Publisher: Ahead Publishing House (imprint: Okcir Press)
Category: Social Science
This Summer 2009 (VII, 3) issue of Human Architecture: Journal of the Sociology of Self-Knowledge, is devoted to the theme “Sociological Re-Imaginations in & of Universities.” As part of the journal’s continuing series critically engaging with C. Wright Mills’ “sociological imagination,” i.e., the proposition that the best way to theorize and practice sociology is via a continual conversation between the study of one’s personal troubles and that of broader public issues, the present issue turns its attention to fostering sociological re-imaginations in and of universities. Several faculty, recent graduates or alumni, and current undergraduate students advance insightful, critical perspectives about their own learning and teaching experiences and personal “troubles,” and broader university, disciplinary, and administrative “public issues” that in their view merit immediate attention in favor of fundamental rectifications of outdated procedures and educational habita that continue to persist at the cost of more creative, and in fact more scientific and rational, approaches to production and dissemination of knowledge. Contributors include: Satoshi Ikeda, Sandra J. Song, L. Lynda Harling Stalker, Jason Pridmore, Festus Ikeotuonye, Samuel Zalanga, Donald A. Nielsen, Anne Bubriski, Penelope Roode, Belle Summer, E. M. Walsh, Ann Marie Moler, Minxing Zheng, Andrew Messing, Jillian Pelletier, Christine Quinn, Trevor Doherty, Lisa Kemmerer, and Mohammad H. Tamdgidi (also as journal editor-in-chief). Human Architecture: Journal of the Sociology of Self-Knowledge is a publication of OKCIR: The Omar Khayyam Center for Integrative Research in Utopia, Mysticism, and Science (Utopystics). For more information about OKCIR and other issues in its journal’s Edited Collection as well as Monograph and Translation series visit OKCIR’s homepage.
The purpose of this book is to explore new developments in the field of economic sociology. It contains cutting-edge theoretical discussions by some of the world's leading economic sociologists, with chapters on topics such as the economic convention, relational sociology, economic identity, economy and law, economic networks and institutions. The book is distinctive in a number of ways. First, it focuses on theoretical contributions, by pulling together and extending what the contributors believe to be the most important theoretical innovations within their own particular areas of the field. Second, there are contributions by leading economic sociologists from both the US and Europe, which gives the book both wider scope and appeal, while also creating the opportunity for some interesting dialogue between distinct theoretical traditions. The book will be of interest to researchers, Ph.D. students, and advanced students on both side of the Atlantic, and indispensible in advanced economic sociology courses.
This book maps the intersections between sociology and feminism in the Indian context. It retrieves the lives and work of women pioneers of and in sociology, asking crucial questions of their feminisms and their sociologies. The chapters address the experiential realities of women in the field, pedagogical issues, methodological frameworks, mentoring processes and artistic engagements with academic work. The volume’s strength lies in bringing together Indian scholars from diverse social backgrounds and regions, reflecting on the specificity of the Indian social sciences. The chapters cover a range of key areas, including sexuality, law, environment, science and medicine. This volume will greatly interest students, teachers, researchers and practitioners of sociology, women’s studies, gender studies and feminism, politics and postcolonial studies.
Publisher: Ahead Publishing House (imprint: Okcir Press)
Category: Social Science
This Spring 2008 (VI, 2) issue of Human Architecture: Journal of the Sociology of Self-Knowledge includes two symposium papers by Klaus Fischer and Lutz Bornmann who shed significant light on why the taken-for-granted structures of science and peer reviewing have been and need to be problematized in favor of more liberatory scientific and peer reviewing practices more conducive to advancing the sociological imagination. The student papers included (by Jacquelyn Knoblock, Henry Mubiru, David Couras, Dima Khurin, Kathleen O’Brien, Nicole Jones, Nicole [pen name], Eric Reed, Joel Bartlett, Stacey Melchin, Laura Zuzevich, Michelle Tanney, Lora Aurise, and Brian Ahl) make serious efforts at developing their theoretically informed sociological imagination of gender, race, ethnicity, learning, adolescence and work. The volume also includes papers by faculty (Satoshi Ikeda, Karen Gagne, Leila Farsakh) who self-reflectively explore their own life and pedagogical strategies for the cultivation of sociological imaginations regardless of the disciplinary field in which they do research and teach. Two joint student-faculty papers and essays (Khau & Pithouse, and Mason, Powers, & Schaefer) also imaginatively and innovatively explore their own or what seem at first to be “strangers’” lives in order to develop a more empathetic and pedagogically healing sociological imaginations for their authors and subjects. The journal editor Mohammad H. Tamdgidi’s call in his note for sociological re-imaginations of science and peer reviewing draws on the relevance of both the symposium and other student and faculty papers in the volume to one another in terms of fostering in theory and practice liberating peer reviewing strategies in academic publishing. Anna Beckwith was a guest co-editor of this journal issue. Human Architecture: Journal of the Sociology of Self-Knowledge is a publication of OKCIR: The Omar Khayyam Center for Integrative Research in Utopia, Mysticism, and Science (Utopystics). For more information about OKCIR and other issues in its journal’s Edited Collection as well as Monograph and Translation series visit OKCIR’s homepage.
Since the 1960s, radical sociology has had far more influence on mainstream sociology than many observers imagine. This book pairs seminal articles with new reflective essays written by the founders of progressive sociology, including Fred Block, Edna Bonacich, Samuel Bowles, Herbert Gintis, Val Burris, G. William Domhoff, Richard Flacks, Harvey Molotch, Goran Therborn, and Erik Olin Wright. The book highlights the wider impact of radical sociology and shows how the work of these and other writers has continued to influence sociology's continuing interest in capitalism, class, race, gender, power, and progressive social change. It also describes future directions for a critical sociology relevant to a multicultural and global world.
Disability and the Sociological Imagination is the first true undergraduate text for the relatively new and growing area of sociology of disability. Written by one of the field’s leading researchers, it discusses the major theorists, research methods, and bodies of knowledge that represents sociology’s key contributions to our understanding of disability. Unlike other available texts, it examines the ways in which major social structures contribute to the production and reproduction of disability, and examines how race, class, gender, and sexual orientation shape the disability experience
This book uses research and personal stories from university lecturers to explore pedagogical strategies that illuminate how students’ minds can be ‘switched on’ in order to unlock their extraordinary potential. It presents diverse ways to create inspiring learning environments, in chapters written by internationally respected experts in the broad field of the social sciences. Each author illustrates how – through their unique teaching philosophies and practices – they seek to enhance students’ experiences and promote their critical thinking, learning and development. The respective chapters provide conceptual arguments, personal insights and practical examples from a broad range of classrooms, demonstrating various ways in which students’ sociological imagination can be brought to life. As such, the book is both practical and theoretical, and is primarily aimed at educators working in both higher and further education institutions who wish to develop their understanding of classroom pedagogy as well as gain practical ideas for teaching and learning in the social sciences.
This book introduces students and researchers to the key ideas and issues that inform research practice. Authors Matt Henn, Mark Weinstein, and Nick Foard provide a clear and easy-to-understand roadmap to help the reader plan their research project from beginning to end. This book is perfect for use on introductory methods courses and is also an invaluable guide for the first time researcher embarking on their own small-scale research project. It is the intention of this book to prepare students and new researchers for their research project. Brilliantly written throughout, this is your essential guide to the theory of research, the practice of research and the best ways to plan and manage your research.
This edited collection calls for renewed attention to the concept of the sociological imagination, allowing social scientists to link private issues to public troubles. Inspired by the eminent Glasgow-based sociologist, John Eldridge, it re-engages with the concept and shows how it can be applied to analyzing society today.
This book proposes ‘paragogic’ methods to re-imagine the art academy. While art schooling was revolutionised in the early 20th century by the Bauhaus, the author argues that many art schools are unwittingly recycling the same modernist pedagogical fashions. Stagnating in such traditions, today’s art schools are blind to recent advances in the scholarship of teaching and learning. As discipline-based education research in art eternally battles the perceived threat of epistemicide, transformative educational practices are rapidly overcoming the perennialism of the art school. The author develops critical case studies of open source and peer-to-peer methods for re-imagining the art academy (para-academia) and andragogy (paragogy). This innovative book will be of interest and value to students and scholars of the art school, as well as how the art academy can be reimagined and rebuilt.
C. Wright Mills’s 1959 book The Sociological Imagination is widely regarded as one of the most influential works of post-war sociology. At its heart, the work is a closely reasoned argument about the nature and aims of sociology, one that sets out a manifesto and roadmap for the field. Its wide acceptance and popular reception is a clear demonstration of the rhetorical power of Wright’s strong reasoning skills. In critical thinking, reasoning involves the creation of an argument that is strong, balanced, and, of course, persuasive. In Mills’s case, this core argument makes a case for what he terms the “sociological imagination”, a particular quality of mind capable of analyzing how individual lives fit into, and interact with, social structures. Only by adopting such an approach, Mills argues, can sociologists see the private troubles of individuals as the social issues they really are. Allied to this central argument are supporting arguments for the need for sociology to maintain its independence from corporations and governments, and for social scientists to steer away from ‘high theory’ and focus on the real difficulties of everyday life. Carefully organized, watertight and persuasive, The Sociological Imagination exemplifies reasoned argument at its best.