I position critical ethnographic researcher field notes as an opportunity to document the physical and ideological violence that white settler states and institutions on the school-prison nexus inflict on the lives of girls of color generally and Black girls specifically. By drawing on my own field notes, I argue that critical social science researchers have an ethical duty to move their inquiries beyond conventions of settler colonial empirical science when they are wanting to create knowledges that transcend traditions of body counts and classification systems of human lives. As first responders to the social emergencies in girls’ lives, researchers can make palpable spatialization of institutionalized forms of settler epistemologies to convey more girl-centered ways of speaking against quantifiable hierarchies of human life.
Field Notes as First Responder Witness Accounts
Contemporary undergraduate courses in research methods are challenging to teach because of the wide scope of the subject matter, limited student contact hours and the complexity of supervising research projects undertaken by novices. Focus group assignments within class offer an interesting and enjoyable way for students to develop and apply research skills and reflect on the process of being both a researcher and a research participant in social science disciplines. Using focus groups enables deep learning, formative assessment and the development of reflexive research skills. This article discusses the use of focus group assignments as a key assessment tool in a Sociological research methods course taught at Monash University, Australia. The use of focus groups as a teaching tool is further assessed through analysing the reflections and evaluations given by students participating in the course.
The 2013 Anti-Government Protests in Istanbul, Turkey
Colin W. Leach, Ayşe Betül Çelik, Rezarta Bilali, Atilla Cidam, and Andrew L. Stewart
By happenstance, we found ourselves in Istanbul, Turkey in early June 2013 only days after a mass anti-government protest developed in and around Gezi Park. In addition to informal discussions and interviews with academics and others, we visited the protest site and traveled throughout Istanbul to directly experience the atmosphere and events. We also conducted two studies of Turks’ participation in, and views of, the protests. This paper recounts the events in Istanbul that summer and reviews our own, and other, social science research on the protests and the protestors. We focus on who the protestors were and why they protested, as opposed to the less engaged actions of visiting the protests or following them in the media.
Anthropology at Utrecht University (1971–1991) and at the Amsterdam School for Social Science Research at the University of Amsterdam (1991 until retirement in 1999). In 1990, he was awarded membership in the Royal Netherlands Academy of Arts and Sciences
John Urry, 1946–2016
Social and Political Sciences at Cambridge) on the topic of relative deprivation and revolution, supported by a research studentship from the United Kingdom’s Social Science Research Council. There was a lively postgraduate research culture in these years
, fellow of the Amsterdam Institute for Social Science Research and sat on the advisory boards of several scholarly journals, among them Journeys: The International Journal of Travel and Travel Writing . He was an enthusiastic traveler himself, an
Reflections on a Lifelong Inspiration
rethinking of sociological standpoints on gender. The Men and the Boys needs to be seen alongside those two predecessors as the foundation for social science research on boyhood. Rather than recapitulating the arguments in those books, the source of
Project Camelot and the post–World War II operationalization of social science
Philip Y. Kao
-centric society?” (1971: 794). To recap, Project Camelot failed mainly because of diplomatic transgressions, and the bureaucratic rivalries between the US Departments of State and Defense. During World War II, the nexus between social science research and the
-colonial world. The US African Studies centres have their own history, entwined with American racial and imperial politics ( Martin and West 1999 ; Robinson 2007 ). Their origins lay in a 1948 Social Science Research Council report, which championed
Mobile Autoethnography on a South African Bus Service
Merriman signals a note of caution when pursuing methodological innovation in what Sheller and Urry consider the “new mobilities paradigm,” as he warns against the abandonment of tradition methods of social science research in favor of what may be regarded