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Textbooks and Beyond

Educational Media in Context(s) Simone Lässig

Simone Lässig

This article provides an introduction to the aims, methods, and interdisciplinary approach of this new journal, elucidating the traditions of international textbook research and the function of educational media as illuminating sources for various academic disciplines. Textbooks and curricula in particular, which are not only state-approved but also of a highly condensed and selective nature, are obliged to reduce the complexities of the past, present, and future onto a limited number of pages. Particularly in the humanities, which often deal with concepts of identity and portrayals that may be more open to interpretation, textbooks can become the subjects of controversial debate, especially in relation to societal shifts such as globalization and immigration. In this regard, this journal intends to illuminate the situations in which educational media evolve, including their social, cultural, political, and educational contexts. The emergence of new, particularly digital, educational media marks new modes of knowledge production. The Journal of Educational Media, Memory, and Society (JEMMS) invites analyses that reach beyond the printed page and even beyond the institution of the school itself.

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Rethinking Agency and Resistance

What Comes After Girl Power?

Marnina Gonick, Emma Renold, Jessica Ringrose, and Lisa Weems

With the current proliferation of images and narratives of girls and girlhood in popular culture, many ‘truths’ about girls circulate with certainty. Amongst the aims of this Special Issue is to examine critically these ‘confi dent characterizations’ (Trinh 1989), to trace the social conditions which produce these ‘truths’ along with the public fascination with girls and to analyze critically the eff ects of these ‘truths’ in the lives of young girls. Th e concepts of resistance and agency have been critical to the field of youth studies, sociology of education and school ethnographies (Hall and Jeff erson 1976; McRobbie 1978; Willis 1978) for conceptualizing the relationships between young people and their social worlds. Ground breaking scholarship by McRobbie (2000) challenges the gendered assumptions of political agency articulated in previous theories of subcultures developed in the 1970s and 80s. While feminist poststructuralist work in the 1990s has re-conceptualized agency in ways that are markedly diff erent to humanist notions of rational actors with free-will (Butler 2006; Davies 2000), feminist researchers have also shown the importance of a classed, raced and sexed analysis of agency. For example, scholarship by feminists of color have shown how girls of color challenge and defy dominant stereotypes of girlhood in culturally specifi c ways such as participating in spokenword contests, rap and hip hop, and ‘beauty contests’ (Hernandez and Rehman 2002; Gaunt 2006). In the changing social, economic, political and globalizing context of the new millennium, where ‘girl power’ has become a marketing tool and a branding (Klein 2000) of girlhood, it is important to look anew at the relations between girlhood, power, agency and resistance.

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Reading Raewyn

Reflections on a Lifelong Inspiration

Sara Delamont

readers of Connell in 2020 will have started where I did. I began my journey with Connell in 1973, when I was a new lecturer in the School of Education at Leicester University, teaching sociology of education to large classes of postgraduates training to

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Introduction

Theorizing Boys’ Literacies and Boys’ Literatures in Contemporary Times

Garth Stahl and Cynthia Brock

Adolescent Masculinities in School .” British Journal of Sociology of Education 20 ( 2 ): 239 – 263 . doi:10.1080/01425699995434 . Martino , Wayne . 2001 . “ Boys and Reading: Investigating the Impact of Masculinities on Boys’ Reading Preferences and

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Contemporary Girls Studies

Reflections on the Inaugural International Girls Studies Association Conference

Victoria Cann, Sarah Godfrey, and Helen Warner

Working-Class Girls’ Engagement with Education and Post‐16 Aspirations .” British Journal of Sociology of Education 28 ( 2 ): 165 – 180 . Cann , Victoria . 2016 . “ Classing Girls: (Re)Considering the Role of Class in British Girls’ Lives .” Paper

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“Avoiding the mistakes of the past”

Tower block failure discourse and economies of risk management in London's Olympic Park

Saffron Woodcraft

, Pierre . 1986 . “ The forms of capital .” In Handbook of theory and research for the sociology of education , ed. John G. Richardson , 241 – 258 . New York : Greenwood Press . Boys Smith , Nicholas . 2013 . “ Why aren't we building more streets

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Introduction

Overcoming the Quantity-Quality Divide in Economic Anthropology

Sandy Ross, Mario Schmidt, and Ville Koskinen

Everyday Life . Cambridge : Cambridge University Press . Lazzer , Gian P. 2014 . “ Immigrants’ Monetary Bank Practices: A Socialization Trajectory .” Italian Journal of Sociology of Education 6 ( 3 ): 153 – 183 . Leach , Edmund . 1961

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Non “Religious” Knowing in Pilgrimages to Sacred Sites

Greek Cypriots’ “return” Pilgrimages to the Monastery of Apostolos Andreas (Cyprus)

Evgenia Mesaritou

Memories .” British Journal of Sociology of Education 28 ( 6 ): 709 – 722 . https://doi.org/10.1080/01425690701609946 Cipriani , Roberto . 2006 . “ Jubilee 2000: A Computer-Assisted Analysis of the Religion of Jubilant People .” In On the Road to

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Sociology in the Garden

Beyond the Liberal Grammar of Contemporary Sociology

Nissim Mizrachi

Sociology of Education 33 , no. 2 : 185 – 201 . Mizrachi , Nissim . 2014 . “ Translating Disability in a Muslim Community: A Case of Modular Translation .” Culture, Medicine, and Psychiatry 38 , no. 2 : 133 – 159 . Mizrachi , Nissim , Israel