REFERENCES: Chanana, Karuna. Social Change Or Social Reform

Total Page：16

File Type：pdf, Size：1020Kb

REFERENCES: Chanana, Karuna. Social Change or Social Reform: The Education of Women in Pre- Independence India. Vol. 2: Women in Indian Society, in Social Structure and Change, edited by A. M. Shah, B. S. Baviskar and E. A. Ramaswamy, 113-148. New Delhi: Sage Publications, 1996. Charlton, Bruce, and Peter Andras. The Modernization Imperative. Imprint Academic, 2003. Desai, I. P. The Western Educated Elites and Social Change in India. Vols. 1: Theory and Method - Evaluation of the Work of M. N. Srinivas, in Social Structure and Change, edited by A. M. Shah, B. S. Baviskar and E. A. Ramaswamy, 79-103. New Delhi: Sage Publications India, 1996. Deshpande, Satish. "Modernization." In Handbook of Indian Sociology, edited by Veena Das, 172-203. New Delhi: Oxford University Press, 2004. Harrison, David. The Sociology of Modernization and Development. New York: Routledge, 1988. Hutter, Mark. "History of Family." In The Blackwell Encyclopedia of Sociology, edited by George Ritzer, 1594-1600. Oxford: Blackwell Publishing, 2007. Kamat, A. R. Essays on Social Change in India. Mumbai: Somaiya Publications Pvt. Ltd., 1983. Khare, R. S. Social Description and Social Change: from Functional to Critical Cultural Significance. Vol. 1, in Social Structure and Change, edited by A. M. Shah, B. S. Baviskar and E. A. Ramaswamy, 56-63. New Delhi: Sage Publications India Pvt Ltd, 1996. Mehta, V. R. Ideology, Modernization and Politics in India. New Delhi: Manohar Publications, 1983. Rudolph, Lloyd, and Susanne Rudolph. The Modernity of Tradition: Political Development in Inida. Chicago: University of Chicago Press, 1967. Singh, Yogendra. Essays on Modernization in India. New Delhi: Manohar, 1978. Singh, Yogendra. "Modernization and Its Contradictions: Contemporary Social Changes in India." Polish Sociological Review, 2012: 155-166. —. Modernization of Indian Tradition (A Systemic Study of Social Change). Jaipur: Rawat Publications, 1986. .

Copy Link

Recommended publications

Education for Social Change and Transformation: Case Studies of Critical Praxis
Volume 15(2) / Spring 2013 • ISSN 1523-1615 • http://www.tc.edu/cice Education for Social Change and Transformation: Case Studies of Critical Praxis 3 Educating All to Struggle for Social Change and Transformation: Introduction to Case Studies of Critical Praxis Dierdre Williams and Mark Ginsburg 15 Theatre-Arts Pedagogy for Social Justice: Case Study of the Area Youth Foundation in Jamaica Anne Hickling-Hudson 35 Promoting Change within the Constraints of Conflict: Case Study of Sadaka Reut in Israel Karen Ross 53 Promoting Civic Engagement in Schools in Non-Democratic Settings: Transforming the Approach and Practices of Iranian Educators Maryam Abolfazli and Maryam Alemi 63 Teacher Education for Social Change: Transforming a Content Methods Course Block Scott Ritchie, Neporcha Cone, Sohyun An, and Patricia Bullock 84 Re-framing, Re-imagining, and Re-tooling Curricula from the Grassroots: The Chicago Grassroots Curriculum Taskforce Isaura B. Pulido, Gabriel Alejandro Cortez, Ann Aviles de Bradley, Anton Miglietta, and David Stovall 96 Education Community Dialogue towards Building a Policy Agenda for Adult Education: Reflections Drawn from Experience Tatiana Lotierzo Hirano, Giovanna Modé Magalhães, Camilla Croso, Laura Giannecchini, and Fabíola Munhoz 108 Chilean Student Movements: Sustained Struggle to Transform a Market-oriented Educational System Cristián Bellei and Cristian Cabalin CURRENT ISSUES IN COMPARATIVE EDUCATION Volume 15, Issue 2 (Spring 2013) Special Guest Editors: Dierdre Williams, Open Society Foundations Mark Ginsburg,
[Show full text]
Social Innovation and Its Relationship to Social Change: Verifying Existing Social Theories in Reference to Social
SI-DRIVE Social Innovation: Driving Force of Social Change SOCIAL INNOVATION AND ITS RELATIONSHIP TO SOCIAL CHANGE Verifying existing Social Theories in reference to Social Innovation and its Relationship to Social Change D1.3 Project acronym SI-DRIVE Project title Social Innovation: Driving Force of Social Change Grand Agreement number 612870 Coordinator TUDO – TU Dortmund University Funding Scheme Collaborative project; Large scale integration project Due date of deliverable April 30 2016 Actual submission date April 30 2016 Start date of the project January 1 2014 Project duration 48 months Work package 1 Theory Lead beneficiary for this deliverable TUDO Authors Jürgen Howaldt (TUDO), Michael Schwarz Dissemination level public This project has received funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement no 612870. Acknowledgements We would like to thank all partners of the SI-DRIVE consortium for their comments to this paper. Also many thanks to Doris Schartinger and Matthias Weber for their contributions. We also thank Marthe Zirngiebl and Luise Kuschmierz for their support. SI-DRIVE “Social Innovation: Driving Force of Social Change” (SI-DRIVE) is a research project funded by the European Union under the 7th Framework Programme. The project consortium consists of 25 partners, 15 from the EU and 10 from world regions outside the EU. SI-DRIVE is led by TU Dortmund University / Sozialforschungsstelle and runs from 2014-2017. 2 CONTENTS 1 Introduction ........................................................................................................... 1 2 Social Innovation Research and Concepts of Social Change ............................ 8 3 Theories of Social Change – an Overview ........................................................ 14 3.1 Social Innovations in Theories of Social Change .......................................................................................................
[Show full text]
Module 7 Key Thinkers Lecture 36 Auguste Comte and Herbert Spencer
NPTEL – Humanities and Social Sciences – Introduction to Sociology Module 7 Key Thinkers Lecture 36 Auguste Comte and Herbert Spencer The thoughts of Auguste Comte (1798-1857), who coined the term sociology, while dated and riddled with weaknesses, continue in many ways to be important to contemporary sociology. First and foremost, Comte's positivism — the search for invariant laws governing the social and natural worlds — has influenced profoundly the ways in which sociologists have conducted sociological inquiry. Comte argued that sociologists (and other scholars), through theory, speculation, and empirical research, could create a realist science that would accurately "copy" or represent the way things actually are in the world. Furthermore, Comte argued that sociology could become a "social physics" — i.e., a social science on a par with the most positivistic of sciences, physics. Comte believed that sociology would eventually occupy the very pinnacle of a hierarchy of sciences. Comte also identified four methods of sociology. To this day, in their inquiries sociologists continue to use the methods of observation, experimentation, comparison, and historical research. While Comte did write about methods of research, he most often engaged in speculation or theorizing in order to attempt to discover invariant laws of the social world. Comte's famed "law of the three stages" is an example of his search for invariant laws governing the social world. Comte argued that the human mind, individual human beings, all knowledge, and world history develop through three successive stages. The theological stage is dominated by a search for the essential nature of things, and people come to believe that all phenomena are created and influenced by gods and supernatural forces.
[Show full text]
DOCUMENT RESUME SO 000 040 Bibliography on Planned Social
DOCUMENT RESUME ED 040 109 SO 000 040 TITLE Bibliography on Planned Social Change (with Special Reference to Rural Development and Educational Development). Volume II, Books and Book Length Monographs. INSTITUTION Minnesota Univ., Minneapolis. Dept. of Political Science. SPONS AGENCY Agency for International Development, Washington, D.C. PUB DATE 1 Jan 67 NOTE 215p. EDRS PRICE EDRS Price MF-$1.00 HC-$10.85 DESCRIPTORS Abstracts, Annotated Bibliographies, Area Studies, *Bibliographies, Books, Developing Nations, Economic Change, *Economic Development, *Educational Development, Essays, Foreign Countries, Research Reviews (Publications), *Rural Areas, Rural Development, Rural Economics, Social Change, *Social Development, Socioeconomic Influences, Technical Assistance IDENTIFIERS *Rural Development Research Project ABSTRACT This selected bibliography has included works that are both familiar and unfamiliar to researchers in the field. Doctoral theses have been excluded to control the size of this document. Many entries are annotated. The table of contents is organized both topically (political development, education, agriculture, social development, economic development, technical assistance) and geographically (Africa, Asia, Europe, Latin America, Middle East, New Guinea, New Zealand, U.S.S.R.). Materials can be most easily located by using this table, since a detailed index and search system has not been provided for this volume.(See SO 000 039 and SO 000 041 for Volumes I and III.) (SBE) Cr CENTERforCOMPARATIVE POLITICAL. ANALYSIS BIBLIOGRAPHY ON PLANNED SOCIAL CHANGE (With Special Referenceto Rural Development and Educational Development) /,1 VOLUMEII Books and Book Length Monographs Department of Political Science University of Minnesota Minneapolis, Minnesota 55455 U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FRO M THE PERSON OR ORGANIZATION ORIGINATING IT.
[Show full text]
Social Change: Mechanisms and Metaphors
Social Change: Mechanisms and Metaphors Kieran Healy∗ August 1998 ∗Department of Sociology, 2–N–2 Green Hall, Princeton University, Princeton N.J. 08544. Email at [email protected]. Please do not cite or distribute without permis- sion. Thanks to Miguel Centeno, Sara Curran, Paul DiMaggio, Patricia Fernandez–Kelly, Frank Karel, Lynn Robinson, Brian Steensland, Steve Tepper, Bruce Western and Bob Wuthnow for suggestions, discussion and comments. Research for this paper was funded by The Robert Wood Johnson Foundation. 1 2 Kieran Healy Contents Introduction 3 The Varying Fortunes of Social Change 4 The Legacy of the Nineteenth Century . 4 Social Change as Modernization . 5 The Analysis of Change 8 Prediction . 8 Metaphors of change . 11 Organic development . 11 Ecological competition and selection . 11 Diﬀusion and contagion . 12 Path dependence and hysteresis . 13 Complexity and self–organization . 14 Mechanisms and causes . 15 Sources of Social Change 16 Demography . 16 Technology . 17 Economic change . 20 Planned change . 21 Organizations . 23 Institutions . 25 Culture . 28 Conclusion 31 Appendix: An Annotated Bibliography 34 Demography and social change . 34 Technology and change . 38 Economic and political change . 41 Planned change and community change . 49 Organizational change . 54 Gender and social change . 62 Institutions and change . 66 Culture and social change . 69 Complexity theory . 76 Social theory and social change . 80 Social Change: mechanisms and metaphors 3 Introduction Good social science should be able to explain how and why things change. Questions about change can be posed directly, as when we wonder whether religious observance is declining in America, or try to explain why large corporations ﬁrst appeared at the end of the nineteenth century.
[Show full text]
The Development of Sociology in the United States
THE DEVELOPMENT OF SOCIOLOGY IN THE UNITED STATES ——— JOHN LEWIS GILLIN University of Wisconsin ——— ABSTRACT The origin of sociology in the United States. — Why sociology arose in the United States following the Civil War. Character of early sociology in the United States. Characterization of the sociology of the pioneers Ward, Sumner, Small, Giddings, Ross, Cooley, Thomas. Tendencies in early American sociology. Development of sociology in the United States since the pioneers. Relation of sociology to social work. Sociology as a university subject. Hesitancy to use the term “sociology” in university curricula. The progress of sociology. ——— Sociology is usually supposed to have begun with Comte. As a matter of fact, however, there were a number of presociological movements, in which certain men manifested the beginning of the sociological attitude. To a sociologist it looks as if those responsible for the abolition of slavery in the British colonies had sociological insight. Chalmers, in his objective study of dependency in his parish in Edinburgh, and in his policy based on that study, showed a sociological attitude. Pinel, who as the result of his study of the results of the traditional methods of treating the insane, struck off the restraints and adopted humane methods, attacked the problem as a modern sociologist. Beccaria, in so far as he faced frankly the effects of age-old methods of treating the criminal and suggested other methods based upon a study of results, was a sociologist. The striking thing about all of these examples is that the men mentioned adopted a new attitude in the study of social problems.
[Show full text]
Social Change and Public Engagement with Policy and Evidence
Social change and public engagement with policy and evidence Katherine Stewart, Talitha Dubow, Joanna Hofman, Christian van Stolk For more information on this publication, visit www.rand.org/t/RR1750 Published by the RAND Corporation, Santa Monica, Calif., and Cambridge, UK © Copyright 2016 RAND Corporation R® is a registered trademark. RAND Europe is a not-for-profit organisation whose mission is to help improve policy and decisionmaking through research and analysis. RAND’s publications do not necessarily reflect the opinions of its research clients and sponsors. Limited Print and Electronic Distribution Rights This document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited. Permission is given to duplicate this document for personal use only, as long as it is unaltered and complete. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial use. For information on reprint and linking permissions, please visit www.rand.org/pubs/permissions. Support RAND Make a tax-deductible charitable contribution at www.rand.org/giving/contribute www.rand.org www.rand.org/randeurope Acknowledgements The project team would like to thank Jirka Taylor, for his thoughtful comments on an earlier draft of this paper. We would also like to thank Jess Plumridge, for her assistance with the cover design and graphs. This report was prepared for Sense about Science and the Nuffield Foundation. i Foreword by Professor Tom Ling This is a good time to step back and reflect on how the public engage with policy and evidence.
[Show full text]
A Social Change Model of Leadership Development
A SOCIA.L ) CHANBE DEVELOPMENT G u D E B o o K V er s on I II Higher Education Research I nstitute, University of California, Los Angeles Funded by Dwight D. Eisenhower Leadership Development Program u.s. Department of Education ©The Regents of The University of California TABLE OF CONTENTS Page Contributors 1 Celebrating Individualism and Collaboration: A Musical Metaphor 4 A Note to Potential Users of the Guidebook 8 Preface 10 Preamble 16 The Model 18 The "Seven C's" 29 Consciousness of Self 31 Congruence 36 Commitment 40 Collaboration 48 Common Purpose 55 Controversy with Civility 59 Citizenship 65 Initiating and Sustaining a Project 70 A Challenge to Administrators, Faculty, and Others Interested in Student Leadership Development 74 Questions Often Asked About the Model 75 Appendices 79 Case Studies 81 How to Use the Case Study Materials 84 Case 1: Service to the Institution 86 Case 2: Latina Students Legislate Change 90 III TABLE OF CONTENTS (CON'T) Page Case 3: Policy Management and Leadership 94 Case 4: Organizing a Feminist Conference 98 Ten Brief Vignettes for Case Studies 101 Resources 109 Self and Group Reflection 111 Selected Relevant Organizations 119 Selected Bibliography 125 Airlie House Participants 135 Examples of Applications 139 Leadership for a New Millennium 141 The Art of Diversity: A Case Study 144 Using the Model with Graduate Students in Student Affairs 147 Videos 157 IV CONTRIBUTORS We have developed this Guidebook in collaboration with the other members of The Working Ensemble!. Their names (with institutional affiliations) appear in alphabetical order. Marguerite Bonous-Hammarth, University of California, Irvine Tony Chambers, Michigan State University Leonard S.
[Show full text]
Chapter 17: Social Change and Collective Behavior
Chapter Social Change and 1177 Collective Behavior Sections 1. Social Change 2. Theoretical Perspectives on Social Change 3. Collective Behavior 4. Social Movements Learning Objectives After reading this chapter, you will be able to • illustrate the three social processes that contribute to social change. • discuss how technology, population, natural environ- ment, revolution, and war cause cultures to change. • describe social change as viewed by the functionalist and conﬂ ict perspectives. • discuss rumors, fads, and fashions. • compare and contrast theories of crowd behavior. • compare and contrast theories of social movements. 566 Applying Sociology Social change occurs in all societies and in many ways. Today, many Americans may be especially aware of the changes technology brings. News stories tell of workers losing their jobs in the steel industry or of others who must learn computer skills to survive. The photo at left shows a dramatic example of social change in action: the March on Washington of August 28, 1963. That day, more than 250,000 people gathered to demand that the government pass a major civil rights bill and take other actions to end racial discrimination. Since that day, Americans have seen other groups organize to bring about social change— women, Latinos, gay men and women, and other groups, as well. We often assume that the societies of the past stood still. Sociology teaches us, however, that change comes to all societies. Whether by borrowing from other cultures or discovering new ways of doing things, societies change —though industrialized societies tend to change at a faster pace. In this chap- ter you will read about the many ways change is introduced in a culture and how its effects ripple through a society.
[Show full text]
Modernization Theory and the Comparative Study of Societies: a Critical Perspective Author(S): Dean C
Society for Comparative Studies in Society and History Modernization Theory and the Comparative Study of Societies: A Critical Perspective Author(s): Dean C. Tipps Reviewed work(s): Source: Comparative Studies in Society and History, Vol. 15, No. 2 (Mar., 1973), pp. 199-226 Published by: Cambridge University Press Stable URL: http://www.jstor.org/stable/178351 . Accessed: 26/03/2012 13:14 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Cambridge University Press and Society for Comparative Studies in Society and History are collaborating with JSTOR to digitize, preserve and extend access to Comparative Studies in Society and History. http://www.jstor.org ModernizationTheory and the ComparativeStudy of Societies:A CriticalPerspective DEAN C. TIPPS Universityof California, Berkeley Use of the term 'modernization' in its present connotations is of relatively recent origin, becoming an accepted part of the vocabulary of American, if not international, social science only in the decade of the 1960s. Despite its relatively rapid rise to currency, the popularity of the term does not appear to be matched by any widespread consensus concerning its precise meaning. The proliferation of alternative definitions has been such, in fact, that the ratio of those using the term to alternative definitions would appear to approach unity.
[Show full text]
67 Sociology in a Rapidly Changing Society K. A. BUSIA, GHANA Visiting Professor of Sociology, Institute of Social Studies
Sociology in a Rapidly Changing Society K. A. BUSIA, GHANA Visiting Professor of Sociology, Institute of Social Studies, The Hague THE emphasis on social change is a recognition of the predominant social fact of our time. Social changes are taking place in all countries in the world. In Africa and Asia, as in America and Europe, science and technology, and the contacts of peoples and cultures present challenges, opportunities and urges to achieve higher standards of living, larger freedom and higher human dignity, social welfare and social justice. In some countries, the efforts to achieve all these goals simultaneously have resulted in social changes that have the dimensions of a revolution which profoundly affects every aspect of national life : its culture, politics, economics,. religion, morality and social relations, as well as most realms of individual personality. This situation dictates the problems of sociology, as of the other social scienceg; for sociology is inevitably involved in the social situation, and its problems are dictated by the social setting. The concern of sociology with social change is not new. From the time of Comte to the present day, sociologists have studied and reflected upon the phenomenon of social change. They have tried to answer the questions that men have asked about society. Why does it change, and where does the change tend ? P Sociologists have provided many theories in an endeavour to the cause or the direction of social explain change. ' Comte thought he had discovered in social change a relation between intellectual and social development which he stated in his well-known theory that history showed that human thought passed through three stages : the theological, the metaphysical and the positive.
[Show full text]
Ethnography of Health for Social Change: Impact on Public Perception and Policy
UC Berkeley UC Berkeley Previously Published Works Title Ethnography of health for social change: impact on public perception and policy. Permalink https://escholarship.org/uc/item/6bp8z9jj Authors Hansen, Helena Holmes, Seth Lindemann, Danielle Publication Date 2013-12-01 DOI 10.1016/j.socscimed.2013.11.001 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Social Science & Medicine 99 (2013) 116e118 Contents lists available at ScienceDirect Social Science & Medicine journal homepage: www.elsevier.com/locate/socscimed Introduction Ethnography of Health for Social Change: Impact on public perception and policy Introduction Contributors to this issue cluster around three cross cutting topics in which ethnography has historically played a prominent This special issue addresses a core problem of social science: the role: 1) critical perspectives on global health; 2) marginalizing pro- relationship of research to public perception and policy. It focuses cesses of poverty, stigma and violence; and 3) community based on the potential impact of ethnographic research on the way its au- participation and advocacy. diences see health problems, conduct their professional and per- First, global health initiatives have required the ﬁne grained and sonal lives, and become politically active. How can ethnography interpretive perspective offered by ethnographers, which has led to foster public engagement in health issues? indispensable insights among global health practitioners and Ethnography has an established role in health research. It eluci- agencies about the ways that concepts and interventions do, or dates the cultural logics driving health related behavior, and the un- do not, translate across borders, languages and cultural groups examined assumptions that frame problems of relevance to health.
[Show full text]