MARCH 2003 NUMBER 3 ASA Submits Amicus Brief in U.S
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Toward a Critical-Reflexive Sociology
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Masters Theses Graduate School 12-2011 Mediating Justice: Toward A Critical-Reflexive Sociology George Christopher Gondo [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_gradthes Part of the Inequality and Stratification Commons, Politics and Social Change Commons, and the Theory, Knowledge and Science Commons Recommended Citation Gondo, George Christopher, "Mediating Justice: Toward A Critical-Reflexive Sociology. " Master's Thesis, University of Tennessee, 2011. https://trace.tennessee.edu/utk_gradthes/1069 This Thesis is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a thesis written by George Christopher Gondo entitled "Mediating Justice: Toward A Critical-Reflexive Sociology." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Master of Arts, with a major in Sociology. Harry F. Dahms, Major Professor We have read this thesis and recommend its acceptance: Stephen P. Dandaneau, R. Scott Frey Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) Mediating Justice: Toward a Critical-reflexive Sociology A Thesis Presented for the Master of Arts Degree The University of Tennessee, Knoxville George Christopher Gondo December 2011 Copyright © 2011 by George C. -
Four Sociologies, Multiple Roles
The British Journal of Sociology 2005 Volume 56 Issue 3 Four sociologies, multiple roles Stella R. Quah The current American and British debate on public sociology introduced by Michael Burawoy in his 2004 ASA Presidential Address (Burawoy 2005) has inadvertently brought to light once again, one exciting but often overlooked aspect of our discipline: its geographical breadth.1 Sociology is present today in more countries around the world than ever before. Just as in the case of North America and Europe, Sociology’s presence in the rest of the world is manifested in many ways but primarily through the scholarly and policy- relevant work of research institutes, academic departments and schools in universities; through the training of new generations of sociologists in univer- sities; and through the work of individual sociologists in the private sector or the civil service. Michael Burawoy makes an important appeal for public sociology ‘not to be left out in the cold but brought into the framework of our discipline’ (2005: 4). It is the geographical breadth of Sociology that provides us with a unique vantage point to discuss his appeal critically. And, naturally, it is the geo- graphical breadth of sociology that makes Burawoy’s Presidential Address to the American Sociological Association relevant to sociologists outside the USA. Ideas relevant to all sociologists What has Michael Burawoy proposed that is most relevant to sociologists beyond the USA? He covers such an impressive range of aspects of the dis- cipline that it is not possible to address all of them here. Thus, thinking in terms of what resonates most for sociologists in different locations throughout the geographical breadth of the discipline, I believe his analytical approach and his call for integration deserve special attention. -
The Revival of Economic Sociology
Chapter 1 The Revival of Economic Sociology MAURO F. G UILLEN´ , RANDALL COLLINS, PAULA ENGLAND, AND MARSHALL MEYER conomic sociology is staging a comeback after decades of rela- tive obscurity. Many of the issues explored by scholars today E mirror the original concerns of the discipline: sociology emerged in the first place as a science geared toward providing an institutionally informed and culturally rich understanding of eco- nomic life. Confronted with the profound social transformations of the late nineteenth and early twentieth centuries, the founders of so- ciological thought—Karl Marx, Emile Durkheim, Max Weber, Georg Simmel—explored the relationship between the economy and the larger society (Swedberg and Granovetter 1992). They examined the production, distribution, and consumption of goods and services through the lenses of domination and power, solidarity and inequal- ity, structure and agency, and ideology and culture. The classics thus planted the seeds for the systematic study of social classes, gender, race, complex organizations, work and occupations, economic devel- opment, and culture as part of a unified sociological approach to eco- nomic life. Subsequent theoretical developments led scholars away from this originally unified approach. In the 1930s, Talcott Parsons rein- terpreted the classical heritage of economic sociology, clearly distin- guishing between economics (focused on the means of economic ac- tion, or what he called “the adaptive subsystem”) and sociology (focused on the value orientations underpinning economic action). Thus, sociologists were theoretically discouraged from participating 1 2 The New Economic Sociology in the economics-sociology dialogue—an exchange that, in any case, was not sought by economists. It was only when Parsons’s theory was challenged by the reality of the contentious 1960s (specifically, its emphasis on value consensus and system equilibration; see Granovet- ter 1990, and Zelizer, ch. -
1 Reading List for Field Exam in Stratification And
1 Reading list for field exam in Stratification and Inequality Wednesday, November 14, 2012 Concepts Erik Olin Wright (ed.) 2005. Alternative Foundations of Class Analysis, Cambridge University Press. Duncan, Otis Dudley 1961. “A Socioeconomic Index for All Occupations”, Chapter 6 in Albert J. Reiss (ed.) Occupations and Social Status. Free Press. Hauser, Robert M. and John R. Warren. 1997. “Socioeconomic Indexes for Occupations: A Review, Update and Critique”. Sociological Methodology 27: 177-298. Weeden, Kim A. and David B. Grusky 2005. “The Case for a New Class Map” American Journal of Sociology 111: 141-212. Ganzeboom, Harry B. G., Paul M. DeGraaf, Donald J. Treiman. 1992. “A Standard International Socio-Economic Index of Occupational Status”. Social Science Research 21: 1-56. Sørenson, Aage B. 2000. “Toward a Sounder Basis for Class Analysis” American Journal of Sociology 105: 1523-58 (also following comments by Wright and Goldthorpe). Atkinson, Anthony B. 1983. The Economics of Inequality. Clarendon Press, Chapter 3. Inequality Davis, Kingsley and Wilbur E. Moore 1945. “Some Principles of Stratification” American Sociological Review 10: 242-49. Neckerman, Kathryn M. and Florencia Torche 2007. “Inequality: Causes and Consequences” Annual Review of Sociology 33: 335-357. Tumin, Melvin M. 1953. “Some Principles of Stratification: A Critical Analysis” American Sociological Review 18: 387-93. Treiman, Donald J. “Industrialization and Social Stratification” in Edward O. Laumann (ed) Social Stratification: Research and Theory for the 1970s. Bobbs-Merril, pp: 207-34. The Status Attainment Tradition 2 Blau, Peter M. and Otis Dudley Duncan. 1967. The American Occupational Structure Simon and Schuster, chapters 1 and 5. -
Funk the Clock: Transgressing Time While Young, Prescient and Black A
Funk the Clock: Transgressing Time While Young, Prescient and Black A DISSERTATION SUBMITTED TO THE FACULTY OF THE UNIVERSITY OF MINNESOTA BY Rahsaan Mahadeo IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Advisers: David Pellow and Joyce Bell August 2019 © 2019 Rahsaan Mahadeo Acknowledgements Pursuing a PhD has at times felt like the most selfish endeavor I have ever undertaken. For I knew that every book I read and every paper I wrote was largely for personal gain. Not coming from academic lineage or economic privilege, I could not escape the profound sense of guilt of leaving so many behind in the everyday struggle to live, labor and learn in a school that is less of a land-grant institution and more of a land-grab institution; an educational system that is more private than public; a corporation that presents students with more educational opportunists than educational opportunities; a sea of scholarship that looks more like colonizer ships; and a tower that is as anti ebony as it is ivory. Most know it as the “U of M,” when it is really the U of empire. Here, I would like to take the opportunity to counter the university’s individualistic and neoliberal logic to thank several people who have helped me cope with the challenges of living, learning and laboring in a space designed without me (and many others) in mind. Thank you to my advisers David Pellow and Joyce Bell for supporting me along my graduate school journey. Though illegible to the university, I recognize and appreciate the inordinate amount of labor you perform inside and outside the classroom. -
Rethinking Burawoy's Public Sociology: a Post-Empiricist Critique." in the Handbook of Public Sociology, Edited by Vincent Jeffries, 47-70
Morrow, Raymond A. "Rethinking Burawoy's Public Sociology: A Post-Empiricist Critique." In The Handbook of Public Sociology, edited by Vincent Jeffries, 47-70. Lantham, MD: Rowman & Littlefield, 2009. 3 Rethinking Burawoy’s Public Sociology: A Post-Empiricist Reconstruction Raymond A. Morrow Following Michael Burawoy’s ASA presidential address in August 2004, “For Public Sociology,” an unprecedented international debate has emerged on the current state and future of sociology (Burawoy 2005a). The goal here will be to provide a stock-taking of the resulting commentary that will of- fer some constructive suggestions for revising and reframing the original model. The central theme of discussion will be that while Burawoy’s mani- festo is primarily concerned with a plea for the institutionalization of pub- lic sociology, it is embedded in a very ambitious social theoretical frame- work whose full implications have not been worked out in sufficient detail (Burawoy 2005a). The primary objective of this essay will be to highlight such problems in the spirit of what Saskia Sassen calls “digging” to “detect the lumpiness of what seems an almost seamless map” (Sassen 2005:401) and to provide suggestions for constructive alternatives. Burawoy’s proposal has enjoyed considerable “political” success: “Bura- woy’s public address is, quite clearly, a politician’s speech—designed to build consensus and avoid ruffling too many feathers” (Hays 2007:80). As Patricia Hill Collins puts it, the eyes of many students “light up” when the schema is presented: “There’s the aha factor at work. They reso- nate with the name public sociology. Wishing to belong to something bigger than themselves” (Collins 2007:110–111). -
Public Sociology/Contexts
Sociology 504: Public Sociology Spring 2013 Arlene Stein [email protected] Thursday 1:10‐3:50 Office hours: Thursday 4‐5 and by appointment This is a course that will both reflect upon the idea of “public sociology” and produce public sociological work. In the analytical component, we will explore such questions as: what is the sociological audience? What is the relationship between academia and public intellectual life? How do styles of writing/public address determine our relationship to different publics? We will read work by M. Burawoy, B. Agger, C. W. Mills, among others. The workshop component of the course will involve participating in the production of Contexts, the ASA’s hybrid magazine/journal which is dedicated to disseminating translating sociological work to broader publics. The magazine is now housed at Rutgers (and at Seattle University). Students in this course will learn about the production of the magazine from the inside, and actually participate in writing, editing, image selection, and other tasks. The course will: 1) deepen students’ substantive expertise in cutting‐edge sociological scholarship; 2) guide them in developing writing skills that address academic and non‐academic audiences; 3) engage in critical and constructive discussion of the field of sociology; 4) provide an inside view of the journal reviewing and editorial decision‐making. And they may even get their work published! Required books: Dan Clawson, Robert Zussman, et al, eds., Public Sociology (California 2007) Barbara Ehrenreich, Nickel and Dimed (Holt 2002) Requirements: Do the reading, participate in discussion, and contribute: 1) an “in brief” piece for Contexts 2) a blog entry 3) a podcast for Contexts.org ** Note: Syllabus subject to change January 24. -
Ethnography of Human Development, Cognition and Learning
EDPSY 582A —Methods Seminar: Ethnography of Human Development, Cognition and Learning Fall 2014 Wednesdays 1:30 to 3:50 Miller 112 INSTRUCTORS Philip Bell Megan Bang LIFE Center LIFE Center [email protected] [email protected] Office Hours: By appt Office Hours: By appt COURSE OVERVIEW “The situated nature of learning, remembering, and understanding is a central fact. It may appear obvious that human minds develop in social situations, and that they use the tools and representational media that culture provides to support, extend, and reorganize mental functioning. But cognitive theories of knowledge representation and educational practice, in school and in the workplace, have not been sufficiently responsive to questions about these relationships.” — Roy Pea & John Seely Brown, 1991 “If ethnography produces cultural interpretations through intense field research experience, how is such unruly experience transformed into an authoritative written account? How, precisely, is a garrulous, overdetermined, cross-cultural encounter, shot through with power relations and personal cross purposes circumscribed as an adequate version of a more-or-less discrete ‘otherworld,’ composed by an individual author?” — James Clifford Learning and development are complex phenomena. The cultural and cognitive processes bound up in learning can be crucially contingent on the history of local community practices, the social and material conditions of specific situations, and they can span across social settings, activity systems, and cultural groupings and deeply relate to the local history. Learning processes and outcomes can play out across short to long time scales from milliseconds to decades. These complexities pose particular conceptual, methodological, and representational challenges. Studies of human development and learning have taken an ethnographic turn over the last twenty years. -
Alec Campbell [email protected] Office Hours M 8-9 AM and by Apt Office A242
Introduction to Sociology SOC 101 | Fall 2015 C164 | TTh 12:30-2:40pm Alec Campbell [email protected] Office Hours M 8-9 AM and by apt Office A242 Course Outcomes: After completing this class, students should be able to: Critically examine the social landscape in which you live and how life experiences differ according to race, class, gender and sexuality. Identify the ways in which cultural and social institutions shape the everyday experiences of individuals, groups and communities. Describe fundamental sociological concepts, and theories, and apply them to real-life situations. Texts There is no textbook for this class and no books to purchase. All class resources can be accessed through canvas or will be provided by the professor. Policies Student Attendance: Attendance is essential to your success in this course. I will take attendance every day and you will receive 10 points if you are in class on time and 5 points if you arrive late. There are 22 class meetings and a maximum of 200 attendance points so it is possible to miss two classes and still receive full credit for attendance. I will make accommodations for college sanctioned events (athletic contests, artistic performances, conferences) provided that you inform me of your anticipated absence in a timely fashion. An example of timely notification can be found in the tentative schedule. I will be attending a college sanctioned conference on November 5th and class is cancelled on that day. In any case, you will be responsible for material covered in your absence and for turning in any work due on the day of your absence. -
What Is Economic Sociology and Should Any Economists Care?
What Is Economic Sociology and Should Any Economists Care? Robert Gibbons* Robert Gibbons is Sloan Distinguished Professor of Organizational Economics and Strategy, Sloan School of Management and Department of Economics, Massachusetts Institute of Technology, Cambridge, Massachusetts. * I am grateful to Tim Taylor for helpful comments and to Jim Baron, Roberto Fernandez, Jim March, Joel Podolny, Jesper Sorensen, and Ezra Zuckerman for patient tutoring. 1 A couple years ago, two of my colleagues independently proposed approximately the same title for their respective contributions to a series of lunchtime talks: “Why Erving Goffman Is My Hero (and Should Be Yours, Too).” I emerged from these two lunches mightily impressed – both by Goffman’s (1959) insights into The Presentation of Self in Everyday Life and by the potential for Goffman’s micro-sociological research to inspire a major new research stream in behavioral game theory. In a similar spirit, I considered titling this introduction “Why Robert Merton Is My Hero,” but this approach seemed prone to at least two problems. First, explaining hero worship in a short space would probably require poetry, which is not my forte. Second, I feared that the title would be opaque to those economists who would immediately think of Robert C. Merton, the Nobel Laureate in financial economics, rather than his father Robert K. Merton, one of the great sociologists in the history of that discipline. I take the ideas in these papers and their underlying sociological literatures quite seriously. In fact, one sociologist friend recently declared that I have an “economist’s eye for the sociological guy.” More precisely, my interest is in economic sociology, which I will define as the sociology of economic actors and institutions; see the two Handbooks of Economic Sociology by Smelser and Swedberg (1994, forthcoming) for volumes of detail. -
Public Sociology Against Market Fundamentalism and Global Inequality in German]
SOCIOLOGY: GOING PUBLIC, GOING GLOBAL Michael Burawoy [Introduction to Public Sociology against Market Fundamentalism and Global Inequality in German] The essays in this book were written in the decade between 2004 and 2014. The opening essay is my address to the American Sociological Association and the closing essay my address to the International Sociological Association. They represent a movement from public sociology to global sociology. In 2004 when I laid out an agenda for public sociology I did not anticipate the controversy it would generate, and therefore I did not appreciate its historical significance. What was significant about the moment and the context? The essays that follow are my attempt to situate public sociology in relation to the transformation of the university, and beyond that in relation to what I call third-wave marketization that has devastated so much of the planet. Such broader movements affecting sociology and other disciplines called for self-examination as to the meaning of our endeavors. These essays are part of such a reflection, pointing to new directions for sociology in particular. Here sociology is defined by its standpoint, specifically the standpoint of civil society. It contrasts with economics that takes the standpoint of the market and political science that takes the standpoint of the state. Public sociology then is a critical engagement with civil society against the over-extension of market and state. It stands opposed to third-wave marketization whose differential impact across the world calls for a global sociology – one that has to recognize the continuing importance of the nation state and takes its point of departure in the social movements of our era. -
Grodsky,Eric. Wisconsin. Spring 2016. Social Stratification
Page 1 of 38 Sociology 923: Social Stratification Mondays, 2:10 to 4:40 PM, 6322 Sewell Office hours: Tuesday 2:30-3:30 or by appointment Instructor Eric Grodsky [email protected] 4454 Sewell Social Science Building Course Description This course is a graduate level seminar on social stratification. This is a difficult field to bound as it incorporates several subfields, including the study of gender, race/ethnicity, sociology of education and much of social demography. There’s a lot to cover. As a graduate seminar, this class relies heavily on your participation. I will seldom lecture, and when I do my lectures will be brief and most likely methodological in nature (enough information to get you through the readings). The substantive work of this course falls to you. I expect you to complete all of the readings on time, submit summaries in a timely fashion (described below), and attend every class unless you are SERIOUSLY ill or have some other very legitimate reason for not attending (religious, family emergency, etc.). You will take turns leading our discussions. Course format We will meet for 2 hours and 20 minutes each week, with a five-minute break somewhere in there. In addition to completing ALL of the readings that are required (denoted by a *), each of you will complete one or two article summaries most weeks. You will upload your summaries to the drop box on the course web page by 8:00 AM Friday each week. This will give your classmates time to review your summaries before we meet.