This paper argues that education policy sociology, as presently constituted, is limited in its theoretical, disciplinary and strategic concerns. Specifically, it urges those working in the field to establish a more critical social scientific approach to their work through increased engagement with feminist and antiracist literature.

Paulo Freire's concept of conscientisation has been the subject of considerable debate since the early 1970s. The interpretation of conscientisation as a process of ‘consciousness raising’, whereby individuals move through a sequence of distinct stages, is widespread. This article critiques the ‘stages’ model and advances an alternative perspective on conscientisation. Rejecting an individualist view of critical consciousness, the author concentrates on the link between conscientisation and praxis, and reassesses Freire's ideal in light of the postmodernist notion of multiple subjectivities.

We argue for a procedural approach to ethical critique in CDA based upon the ‘argumentative turn’ in CDA advocated in our recent publications. This is not a matter of abandoning substantive critique, or abandoning the long-standing commitment of our version of CDA to critique of domination and of ideology, but of integrating them into a deliberative procedure for critical questioning, from an impartial and unbiased standpoint. The advantage of this position is that it enables us to accentuate ethical criticism and (...) critique in CDA, rather than advocacy and partisanship. The task of critical discourse analysts is to subject argumentation, including their own argumentation, to systematic critical questioning in the spirit of open debate, with no ideological parti-pris. (shrink)

There is a loud and persistent drum beat of support for schools, for citizenship, for diversity and inclusion, and increasingly for labor market readiness with very little critical attention to the assumptions underlying these agendas, let alone to their many internal contradictions. Accordingly, in this book I examine the philosophical, motivational, and practical challenges of education theory, policy, and practice in the twenty-first century. As I proceed, I do not neglect the historical, comparative international context so essential to better understanding (...) where we are, as well as what is attainable in terms of educational justice. I argue that we must constructively critique some of our most cherished beliefs about education if we are to save the hope of real justice from the rhetoric of imagined justice. (shrink)

The aims of this book is clear and straightforward. It was motivated to convert an inhumane or insipid experience with the various sources of global ranking into the kind of humanly and cultural experience within our daily lifestyle. Their outlook from presentation is masked with the number purely and perhaps through a myriad of complicated data or ranking information. The concept or self-identification within the experience or exposure would be less substantial or hard to get palpable. My attempt to improve (...) this aspect of contemporary practice certainly will fall short, but you can sense in some paragraphs or titles. I wrote this small piece of book in the end to take care of human integrity and stories for advancing the inherence and liveliness of interested actors or consumers despite all the wind-heads from the turf of existing ranking sources. The idea hopefully might be compatible with brand personification for the people interested in this area of world phenomenon. The structure of book was organized in less complete way, but might look cursory and spontaneous. The dealings obviously are never exhaustive unlike the major commercial providers, rather more akin to the consulting webs primarily in direct contact with the customers. Nevertheless, the ranking results finalized through this book is original in its methodology or in terms of data collection although the presentation is little in scope and mainly suggestive as a kind of ranking philosopher. Given my status as a college professor, it would be an unusual chemistry or brought me to shimmer at some point of meditation on how I could rank fairly and meaningfully. I merely hope that the readership can generously take this attempt as a pilot work or as the kind of post-modern work Avant Gardo or civilization strolls from understanding, criticism. It might be even through a bootstrap with the universal constitutionalism or communicative democracy. The book had been prepared mainly by editing into each section the previous work of articles and flowing through each of my brief pertaining to the purported ranking. Nevertheless, I am presenting an up-to-date elaboration on the graduate or post-graduate study and KIOSK on research doctorates. As followed by section four, the conventional spectrum of global CU rankings was discussed with a new attempt to measure them. Lastly, a reflection and piece of thought were wrought through little pages titled Epilogue at the end of this booklet. (shrink)

This article takes the fiftieth anniversary of the death of American sociologist C. Wright Mills as a cue to revisit his legacy but also the value of sociology today. It argues that the enduring relevance of Mills’ work is his cultivation of a sociological sensibility, which is both an attentive and sensuous craft and also a moral and political project. The article returns to some of the key aspects of Mills’ life and work, and focuses, in particular, on his influential (...) book The Sociological Imagination. Revisiting the opening and closing chapters of this book – entitled ‘The Promise’ and ‘On Intellectual Craftsmanship’ – this article argues that the contemporary social imagination needs to offer its students the capacity to open out to the world through a heightened sensory attentiveness, which in turn makes possible a different kind of social imaginary. In this way Mills’ gift to the future is a sociological sensibility furnished by its tradition, but one also that is constantly re-tuned to the circumstances and problems of the present. (shrink)

Review Essay: Exemplary Stories: On the Uses of Biography in Recent Sociology: Alan Sica and Stephen Turner The Disobedient Generation: Social Theorists in the Sixties ; Mathieu Deflem Sociologists in a Global Age: Biographical Perspectives ; Anthony Elliott and Charles Lemert, The New Individualism: The Emotional Costs of Globalization.

Most work on the public-private division concerns itself with identifying the lines between both and the historical developments that shifted this line. These contributions provide an aerial view that pays little attention to the interactional micropolitics of privacy. The present article uses a pragmatist approach to analyze the local negotiation of privacy and publicity. It relies on scholarship on “accounts” and “aligning actions” to view “privacy-work” as an attempt to remove actions from having to account for them in a specific (...) social group and “publicity-work” as a converse attempt to draw them out by demanding that actors account. Thus, I will understand privacy as whatever is hidden, situationally, behind “moving armies of stop signs” for alignment demands. (shrink)

ABSTRACTIn this paper, I discuss my personal experience of the issues that can arise when adopting critical realism in academic contexts dominated by irrealist methodological approaches. I draw inspiration for my analysis from the concept of Gramscian hegemony and the concept of ‘authenticity’. These concepts are related because hegemonic processes prevent individuals from freely expressing themselves. In my case, academic hegemony has resulted in social pressure to sacrifice my authentic critical realist self in order to achieve academic success. I also (...) discuss groupthink dynamics, suggesting that they are a mechanism by which hegemony – and denial of individual authenticity – can be achieved. This paper is meant to be a theoretical and reflexive discussion, which could be the starting point for empirical studies investigating the situation of a critical realist in a hegemonic academic context. (shrink)

In this article we critically consider the widely held conception that the public intellectual is in decline. We present a more sanguine fate of this figure, arguing that today we observe a flourishing of intellectuals. One such figure is the academic intellectual who has often been looked at with suspicion as a technical specialist. This conception suggests that university intellectuals are diluted versions of the historical conception of the ‘true’ public intellectual – that is, an ‘independent spirit’ that fearlessly challenges (...) unjust power. In this article, we contest this view, arguing that this historical conception, idealised as it may be, nevertheless can inform scholastic activities. By resituating the public intellectual as a kind of temperament rather than a title, we examine its pressing – but at the same time uneasy – relevance to contemporary academic life. Counterposing this with contemporary instrumental conceptions of research impact, we suggest that where possible the intellectual academic should aspire to go beyond academic institutional norms and requirements. Hence, the academic public intellectual refers to a temperament, which is in but not of the academic profession. (shrink)

The fact that sociology was born during the period of the Industrial Revolution does not authorize us to consider its discourse as lacking in philosophical elements that are rooted in a previous age. Neither can we consider as fully accomplished its role for modernity, nonetheless today, in an after-modern climate (in the sense of Donati 2009), sociology is trying to escape the prejudice of modern ethics to go beyond the clichés of postmodernity (Ardigò 1989). Filled with self-reflexivity and reductionist dichotomies, (...) the twenty-first-century sociologist feels the need to ?own factual reality again? and to rediscover ?a new metaphysics of the social world? (Donati 1993). If self-consciousness is in the world, sociology, perhaps, has to go beyond science and turn into ?globology? (Arnason 1990), or into a sociology on a global scale, which looks at how world unification has occurred. In order to accomplish this, it has to be careful about what it was able to do best in the past: ?to foresee and to enhance sustainable change,? to be aware of the ?relational connections,? which no mathematics will ever be able to show, to build new ?memes,? and to decide to accelerate or to go against the phenomena it encounters in its observation. Society in the twenty-first century will go beyond postmodern stagnation and turn into something new (After-modernity? Hyper-modernity? Trans-modernity?) if it is to be helped by the interpretations of sociology. Notwithstanding the endeavors to change, most Westernized countries are trapped in the lib-lab model, while China argues for a complete reconfiguration of the concepts of public and private, states and market, freedom and controls, copyright and copyleft. What is going to happen in the future? Are we going to fall into a technocratic and authoritarian form of neo-modernization? Are we going to rediscover the system of exchanging gifts? Are we going to create a fully ?relational? society, going beyond the Hegelian categories of right and left? It will be the role of a ?strong and relational? sociology to identify all the ?viable? scenarios and to prepare its advent in symbolic terms. (shrink)

Deceased in January this year, the Polish-British sociologist Zygmunt Bauman has left an extremely rich scholarly legacy. In one of his last academic interviews, he refers to the key issues which had been the subject of his in-depth analysis for many years. Bauman starts with reflections on the gap between political authority and power. Next, given his long-standing research into ‘liquid modernity’, he focuses on the vitality of capitalism, which has now adopted a lighter, consumer form. Another thread of the (...) interview is Bauman’s own research attitude, which he refers to as ‘sociological hermeneutics’. It is characterized by his reluctance to use any ‘-isms’ and a profound mistrust of all particular schools of research which could limit creative freedom. In the final part of the interview, Bauman highlights the problem of the social entanglement of intellectuals. (shrink)

Particularly during the 1940s, Robert Merton developed a loosely knit methodological program including such key concepts as "structure and functional analysis" and "middle range theories" which provided guidance for sociological work over several decades and which retains some considerable relevance today. However, there are inconsistencies and incompletions in this program which have become more problematic over time. The paper questions the depth of these difficulties and also points out that in the historical circumstances of a limited stimulus provided by the (...) paucity of critique written at the time and Robert Merton's operational style, it is not surprising that difficulties were not attended to. Key Words: Merton • methodological program • classics in sociology • functional analysis • middle-range theory. (shrink)

The critical studies in the Sociology of Agriculture can be generally divided into four questions: Agrarian, Environmental, Food, and Emancipatory. While the four questions overlap and all address social justice concerns, there is a chronological sequence to the studies. In this presidential address presented at the joint meetings of the Agriculture, Food, and Human Values Society and the Association for the Study of Food in Society held in June 2008 in New Orleans, LA, I provide an overview of the four (...) questions and call for researchers and activists in agrifood studies to engage as public social scientists to bring about a more just and equitable agrifood system. (shrink)

The critical studies in the Sociology of Agriculture can be generally divided into four questions: Agrarian, Environmental, Food, and Emancipatory. While the four questions overlap and all address social justice concerns, there is a chronological sequence to the studies. In this presidential address presented at the joint meetings of the Agriculture, Food, and Human Values Society and the Association for the Study of Food in Society held in June 2008 in New Orleans, LA, I provide an overview of the four (...) questions and call for researchers and activists in agrifood studies to engage as public social scientists to bring about a more just and equitable agrifood system. (shrink)

The COVID-19 pandemic has foregrounded the significance of time to everyday life, as the routines, pace, and speed of social relations were widely reconfigured. This article uses rhythm as an object and tool of inquiry to make sense of spatio-temporal change. We analyse the Mass Observation (MO) directive we co-commissioned on ‘COVID-19 and Time’, where volunteer writers reflect on whether and how time was made, experienced, and imagined differently during the early stages of the pandemic in the UK. We draw (...) on Henri Lefebvre and Catherine Régulier's ‘rhythmanalysis’, taking up their theorisation of rhythm as linear and cyclical and their concepts of arrhythmia (discordant rhythms) and eurhythmia (harmonious rhythms). Our analysis highlights how MO writers articulate (a) the ruptures to their everyday rhythms across time and space, (b) their experience of ‘blurred’ or ‘merged’ time as everyday rhythms are dissolved and the pace of time is intensified or slowed, and (c) the remaking of rhythms through new practices or devices and attunements to nature. We show how rhythm enables a consideration of the spatio-temporal textures of everyday life, including their unevenness, variation, and difference. The article thus contributes to and expands recent scholarship on the social life of time, rhythm and rhythmanalysis, everyday life, and MO. (shrink)

I argue that meta-ignorance and meta-insensitivity are the key sources influencing the reoccurrence of the (un)conscious misrepresentation of marginalized groups in management and organization research; such misrepresentation, in effect, perpetuates epistemic neocolonialism. Meta-ignorance describes incorrect epistemic attitudes, which render researchers ignorant about issues such as contextual history and emotional and political aspects of a social problem. Researcher meta-ignorance can be a permanent feature, given how researchers define, locate, and make use of their epistemic positionality and privilege. In contrast, meta-insensitivity is (...) a special issue that arises when researchers miss multiple opportunities to capture valuable aspects of marginalized groups’ voices or their life experiences and expectations. The problem of meta-insensitivity during fieldwork is more serious because researchers—despite their apparent willingness to be innovative—fail to understand how to be sensitive toward marginalized groups. The perpetuation of these elements’ misrepresentation contributes to long-lasting negative consequences for marginalized groups. To counter this, I introduce and conceptualize the idea of oppositional views which researchers can mobilize to address misrepresentation of marginalized groups and challenge epistemic neocolonialism. (shrink)

After four decades of China’s family planning policy, the shrinking family size and increasing life expectancy pose special challenges for the one-child generation in terms of providing care for aging parents. The current study explored young adults’ responses to such pressure by examining their concerns about elder care, attitudes toward nursing homes, and living arrangement after marriage in a sample of 473 Chinese working young adults from six cities in China. Results showed that although most of the young adults reported (...) to have thought about the issue of parents’ elder care, the majority did not worry a lot about it. Only children expressed similar levels of worrying as those with siblings did. However, educational level, rather than sibling status, was systematically related to concerns about parents’ elder care and attitudes toward nursing homes. People with higher education tended to worry less about elder care, and were less likely to consider placing parents in nursing homes as a violation of filial piety. Analyses of the married sub-sample revealed that only children were more likely to co-reside with parents after marriage than those with siblings. And the main reason for co-residence was that the younger generation needed their parents’ help for childcare, rather than to better take care of their parents. Implications for parents’ elder care among Chinese only children were discussed. (shrink)

Ubuntu has been described as an African moral philosophy that finds actions grounded on good will to be right if they promote shared identity. I contend that freedom of expression is consistent with ubuntu. Freedom of expression enables people to be the most they can be, enabling the establishment of communities in which people can live together harmoniously. With reference to the violent South African society, the study examines broadcast media violence that may harm children to draw new insights concerning (...) the moral philosophy of ubuntu, media practice, and media literacy. (shrink)

This article is an attempt to make sociological sense of the 2008 American election — particularly of the phenomenological observation of extraordinary enchantment and almost amorous attraction which unlikely members of the American population displayed for Obama, from the early days of the campaign onward. I draw on charisma theory to argue that sociology has something surprising to say on the phenomenon, and on the metaphor of the pipe to add detail about the technology of attraction that was in play.

Women’s lives have been affected exponentially by the COVID_19 pandemic. In this paper, we explore some of the ways in which women’s everyday experiences of paid and unpaid labour have exacerbated...

The COVID-19 pandemic underscores society’s reliance on women both on the frontline and at home, while simultaneously exposing structural inequalities across every sphere, from health to the econom...

Modern social orders are legitimized by the ideal of freedom. Most conceptions of this ideal are theorized against the backdrop of nature understood as governed by its own laws beyond the realm of the social. However, such an understanding of nature is now being challenged by the ‘Anthropocene’ hypothesis. This article investigates the consequences of this hypothesis for freedom as an ideal legitimizing social order. We begin by discussing the conception of legitimation, after which we examine three classical notions of (...) freedom (developed by Hobbes, Kant, and Hegel), in light of the Anthropocene. Following our claim that these notions all have severe weaknesses in view of the Anthropocene, we argue that modern social orders are facing a new legitimation crisis. Such a crisis, we suggest, involves a ‘brutalization of social conflicts’, which under the conditions of the Anthropocene assumes the form of geo-social conflict. (shrink)

This article analyzes a deliberative forum on nanotechnologies, organized in Portugal within the scope of the research project DEEPEN—Deepening Ethical Engagement and Participation in Emerging Nanotechnologies. This event included scientists, science communicators and members of the “lay public”, and resulted in a position document which summarizes collective aspirations and concerns related to nano. Drawing upon our previous experience with focus groups on nanotechnologies—characterized by methodological innovations that aimed at suspending epistemological inequalities between participants—this paper delves into the performativity of the (...) deliberative event, exploring some of the tensions and power/knowledge asymmetries generated by the forum. Recognizing that the design of participatory assemblages matters, we reflect on our role as facilitators and explore the difficulties in organizing exercises of upstream engagement with emerging technologies. (shrink)

George Herbert Mead was born at the height of America's bloody Civil War in 1863, the year of Lincoln's Emancipation Proclamation and the Gettysburg Address. He was born in New England, in the small town of South Hadley, Massachusetts; but when he was seven years old his family moved to Oberlin, Ohio, so that his father, Hiram Mead, a Protestant minister, could assume a chair in homiletics at the Oberlin Theological Seminary. After his father's death in 1881, Mead's mother, Elizabeth (...) Storrs Billings Mead, briefly taught at Oberlin College. Mead grew to self-consciousness in this educational atmosphere, amidst the conflict between science and religion over the primacy of efficient or final explanations; and he offers us, in some autobiographical comments, a sense of the difficulties felt by one who saw values on either side: We wished to be free to follow our individual thinking and feeling into an intelligent and sympathetic world without having to bow before incomprehensible dogma or to anticipate the shipwreck of our individual ends and values. We wanted full intellectual freedom and yet the conservation of the values for which had stood Church, State, Science, and Art. (shrink)

George Herbert Mead was born at the height of America's bloody Civil War in 1863, the year of Lincoln's Emancipation Proclamation and the Gettysburg Address. He was born in New England, in the small town of South Hadley, Massachusetts; but when he was seven years old his family moved to Oberlin, Ohio, so that his father, Hiram Mead, a Protestant minister, could assume a chair in homiletics at the Oberlin Theological Seminary. After his father's death in 1881, Mead's mother, Elizabeth (...) Storrs Billings Mead, briefly taught at Oberlin College. Mead grew to self-consciousness in this educational atmosphere, amidst the conflict between science and religion over the primacy of efficient or final explanations; and he offers us, in some autobiographical comments, a sense of the difficulties felt by one who saw values on either side: We wished to be free to follow our individual thinking and feeling into an intelligent and sympathetic world without having to bow before incomprehensible dogma or to anticipate the shipwreck of our individual ends and values. We wanted full intellectual freedom and yet the conservation of the values for which had stood Church, State, Science, and Art. (shrink)

Throughout their history, symbolic interactionism and critical perspective have been viewed as divergent theoretical perspectives with different philosophical underpinnings. A review of their historical and philosophical origins reveals both points of divergence and areas of convergence. Their underlying philosophies of science and views of human freedom are different as is their level of focus with symbolic interactionism having a micro perspective and critical perspective using a macro perspective. This micro/macro difference is reflected in the divergence of their major concepts, goals (...) and basic tenets. While their underlying philosophies are different, however, they are not necessarily contradictory and areas of convergence may include the concepts of reference groups and looking glass self within symbolic interactionism and ideological hegemony within critical perspective. By using a pragmatic approach and combining symbolic interactionism and critical perspectives, both micro and macro levels come into focus and strategies for change across individual and societal levels can be developed and applied. Application of both symbolic interactionism and critical perspective to nursing research and scholarship offers exciting new opportunities for theory development and research methodologies. In nursing education, these two perspectives can give students added insight into patients' and families' problems at the micro level while, at the same time, giving them a lens to see and tools to apply to problems at the macro level in health care. In nursing practice, a combined symbolic interactionism/critical perspective approach assists nurses to give high-quality care at the individual level while also working at the macro level to address the manufacturers of illness. New research questions emerge from this combination of perspectives with new possibilities for theory development, a transformation in nursing education, and the potential for new practice strategies that can address individual client and larger system problems through empowerment of clients and nurses. (shrink)

This article addresses the following problems: What is a mechanism, how can it be discovered, and what is the role of the knowledge of mechanisms in scientific explanation and technological control? The proposed answers are these. A mechanism is one of the processes in a concrete system that makes it what it is — for example, metabolism in cells, interneuronal connections in brains, work in factories and offices, research in laboratories, and litigation in courts of law. Because mechanisms are largely (...) or totally imperceptible, they must be conjectured. Once hypothesized they help explain, because a deep scientific explanation is an answer to a question of the form, "How does it work, that is, what makes it tick—what are its mechanisms?" Thus, by contrast with the subsumption of particulars under a generalization, an explanation proper consists in unveiling some lawful mechanism, as when political stability is explained by either coercion, public opinion manipulation, or democratic participation. Finding mechanisms satisfies not only the yearning for understanding, but also the need for control. Key Words: explanation • function • mechanism • process • system • systemism. (shrink)

Underappreciated by historians of the human sciences, educational psychologist Mark A. May played a key role in managing and formulating the policy of the Institute of Human Relations at Yale University, initially as the institute’s executive secretary, then as its director, from 1930 to 1960. Moreover, during the 1920s, the 1930s and after, he participated in a number of conferences, seminars, committees and other projects sponsored by the Social Science Research Council and Rockefeller philanthropic organizations. Focusing on May’s efforts during (...) the interwar period, this article will examine how May worked to advance an integrated program in the psychological and social sciences affiliated with the field of personality and culture. For May, a human engineering agenda geared toward the socialization and education of the individual was intimately connected to his vision of interdisciplinary social science. (shrink)

Using Black women's autobiographies published between 1960 and 1975, this article examines how the oppositional discourses of the civil rights and women's movements influence articulations of gender and race. Discursive analysis of the autobiographies reveals a crucial distinction between articulations of racist and sexist experiences and articulations of sociohistorical structures of sexism and racism. Insofar as social movement discourse bridges individual experience with structural explanations of experience, the available discourses on gender and race from the civil rights and women's movements (...) become pivotal. Finally, Black feminist concerns over hegemonic domination are addressed. (shrink)

Boas, according to Harris, put the matter very succinctly: ‘Anthropology is a science, but science is history’. Malinowski sought a scientific definition of culture in his turn. In a posthumous text entitled A Scientific Theory of Culture, he offered a minimal definition of ‘science’ for the humanistic scholar, which would thus be differentiated simultaneously from abstract thought and from common sense.

This paper investigates the potential contribution of sociological perspectives for business ethics teaching. After a brief and selective literature review, the paper suggests starting with sociological thinking and three aspects of it: sociological concepts, sociological imagination, and postponed judgment. After presenting two short case teaching stories and three sociological concepts or frameworks, the potential inspiration value of a sociological checklist for analysing or diagnosing business ethics cases is tried out. As an open ending, some short final suggestions are made for (...) further use of sociological perspectives in both business ethics teaching and research. (shrink)

Global warming and climate change pose a significant threat to the livelihoods of future generations. Although there is a consensus among qualified climate scientists who believe that scientific evidence supports anthropogenic climate change theories, this has not translated into public understanding or trust in these theories. In this essay, I trace policy debates in the United States during the 1970s and 1980s concerning the link between CFC pollution and ozone depletion. Based on a rich tradition of counterpublic scholarship and empirical (...) success of ozone scientists, I argue that a rhetorical defense of global warming science in the form of counterpublic intellectualism may help environmental advocates overcome public disbelief in ACC theories. (shrink)

Qualitative research methods are essential to provide richness, but they are vulnerable to distortion of data by theory. The quantitative approach is necessary for the precision of hypothesis testing, but, by itself, this method is too critical to be creative. Religious studies should use both methods in alternate phases, with the qualitative approach creating new hypotheses and the quantitative approach critically testing them.

How are we to grasp the genealogy of the “public intellectual”? When, how, and at whose hands did this term first come into use, framing an ideal of democratic responsibility for those who devote their work life to fostering knowledge and criticism—an image usually raised as a reproach to academic insularity though also sometimes assailed for encouraging an evasion of scholarly rigor? At first blush, the phrase seems redundant: the emergence of “intellectual”simpliciteris usually linked to a particular episode—the Dreyfusards’ defense (...) of the French republic—that already implied a commitment by writers, thinkers, and artists to political or civic action. From that time and place, the term traveled quickly across borders and before long to the United States, occasioning controversies from the start over who represented the “intellectual” as a social type and who did not, what activities or purposes best defined the role, and whether that role deserved respect, derision, or reinvention. To be sure, the social, cultural, and political world of “modern” societies has always featured individuals noted for scholarly, creative, speculative, or critical work that resonates with literate audiences attuned to key issues of the moment—whether such people were known as ministers,philosophes, journalists, poets, men or women of letters, Transcendentalists, or even, in some eighteenth-and nineteenth-century usages, natural philosophers or scientists. Nonetheless, the emergence of the noun “intellectual” from the early twentieth century, and its widening use since the 1920s, spawned a persistent and self-conscious discourse concerning the character, value or virtue of such figures. A skeptic might conclude that the addition of the modifier “public” has perpetuated old, tangled debates about intellectuals as such, without bringing with it much greater clarity. Words nonetheless are signs of historical troubles and social discontents. Excavating the usages of “public intellectual” over time can highlight some of the dilemmas that have confronted writers, critics, citizens, and political actors, past and present. (shrink)

Using key writings in the sociology of consumption and consumerism and analyses of the nature of postmodern society, this paper considers how parents decide upon a secondary school and the nature of their engagement with the education market.

Using key writings in the sociology of consumption and consumerism and analyses of the nature of postmodern society, this paper considers how parents decide upon a secondary school and the nature of their engagement with the education market.

The article focuses on stories and storytelling practices as explanatory resources in standardization processes. It draws upon an ethnographic study of the development of a technical standard for data sharing in an ecological research community, where participants struggle to articulate the difficulties encountered in implementing the standard. Building from C. Wright Mills’ classic distinction between private troubles and public issues, the authors follow the development of a story as it comes to assist in transforming individual troubles in standard implementation into (...) an institutional issue for the ecological scientific community. The authors present the “hands-on” social science collaboration in this study as an example of a mechanism for supporting institutionalization of issues. Finally, the authors argue that narratives can serve as effective organizing principles within institutional settings, thereby providing an approach to understand the practical, substantive difficulties that occur in work with data in the sciences. (shrink)

This paper draws a parallel between two contemporary French conceptions of sociology. Each is first considered in terms of the principles and strategies of its sociological method. Through an analogy with Marx's philosophy of social science, critical sociology is shown to make an heuristic use for the analysis of cultures and social structures of the resistance to sociology that the sociologist encounters in the social objects, whereas pragmatic sociology adopts a pluralistic and descriptive strategy towards actions, actors and things. The (...) paper then tries to show how common interests or trading zones could allow both critical and pragmatic sociology to profit from their competitive relation by taking each other as objects of sociological analysis. (shrink)