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The Reassertion of Race, Space, and Punishment's Place in Urban
Environment and Planning D: Society and Space 2013, volume 31, pages 372 – 380 doi:10.1068/d311r1 Review essay: The reassertion of race, space, and punishment’s place in urban sociology and critical criminology† In Great American City: Chicago and the Enduring Neighborhood Effect and The Collapse of American Criminal Justice Robert J Sampson and William Stuntz, respectively, highlight the intersection and reassertion—to draw upon and extend the work of Edward Soja (2011)—of race, space, and punishment’s place in urban sociology, critical criminology, and postmodern geography (Massey, 2012; Sampson, 2012; Ludwig et al, 2012; Sharkey, 2013). The structural circumstances of deprivation and criminalization facing African-Americans that they both highlight, and the related racialized perceptions of criminality that are counterparts, appear to be some of the salient features that recently led to the murder of a young black teenager, Trayvon Martin, in the US state of Florida. Florida is one of many US states with new Stand Your Ground laws which have proliferated across the country, along with a noticeable uptick in so-called ‘justified homicides’. In this instance the inequalities of race and space highlighted by these two authors tragically came together as a neighborhood watch patrolman shot and killed Trayvon and shaped the lack of an initial official response, until massive protests broke out across the US against the failure of authorities to charge the assailant with a crime (Sampson, 2012; Sampson and Raudenbush, 2004). This review essay presents these two landmark books, offering an appreciation and critique of their interrelated arguments and setting them in the context of a wider literature on the evolution of spatial, social class, and racial relations right up to our contemporary present. -
Martin Loughlin Political Jurisprudence
Martin Loughlin Political jurisprudence Article (Accepted version) (Refereed) Original citation: Loughlin, Martin (2016) Political jurisprudence. Jus Politicum: Revue de Droit Politique, 16 . ISSN 2101-8790 © 2016 Revue internationale de droit politique This version available at: http://eprints.lse.ac.uk/67311/ Available in LSE Research Online: August 2016 LSE has developed LSE Research Online so that users may access research output of the School. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LSE Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain. You may freely distribute the URL (http://eprints.lse.ac.uk) of the LSE Research Online website. This document is the author’s final accepted version of the journal article. There may be differences between this version and the published version. You are advised to consult the publisher’s version if you wish to cite from it. POLITICAL JURISPRUDENCE MARTIN LOUGHLIN I: INTRODUCTION Political jurisprudence is a discipline that explains the way in which governmental authority is constituted. It flourished within European thought in the period between the sixteenth and nineteenth centuries and since the twentieth century has been in decline. That decline, attributable mainly to an extending rationalization of life and thought, has led to governmental authority increasingly being expressed in technical terms. And because many of the implications of this development have been masked by the growth of an academic disciplinary specialization that sacrifices breadth of understanding for depth of knowledge, sustaining the discipline has proved difficult. -
Sociology One Course in Upper Level Writing
North Dakota State University 1 ENGL 120 College Composition II 3 Sociology One Course in Upper Level Writing. Select one of the following: 3 ENGL 320 Business and Professional Writing Sociology is the scientific study of social structure, social inequality, social ENGL 324 Writing in the Sciences change, and social interaction that comprise societies. The sociological ENGL 358 Writing in the Humanities and Social Sciences perspective examines the broad social context in which people live. This context shapes our beliefs and attitudes and sets guidelines for what we ENGL 459 Researching and Writing Grants and Proposal do. COMM 110 Fundamentals of Public Speaking 3 Quantitative Reasoning (R): The curriculum is structured to introduce majors to the sociology STAT 330 Introductory Statistics 3 discipline and provide them with conceptual and practical tools to understand social behavior and societies. Areas of study include small Science & Technology (S): 10 groups, populations, inequality, diversity, gender, social change, families, A one-credit lab must be taken as a co-requisite with a general community development, organizations, medical sociology, aging, and education science/technology course unless the course includes an the environment. embedded lab experience equivalent to a one-credit course. Select from current general education list. The 38-credit requirement includes the following core: Humanities & Fine Arts (A): Select from current general 6 education list ANTH 111 Introduction to Anthropology 3 Social & Behavioral Sciences -
Course Outline Sociology 100-001 Introduction To
APPLIED ARTS DIVISION School of Liberal Arts Fall Semester, 2015 COURSE OUTLINE SOCIOLOGY 100-001 INTRODUCTION TO SOCIOLOGY 45 CREDIT HOURSE 3 CREDIT COURSE PREPARED BY: DATE: APPROVED BY: DATE: APPROVED BY ACADEMIC COUNCIL: (date) RENEWED BY ACADEMIC COUNCIL: (date) APPLIED ARTS DIVISION Introduction to Sociology 3 Credit Course Fall Term, 2015 INTRODUCTION TO SOCIOLOGY INSTRUCTOR: Shawkat Shareef OFFICE HOURS: Mondays and Wednesdays, 11:00 a.m. – 12:00 p.m. OFFICE LOCATION: A2404 CLASSROOM: C1440 E-MAIL: [email protected] TIME: 10:30 a.m. – 12:00 p.m. TELEPHONE: 867-456-8604 DATES: Mondays and Wednesdays COURSE DESCRIPTION This course provides a general introduction to the field of Sociology. The course examines historical and contemporary theoretical perspectives on society and the various methods of conducting social research. Topics such as society, culture, socialization, groups and organizations, sexuality, and deviance are examined. Major social institutions including the family, education, and the political economy are also discussed. PREREQUISITES None. EQUIVALENCY OR TRANSFERABILITY AU SOCI 287 (3) CAMO SOC 100 (3) CAPU SOC 100 (3) KWAN SOCI 1125 (3) OC SOCI 111 (3) SFU SA 150 (3) – B Soc TRU SOCI 1110 (3) TRU-OL SOCI 1111 (3) TWU SOCI 101 (3) UBC YUKO SOCI 100 & YUKO SOCI 103 = UBC SOCI 100 (6) UBCO SOCI 211 (3) UFV SOC 210 (3) UNBC SOSC 1xx (3) UVIC SOCI 100 A (1.5) VIU SOCI 111 (3) For more information about transferability contact the School of Liberal Arts. 2 LEARNING OUTCOMES Upon successful completion of the course, students will be able to - be informed about above mentioned areas of Sociology based on classical and (mostly) contemporary research - critically analyze those issues in the context of daily and social lives, and - critically discuss and write methodically about those issues. -
The Science of Demography
Annotations 421 an introduction by the editors to each Part. It is impossible to discuss these chapters individually, but in order that this re view may be informative as to the coverage and contributors, the Table of Contents is appended. A serious problem faced by every editor of symposia is that of achieving some unity to the undertaking. The editors of the present volume unified the work through the extent of their own writing, through the “ Overview and Conclusions” which pulls the whole volume together, and through the instructions to the individual contributors to guide them in the organization of the material desired. Although there is considerable variation in the extent to which the suggested outline was followed, this guide must have been an enormous aid as the contributors ap proached assignments any one of which could easily have de veloped into a book of its own. Included in the guide was a request for a selected bibliography. Since the chapters range widely over the whole field of demography, the selected bibliog raphy prepared by each author for his subject may well prove to be one of the most useful features of the book. In the “ Overview and Conclusions” the editors consider at some length the question as to what constitutes the science of demography, debating the merits of the restricted definition of demography as synonymous with demographic analysis, versus the more comprehensive definition embracing all population studies. They argue persuasively for the more limited defini tion as designating a single theoretical discipline with a co herent frame of reference. -
On the Material and Immaterial Architecture of Organised Positivism in Britain
$UFKLWHFWXUDO Wilson, M 2015 On the Material and Immaterial Architecture of Organised Positivism in Britain. Architectural Histories, 3(1): 15, pp. 1–21, DOI: http:// +LVWRULHV dx.doi.org/10.5334/ah.cr RESEARCH ARTICLE On the Material and Immaterial Architecture of Organised Positivism in Britain Matthew Wilson* Positivism captured the Victorian imagination. Curiously, however, no work has focused on the architec- tural history and theory of Positivist halls in Britain. Scholars present these spaces of organised Positiv- ism as being the same in thought and action throughout their existence, from the 1850s to the 1940s. Yet the British Positivists’ inherently different views of the work of their leader, the French philosopher Auguste Comte (1798–1857), caused such friction between them that a great schism in the movement occurred in 1878. By the 1890s two separate British Positivist groups were using different space and syntax types for manifesting a common goal: social reorganisation. The raison d’être of these institu- tions was to realize Comte’s utopian programme, called the Occidental Republic. In the rise of the first organised Positivist group in Britain, Richard Congreve’s Chapel Street Hall championed the religious ritu- alism and cultural festivals of Comte’s utopia; the terminus for this theory and practice was a temple typology, as seen in the case of Sydney Style’s Liverpool Church of Humanity. Following the Chapel Street Hall schism of 1878, Newton Hall was in operation by 1881 and under the direction of Frederic Harrison. Harrison’s group coveted intellectual and humanitarian activities over rigid ritualism; this tradition culmi- nated in a synthetic, multi-function hall typology, as seen in the case of Patrick Geddes’ Outlook Tower. -
THE NETWORK CITY Paul Craven Barry Wellman Research Paper No. 59 Centre for Urban and Community Studies Department of Sociology
THE NETWORK CITY Paul Craven Barry Wellman Research Paper No. 59 Centre for Urban and Community Studies and Department of Sociology University of Toronto July, 1973 To appear in a special issue on "The Community" of Sociological Inquiry. ABSTRACT The network approach to urban studies can be differentiated from other approaches by its insistence on the primacy of structures of interpersonal linkages, rather than the classification of social units according to their individual characteristics. Network analysis is an approach, leading to the formulation of particular kinds of questions, such as "who is linked to whom?" and "what is the structure and content of their relational network;" at the same time it is a methodology for their investigation. Following a discussion of network analytic methods, several of the key issues in urban studies are investigated from this perspective. Interpersonal ties in the city, migration, resource allocation, neighbor hood and connnunity are examined in terms of the network structures and processes that order and integrat~ urban activities. These structures and processes reveal U1emselves to be ever more complex and extensive at each level of the investigation. A view of the city itself as a network of networks is proposed. It is the organization of urban life by networks that makes the scale and diversity of the city a source of strength rather than chaos, while it is precisely that scale and diversity which maKes the complex and widely-ramified network structures possible. The flexibility inherent in network structures can accommodate a variety of situations, while variations in the content and intensity of network linkages allows for the co-ordination and integration of widely different people and activities. -
URBAN SOCIOLOGY in THEORY + PRACTICE Course 11.469 Department of Urban Studies + Planning Fall 2013
URBAN SOCIOLOGY IN THEORY + PRACTICE Course 11.469 Department of Urban Studies + Planning Fall 2013 Class meetings: Wednesdays, 5:30-8:30 PM, Room 10-401 Faculty: Xavier de Souza Briggs, Room 9-521, [email protected], voice 617-253-7956 Office hours: sign up online at my webpage or make appointment through staff assistant Staff assistant: Harriette Crawford, Room 9-519, [email protected], voice 253-7736 COURSE DESCRIPTION This graduate-level seminar introduces students to a set of core writings in the field of urban sociology and explores the creative dialectic—and sometimes conflict—between sociology and planning (with planning defined as including both the policy and design traditions). Topics include the changing nature of community, social inequality, political power, social and spatial change, the use and impacts of technology and technological change, and the relationship between the built environment and human behavior. We examine the key theoretical paradigms that have constituted sociology since its founding, assess how and why they have changed over time, and discuss the implications of these shifts for urban research and planning practice. As such, the course has two goals: (1) To give students a more critical appreciation of the contemporary, comparative, and historical contexts in which planning skills and sensibilities have been developed and could be applied; and (2) To offer a “sociology of knowledge” approach to the field of urban sociology, so as to prepare doctoral students to pursue the sociology general (“first field”) exam. LEARNING APPROACH AND EVALUATION The seminar is centered on intensive and often Socratic discussion, plus some brief lectures, about the assigned readings and study questions. -
Social Demography
2nd term 2019-2020 Social demography Given by Juho Härkönen Register online Contact: [email protected] This course deals with some current debates and research topics in social demography. Social demography deals with questions of population composition and change and how they interact with sociological variables at the individual and contextual levels. Social demography also uses demographic approaches and methods to make sense of social, economic, and political phenomena. The course is structured into two parts. Part I provides an introduction to some current debates, with the purpose of laying a common background to Part II, in which these topics are deepened by individual presentations of more specific questions. In Part I, read all the texts assigned to the core readings, plus one from the additional readings. Brief response papers (about 1 page) should identify the core question/debate addressed in the readings and the summarize evidence for/against core arguments. The response papers are due at 17:00 the day before class (on Brightspace). Similarly, the classroom discussions should focus on these topics. The purpose of the additional reading is to offer further insights into the core debate, often through an empirical study. You should bring this insight to the classroom. Part II consists of individual papers (7-10 pages) and their presentations. You will be asked to design a study related to a current debate in social demography. This can expand and deepen upon the topics discussed in Part I, or you can alternatively choose another debate that was not addressed. Your paper and presentation can—but does not have to—be something that you will yourself study in the future (but it cannot be something that you are already doing). -
Department of Sociology and Anthropology 1
Department of Sociology and Anthropology 1 DEPARTMENT OF SOCIOLOGY AND ANTHROPOLOGY 6300 Horizon Hall catalog.gmu.edu/colleges-schools/humanities-social-sciences/ Fairfax Campus sociology-anthropology/immigration-studies-minor/) and the faculty participate in many other minors in the college. Phone: 703-993-1440 Website: soan.gmu.edu Graduate Programs Anthropology Undergraduate Programs The department offers a Master of Arts degree in Anthropology (http:// Anthropology catalog.gmu.edu/colleges-schools/humanities-social-sciences/ sociology-anthropology/anthropology-ma/). Students can choose one The department offers a Bachelor of Arts degree in Anthropology of three emphases: advanced training in sociocultural anthropology; (http://catalog.gmu.edu/colleges-schools/humanities-social-sciences/ culture, health and bioethics; or transnational and global issues. They sociology-anthropology/anthropology-ba/). The program draws broadly can chose from many courses that are richly interdisciplinary covering from the social sciences, humanities, and natural sciences, making it such diverse topics as nationalism and transnationalism; bioethics; a strong undergraduate major that provides a sound interdisciplinary social movements, ethnicity and identity; conflict and violence; migration, preparation for a variety of careers. displacement, and refugees; regional ethnography; and political economy Bachelor’s/Accelerated Master’s Program and globalization. Departmental specializations include the following The department offers highly-qualified majors in anthropology the regions: Africa, Asia, Central and South America, Europe, the Middle East, opportunity to apply to an accelerated master’s degree program in and the United States. Coursework progresses from core courses to anthropology (http://catalog.gmu.edu/colleges-schools/humanities- more advanced courses and culminates in a thesis. social-sciences/sociology-anthropology/anthropology-ma/ #acceleratedmasterstext). -
Demography and Democracy
TOURO LAW JOURNAL OF RACE, GENDER, & ETHNICITY & BERKELEY JOURNAL OF AFRICAN-AMERICAN LAW & POLICY DEMOGRAPHY AND DEMOCRACY PHYLLIS GOLDFARB* Introduction During oral arguments in Shelby County v. Holder, 1 Justice Antonin Scalia provoked audible gasps from the audience when he observed that in 2006 Congress had no choice but to reauthorize the Voting Rights Act, because it had become “a racial entitlement.”2 Later in the argument, Justice Sonia Sotomayor obliquely challenged Scalia’s surprise comment, eliciting a negative answer from the attorney for Shelby County to a question about whether “the right to vote” was “a racial entitlement.” 3 As revealed by these dueling remarks from the highest bench in the land, demography and democracy are linked in the public consciousness of Americans, but in dramatically different ways. Minority voters have learned from decades of experience that in a number of jurisdictions, the Voting Rights Act is nearly synonymous with their unfettered ability to vote. 4 Without the Act, their right to vote, American democracy’s fundamental precept, would be compromised to a far greater degree.5 So although Justice Scalia stated that, in his view, the Voting Rights Act had become a racial entitlement, that could only be because minority voters knew—as Congressional findings confirmed—that it was necessary to protect their access to the ballot.6 The powerful evidence of the Act’s indispensability in *Jacob Burns Foundation Professor of Clinical Law and Associate Dean for Clinical Affairs, George Washington University Law School. Special thanks to Anthony Farley and Touro Law Center for organizing this symposium, to George Washington University Law School for research support, and to Andrew Holt for research assistance. -
Education As a Geisteswissenschaft:’ an Introduction to Human Science Pedagogy Norm Friesen
JOURNAL OF CURRICULUM STUDIES https://doi.org/10.1080/00220272.2019.1705917 ‘Education as a Geisteswissenschaft:’ an introduction to human science pedagogy Norm Friesen Educational Technology, Boise State University, Boise, Idaho, USA ABSTRACT KEYWORDS Human Science Pedagogy is ‘astrangecase,’ as Jürgen Oelkers has recently Human Sciences; noted: In the Anglophone world, where Gert Biesta has compellingly encour- Disciplinarity; Friedrich aged scholars to ‘reconsider education as a Geisteswissenschaft’ (a human Schleiermacher; Wilhelm science) its main themes and the contributions of its central figures remain Dilthey; Klaus Mollenhauer; Educational Theory unknown. For Germans, particularly in more ‘general’ or philosophical areas of educational scholarship (i.e. Allgemeine Pädagogik), this same pedagogy is recognized only insofar as it is critiqued and rejected. Taking this strange situation as its frame, this paper introduces Human Science Pedagogy to English-language readers, providing a cursory overview of its history and principal contributors, while suggesting the contemporary relevance of its themes and questions in both English- and German-language scholarship. This paper concludes with an appeal to readers on both sides of the Atlantic to new or renewed consideration of this pedagogy as a significant and influential source for educational thinking deserving further scholarly attention. Introduction Human Science Pedagogy (geisteswissenschaftliche Pädagogik) is a way of understanding education in terms of human cultures, practices, and experiences, as well as through biographical and collective history1.Itoffers a perspective on education ‘as one of the humanities or arts rather than as a science’ (Tröhler, 2003, p. 759), or alternatively, as a specifically ‘hermeneutic science’ (Biesta, 2011, p. 185; emphasis added). Human Science Pedagogy has further been defined as an effort to ‘give mean- ingful interpretation to educational phenomena in their historical-cultural particularity’2 (Matthes, 2007, p.