HVN into groups for voice hearers within mainstream mental health services or signpost voice hearers to these groups. [ABSTRACT FROM AUTHOR]

Measures of association play a central role in the social sciences to quantify the strength of a linear relationship between the variables of interest. In many applications researchers can translate scientific expectations to hypotheses with equality and/or order constraints on these measures of association. In this paper a Bayes factor test is proposed for testing multiple hypotheses with constraints on the measures of association between ordinal and/or continuous variables, possibly after correcting for certain covariates. This test can be used to obtain a direct answer to the research question how much evidence there is in the data for a social science theory relative to competing theories. The stand-alone software package 'BCT' allows users to apply the methodology in an easy manner. The methodology will also be available in the R package 'BFpack'. An empirical application from leisure studies about the associations between life, leisure and relationship satisfaction and an application about the differences about egalitarian justice beliefs across countries are used to illustrate the methodology. [ABSTRACT FROM AUTHOR]

This paper conceptualises and explores 'the art of critique' in student writing in the humanities and social sciences [Foucault 1997. "What is Critique?" In: The Politics of Truth. English Translation. Translated from French by Lysa Hocroth & Catherine Porter. In Dits et Ecrits for original French. Los Angeles: Semiotexte. Accessed July 10, 2015. http://anthropos-lab.net/wp/wp-content/uploads/2011/12/Foucault-Critique.pdf]. Its starting principle is that education lacks vigour without an understanding of how to play with and disrupt the rules of Western reason, as well as respect them: a practice of playing and interrupting the same to generate something new that is beyond 'use-value' [Derrida 2006. Specters of Marx. New York: Routledge Classics, 201] yet can also be used to signify 'use-value'. Fundamental to this idea is the question of the 'agency' of the subject in orders of discourse, oscillating between consent and resistance. To conceptualise the dynamics of interrupting the historical traditions of academic writing more closely, Foucault's notion of 'care of the self' and Derrida's field of analysis, deconstruction, are interrogated. A few examples of such dynamics in student work are then tentatively presented as heuristics for catalysing the 'art of critique' in writing. [ABSTRACT FROM AUTHOR]

International Relations (IR) as an academic discipline is relatively new and almost entirely dominated by Western sources of knowledge. Its biased nature undermines its capacity to understand, explain and predict events in the non-Western part of the world. With the increasing effort to explore non-Western IR and diversify the sources of knowledge of the discipline, Islam has emerged as an essential source of interest, not necessarily as a reflection of the East–West dichotomy or non-Western versus Western discourse, but rather as an approach that has its own rules, concepts and perspectives on IR. In this sense, the article contributes to the increasing discussions on the interaction between Islam and IR. It critically engages with three levels of discourse: first, IR in Islam; second, Islam in contemporary IR; and, third, Islam as an IR theory or as a paradigm. The paper attempts to address the question of why there are no modern Islamic IR theories by exploring reasons related to Muslims as well as to the nature of the current system and Western hegemony. It concludes by introducing an initial model and two paths (traditional and revolutionary) that might help mitigate this situation in the future. [ABSTRACT FROM AUTHOR]

A call for papers on foundational work of American sociologist Susan Leigh Star is presented.

The article discusses a content analysis of papers on social work in Australia published between 2002 and 2005. Balance is seen in papers reporting original research or evaluation which comprise 43% of the 112 papers published within the period. Twelve percent focused on describing new or innovative service developments. Sixty-six percent discussed the nature of social work, social work skills, community programmes and knowledge about the characteristics of particular client groups. Calls for papers are also made.

This paper explores the entanglement of humanism and posthumanism within the Western European University, focusing on ethical implications and the role of the university in protecting the marginalised. To illustrate its arguments, it draws on a small study conducted in an ancient Italian university which specialises in Humanities and Social Sciences. The paper focuses on two key knotty issues: relationships between university aspirations to posthumanism and the colonial legacies of humanism, and the implications of holding on to humanism as a guarantor of human rights for marginalised people. It concludes by discussing the limitations of a posthuman ethics of responsibility and proposes instead a posthuman ethics of rights for the university. [ABSTRACT FROM AUTHOR]

The article presents a call for papers for the meeting titled "Annual Allied Social Sciences Association Meetings" to be held on January 4-6, 2008 at New Orleans, Louisiana with a theme about inequality, democracy, and the economy. The Association for Social Economics members and nonmembers are encouraged to submit proposals for the New Orleans ASE program. The papers can be send by email of 300 words or less by May 1, 2007 to John Davis of University of Amsterdam and Marquette University. Guide questions are also included.

The coronavirus pandemic, which first impacted European societies in early 2020, has created a twofold crisis by combining a health threat with economic turmoil. While the crisis has affected all European societies very significantly, its impact varies across countries, social groups, and societal domains. In an effort to provide a first overview of the effect of the coronavirus crisis, in this editorial we discuss contributions of 58 papers published as part of this special issue. These early research papers illustrate the varied impact of the pandemic on various areas of social life. The first group of studies in this special issue analyzes the effect of the pandemic on social inequalities with respect to gender, ethnic otherness, education, and work. A second stream of research focuses on the psychological consequences of the pandemic, especially with respect to wellbeing and resilience. Thirdly, the crisis is discussed on a societal level, in regard to welfare states, social policies, and approaches to crisis governance. In a fourth line of inquiry, several studies have analyzed the impact of the pandemic on social solidarity and cohesion. A fifth strand of research is devoted to examining the role of culture and lifestyles. This review ends with a discussion of areas for future research trajectories. [ABSTRACT FROM AUTHOR]

Poststructuralist and postcolonial critiques have led to a necessary corrective in the social sciences, but arguments about difference and incommensurability are also mobilised to put the idea of internationally comparative housing studies into question. This paper argues for a relational and comparative global housing studies that goes beyond global north/south and east/west binaries and dichotomies. I mobilise the concept of 'common trajectories' (as opposed to both convergence and divergence) to illustrate how difference is constructed at multiple dimensions rather than primarily along a north/south or east/west axis. The aim is not to argue against postcolonial theory but rather to show how the misuse of these ideas has stifled theoretically-embedded empirical research in general and internationally comparative research more specifically. Finally, I explore the idea of a relational global housing studies that would focus on transnational actors, regulation and markets, as one route out of the dead-end of contrastive housing studies. [ABSTRACT FROM AUTHOR]

An increasing body of literature has highlighted the significant carbon impact of academic conferences. Our paper further adds to this growing body of evidence by introducing a newly assembled dataset from a sample of 263 economics conferences, including 55,006 presentations by 26,312 academics. First, we offer a detailed description of the travelling pattern of academics presenting their work at these conferences, and highlight the main differences between academics and institutions in different geographical regions. Academic conferences are intuitively linked to increased dissemination in the expectation that they boost various impact metrics. For this reason we look at the relative role of the distance travelled and the number of trips made to present each paper in driving the number of citations these papers receive. We present evidence that the number of trips matters for more citations but longer distances are only associated with higher citation numbers for European academics. The potential reasons behind this heterogeneity are discussed in detail. Our results offer support to recent evidence showing that higher carbon impact is not necessarily associated with enhanced academic outcomes. [ABSTRACT FROM AUTHOR]

This paper assesses the thought and philosophy of South Asian intellectuals affiliated to the CIA-funded Congress for Cultural Freedom (CCF). The CCF's founders – anti-communist European and American scholars – encouraged allies across several continents to establish magazines and organise conferences warning of the threats posed by 'totalitarianism' to free cultural expression. But South Asian members, more interested in postcolonial politics, used its resources to initiate transnational conversations about social change. Probing neglected local CCF magazines and seminar transcripts, the paper also constitutes an early intervention on intersections between the cultural Cold War and decolonisation among non-state actors in the region. [ABSTRACT FROM AUTHOR]

Structural competency is a new curricular framework for training health professionals to recognise and respond to disease and its unequal distribution as the outcome of social structures, such as economic and legal systems, healthcare and taxation policies, and international institutions. While extensive global health research has linked social structures to the disproportionate burden of disease in the Global South, formal attempts to incorporate the structural competency framework into US-based global health education have not been described in the literature. This paper fills this gap by articulating five sub-competencies for structurally competent global health instruction. Authors drew on their experiences developing global health and structural competency curricula—and consulted relevant structural competency, global health, social science, social theory, and social determinants of health literatures. The five sub-competencies include: (1) Describe the role of social structures in producing and maintaining health inequities globally, (2) Identify the ways that structural inequalities are naturalised within the field of global health, (3) Discuss the impact of structures on the practice of global health, (4) Recognise structural interventions for addressing global health inequities, and (5) Apply the concept of structural humility in the context of global health. [ABSTRACT FROM AUTHOR]

Drawing on an ethnographic study of academic literacy practices in the applied social sciences, this paper builds on research which seeks to make visible the increasingly complex linguistic diversity in English-dominant universities (Universities in the Anglophone Centre: Sites of multilingualism. In L. Wei (Ed.). Applied linguistics review (Vol. 2, pp. 121-145). Berlin/New York: De Gruyter Mouton) by offering a detailed reading of the multilingual repertoires reported by students who identify with London's African migrant communities. The paper analyses data selected from in-depth interviews with under-graduate students who identify as speakers of English, but also Swahili and the other non-prestige language varieties comprising their complex repertoires (Blommaert, J., & Backus, A. (2011). Repertoires revisited: "Knowing language". In Superdiversity (Working papers in urban language and literacies 67). London, England: King's College). These repertoires are intertwined with life experiences and we argue that there is a need for a more nuanced faculty understanding of this. While the scope of multilingual repertoires poses some challenges for employing plurilingual pedagogies in curriculum spaces separate from linguistically-oriented programmes, namely the applied social sciences, we suggest that faculty initiatives such as teacher training courses could have a role in raising awareness of hidden repertoires. [ABSTRACT FROM AUTHOR]

The article offers detailed reflections of two lecturers on the teaching of Social Sciences Education Honours modules in a multidisciplinary context at one university in South Africa. The reflections portray that, while in Social Sciences Education students from diverse specialisations are enrolled in courses that are multidisciplinary in nature, the teaching pedagogy used continues to be disciplinary-based. Through the qualitative self-reflective narrative study of two lecturers teaching Commerce Education and History Education in the Honours programme in this university, the paper explores how these lecturers teach these Honours modules in a multidisciplinary context. Drawing on the reflections of the two lecturers, the conclusions of the study were that, the Honours programme in Social Sciences Education needs to be an integrated and multidisciplinary study, given the pedagogical weaknesses, and the resultant compromising of the quality of the teaching of the disciplines within this programme. The paper proposes 'border crossing pedagogy' as a solution that can be used in a multidisciplinary classroom because it allows for integration of disciplines in terms of content and teaching approach. This calls for revisiting how the modules within Social Sciences Honours programme are taught in South Africa. [ABSTRACT FROM AUTHOR]

Academic work is changing fast, as is the work of other professionals, because of challenges such as accountability and regulations frameworks and globalised academic markets. Such changes also have consequences for everyday academic practice and learning. This paper seeks to explore some of the ways in which academic work is changing by opening the 'black-box' of everyday academic work and examining the enactment of academics' everyday learning. The paper draws on a study of everyday academic practice in the social sciences with respect to the institution, the department and the discipline. Assuming a sociomaterial sensibility, the study also sought to understand how academics' learning is enacted in everyday work. Within three universities, fourteen academics were work-shadowed; social, material, technological, pedagogic and symbolic actors were observed and, where possible, connections and interactions were traced. The paper illuminates through two stories from the study how specific practices and meanings of disciplinary academic work are negotiated, configured and reconfigured within and beyond the department or meso-level, attending to resistance and rejection as well as accommodation and negotiation. The paper responds to educational concerns of professional (here, academic) learning by foregrounding both the assembling and reassembling of academic work and the enactment of learning. [ABSTRACT FROM AUTHOR]

For years there has been a failure to show the relevance between the application of religious text within social work and the social sciences. This paper provides a functional framework on the reason for the separation between social sciences and religious studies and then uses the Genesis account of Noah and the flood to show how the two can be integrated for peacebuilding, reconciliation, and healing. The paper applies the Noah story to micro, mezzo, and macro applications of social work practice and concludes with a call for a deeper integration of religious text into social work practice. [ABSTRACT FROM AUTHOR]

The social sciences are replete with past research studies, worthy of a 'second look' but which have often become lost in the mists of academic time. Once cutting-edge research produced by innovative researchers seemingly passed over in pursuit of the 'new'. In this introductory paper, we reflect on why valuable studies have come to be disregarded by focusing on the work of Pearl Jephcott. We offer a brief biographical sketch before reflecting on why it is important for contemporary researchers to revisit the work of previous generations. We illustrate some of Pearl's concerns as detailed in 'Time of One's Own' (1967) by focusing on her innovative use of images. We go on to introduce the papers in this special issue of Women's History Review all of which originated from a conference honouring Jephcott: Gender, Youth, Community, Methodology and More: A Symposium Celebrating the Life and Work of Pearl Jephcott. [ABSTRACT FROM AUTHOR]

In this paper, I intend to explore the role played by reflexivity in grounding a more critical perspective when designing, implementing and analysing participatory digital media research. To carry out this methodological reflection, I will present and discuss a recently concluded research project on young people's game-making in an after-school programme targeting Latin American migrants in London/UK. I will pay special attention to how my subjectivities influenced planning, data generation and analysis of this programme, and to how context, lived experiences, curricular decisions and interpersonal relationships shaped the kinds of knowledge produced through this research. Findings emerging from this experience included relevant dissonances between curricular design/decisions and the use of participatory approaches in game-making, and the limitations of traditional analytical categories within the Social Sciences field (e.g., gender and intersectionality) to understanding subjectivities expressed through game-making. This study offers relevant insights into the place of reflexivity in research on digital media production by young people by highlighting its complexity and by calling for more critical and less homogenising approaches to this type of research. [ABSTRACT FROM AUTHOR]

This paper examines the role of interactive metadiscourse in a representative corpus of digitalised, open access social science empirical research articles from the Economics and Law disciplines. Both distributional and functional analyses of interactive metadiscourse resources support a continuum of qualitative and quantitative empirical research analysis methods as necessary to regulate mechanisms for discipline- and culture-oriented knowledge practices in the genre. This study aims to provide a greater understanding of metadiscourse in this incrementally digitalised form of scholarly writing. [ABSTRACT FROM AUTHOR]

Whilst doctoral supervision online has become almost routine, the COVID19 pandemic significantly changed research supervision. Supervisors were distanced from colleagues and co-supervisors, with less opportunity for the informal and unplanned conversations through which supervisory challenges may be shared and mentoring take place. An accredited Communities of Practice for Doctoral Supervision has been in operation at Birmingham City University since 2015. Designed to run face to face with small groups, the programme moved online in Spring 2020 due to the lock-down in the UK. Surveying the experiences of facilitators and participants, this paper reflects on the challenges and changes of moving conversations online. Online professional development did require more structured facilitation to effectively support openness, honesty and trust amongst supervisors. Whilst online tools bring benefits in accessibility and democracy, a fundamental component of the successful move online was identified as the human element, supervisors as facilitators crafting a sense of community and belonging. [ABSTRACT FROM AUTHOR]

This editorial discusses the sociological perspective of innovation, starting with a critical overview of the situation of sociology in current innovation studies. An outline of several key challenges to understanding innovation in society is followed by an interpretation of the characteristics of a sociology of innovation based on the core assumptions of the discipline. The editorial concludes with a summary of the papers of the special issue. [ABSTRACT FROM AUTHOR]