Pub Date : 2021-12-28DOI: 10.1177/14407833211070063
E. Cabalquinto
{"title":"Book Review: Leah Williams Veazey, Migrant mothers in the digital age: Emotion and belonging in migrant maternal online communities","authors":"E. Cabalquinto","doi":"10.1177/14407833211070063","DOIUrl":"https://doi.org/10.1177/14407833211070063","url":null,"abstract":"","PeriodicalId":47556,"journal":{"name":"Journal of Sociology","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42884841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Using a societal analysis perspective that articulates structural, institutional and cognitive dimensions, this article outlines a model examining the contribution made by the schooling system to the social construction of elites. The model is put to the test by a comparative study of elitist educational pathways and their contrasting organisational modes in France, Belgium and Chile. The article shows that both the education of elites, and the role played by school in providing access to privileged social positions, continue to be marked by the distinctive historical construction of each society and education system, despite cross-cutting trends that are linked to globalisation.
{"title":"The role of elite education in social reproduction in France, Belgium and Chile: Towards an analytical model","authors":"Mariëtte Verhoeven, Hugues Draelants, Tomás Ilabaca Turri","doi":"10.1177/14407833211051759","DOIUrl":"https://doi.org/10.1177/14407833211051759","url":null,"abstract":"Using a societal analysis perspective that articulates structural, institutional and cognitive dimensions, this article outlines a model examining the contribution made by the schooling system to the social construction of elites. The model is put to the test by a comparative study of elitist educational pathways and their contrasting organisational modes in France, Belgium and Chile. The article shows that both the education of elites, and the role played by school in providing access to privileged social positions, continue to be marked by the distinctive historical construction of each society and education system, despite cross-cutting trends that are linked to globalisation.","PeriodicalId":47556,"journal":{"name":"Journal of Sociology","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46814465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-06DOI: 10.1177/14407833211060059
Denisse Sepúlveda, Manuela Mendoza Horvitz, Sara Joiko, Francisca Ortiz Ruiz
Education is an essential aspect of any society in the world. As such, it has been a topic studied by many sociologists since the origins of the discipline. Today it is one of the most common subjects in sociology, in part because it has been recognised as a crucial environment for the (re)production of inequalities. This article explores the role of education in the (re)production of social inequalities and its potential to challenge such inequalities. In addition, the article presents some of the distinctions between research in the Global South and North, both in geographical and metaphorical terms. Since this article is the introduction to the special issue Education and the Production of Inequalities: Dialogues from the Global South and North, a synopsis of the published articles is presented at the end.
{"title":"Education and the production of inequalities across the Global South and North","authors":"Denisse Sepúlveda, Manuela Mendoza Horvitz, Sara Joiko, Francisca Ortiz Ruiz","doi":"10.1177/14407833211060059","DOIUrl":"https://doi.org/10.1177/14407833211060059","url":null,"abstract":"Education is an essential aspect of any society in the world. As such, it has been a topic studied by many sociologists since the origins of the discipline. Today it is one of the most common subjects in sociology, in part because it has been recognised as a crucial environment for the (re)production of inequalities. This article explores the role of education in the (re)production of social inequalities and its potential to challenge such inequalities. In addition, the article presents some of the distinctions between research in the Global South and North, both in geographical and metaphorical terms. Since this article is the introduction to the special issue Education and the Production of Inequalities: Dialogues from the Global South and North, a synopsis of the published articles is presented at the end.","PeriodicalId":47556,"journal":{"name":"Journal of Sociology","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2021-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49195327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-03DOI: 10.1177/14407833211060459
H. Lemma, C. Spark, D. Cuthbert
In this article, we analyse how domestic violence (DV) is understood and experienced among immigrant Ethiopian women in Melbourne, as well as the different conditions that contribute to their experiences of abuse and their responses to it. To do this, we draw on 20 interviews with participants, 7 of whom experienced intimate partner violence. Demonstrating that immigrant Ethiopian women find themselves in a social context with a set of values and understandings of family and DV that differs from their own, we argue that their responses to DV shows their selective acceptance of these values and state interventions. In exploring these themes, we contribute to the discussion about minority women's voices, values and priorities in relation to violence in the migration context. Our findings also highlight the limitations of mainstream approaches to DV, illustrating the extent to which interventions are constructed through reference to western perceptions of individuality and white feminism.
{"title":"‘Like pouring fuel on a fire’: Perspectives on family and domestic violence among Ethiopian women in Melbourne","authors":"H. Lemma, C. Spark, D. Cuthbert","doi":"10.1177/14407833211060459","DOIUrl":"https://doi.org/10.1177/14407833211060459","url":null,"abstract":"In this article, we analyse how domestic violence (DV) is understood and experienced among immigrant Ethiopian women in Melbourne, as well as the different conditions that contribute to their experiences of abuse and their responses to it. To do this, we draw on 20 interviews with participants, 7 of whom experienced intimate partner violence. Demonstrating that immigrant Ethiopian women find themselves in a social context with a set of values and understandings of family and DV that differs from their own, we argue that their responses to DV shows their selective acceptance of these values and state interventions. In exploring these themes, we contribute to the discussion about minority women's voices, values and priorities in relation to violence in the migration context. Our findings also highlight the limitations of mainstream approaches to DV, illustrating the extent to which interventions are constructed through reference to western perceptions of individuality and white feminism.","PeriodicalId":47556,"journal":{"name":"Journal of Sociology","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46219666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-26DOI: 10.1177/14407833211053897
Q. Maire
The relationship between global citizenship identity and actions remains an unsettled issue. In this article we use the PISA 2018 survey to explore whether global citizenship identity is associated with a greater likelihood of engaging in ‘globally minded’ practices among young Australians. Descriptive analysis reveals that self-reported global citizenship identity is associated with higher levels of moral cosmopolitanism, more so than with greater intercultural values or with more positive attitudes to immigrants. However, this self-declared identity does not necessarily translate into cosmopolitan action. Statistical modelling shows that, in the Australian context, global citizenship knowledge, values and identity account for a limited proportion of differences in self-reported cosmopolitan action. We argue that a sociological theory of practice helps explain these results. We conclude by highlighting future research opportunities to better understand the social determinants of global citizenship practices, including by exploring out-of-school socialisation and a broader range of cosmopolitan practices.
{"title":"Moral cosmopolitanism, civic action and ethical consumption: Social differences in young Australians’ global citizenship","authors":"Q. Maire","doi":"10.1177/14407833211053897","DOIUrl":"https://doi.org/10.1177/14407833211053897","url":null,"abstract":"The relationship between global citizenship identity and actions remains an unsettled issue. In this article we use the PISA 2018 survey to explore whether global citizenship identity is associated with a greater likelihood of engaging in ‘globally minded’ practices among young Australians. Descriptive analysis reveals that self-reported global citizenship identity is associated with higher levels of moral cosmopolitanism, more so than with greater intercultural values or with more positive attitudes to immigrants. However, this self-declared identity does not necessarily translate into cosmopolitan action. Statistical modelling shows that, in the Australian context, global citizenship knowledge, values and identity account for a limited proportion of differences in self-reported cosmopolitan action. We argue that a sociological theory of practice helps explain these results. We conclude by highlighting future research opportunities to better understand the social determinants of global citizenship practices, including by exploring out-of-school socialisation and a broader range of cosmopolitan practices.","PeriodicalId":47556,"journal":{"name":"Journal of Sociology","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42394830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-25DOI: 10.1177/14407833211048541
Ramón Menéndez Domingo
A preoccupation with a search for the authentic self has become widespread for individuals living in contemporary Western societies since the 1970s. Because academic consensus had been reached regarding the university student population anchoring their experiences of authenticity in a personal (impulsive or subconsensual) sense of identity in the last 35 years, the sociological-empirical study of the real self among students has been abandoned as a discipline for about the last 20 years. This article shows that this should not be the case any longer. I found that students’ meanings of authenticity are predominantly constructed within their social (institutional or consensual) roles. I present data from a survey conducted with 138 respondents from a university in Victoria, Australia, in 2013, and compare it with sociologist Ralph Turner's ground-breaking research on the same topic. I explain these findings through generational and cultural change reasons related to millennials’ Web 2.0 technology use.
{"title":"The real self revisited: From impulse to institution","authors":"Ramón Menéndez Domingo","doi":"10.1177/14407833211048541","DOIUrl":"https://doi.org/10.1177/14407833211048541","url":null,"abstract":"A preoccupation with a search for the authentic self has become widespread for individuals living in contemporary Western societies since the 1970s. Because academic consensus had been reached regarding the university student population anchoring their experiences of authenticity in a personal (impulsive or subconsensual) sense of identity in the last 35 years, the sociological-empirical study of the real self among students has been abandoned as a discipline for about the last 20 years. This article shows that this should not be the case any longer. I found that students’ meanings of authenticity are predominantly constructed within their social (institutional or consensual) roles. I present data from a survey conducted with 138 respondents from a university in Victoria, Australia, in 2013, and compare it with sociologist Ralph Turner's ground-breaking research on the same topic. I explain these findings through generational and cultural change reasons related to millennials’ Web 2.0 technology use.","PeriodicalId":47556,"journal":{"name":"Journal of Sociology","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46554983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-23DOI: 10.1177/14407833211050695
Carol Vincent
Drawing on theorized notions of belonging and understandings of citizenship which stress the everyday and affective, I consider aspects of the relationship between educational institutions and belonging through a discussion of two recent research projects. One explores the educational strategies of Black middle-class parents, and the second teachers’ responses to the recent requirement that they promote government-identified national values (the ‘fundamental British values’) in the classroom. I argue that both projects shed light on the differentiated experience of belonging and non-belonging in England today. I conclude by arguing for an understanding of the school as a shared public institution. This understanding highlights the potential of developing in all members of a school community, including parents, a sense of both belonging to the institution and being perceived by others as belonging, as well as a recognition of the legitimacy of claims to belong from ‘other’ students and families. Fostering such mutual recognition can be seen as a ‘quiet’, but potentially powerful, politics.
{"title":"Belonging in England today: Schools, race, class and policy","authors":"Carol Vincent","doi":"10.1177/14407833211050695","DOIUrl":"https://doi.org/10.1177/14407833211050695","url":null,"abstract":"Drawing on theorized notions of belonging and understandings of citizenship which stress the everyday and affective, I consider aspects of the relationship between educational institutions and belonging through a discussion of two recent research projects. One explores the educational strategies of Black middle-class parents, and the second teachers’ responses to the recent requirement that they promote government-identified national values (the ‘fundamental British values’) in the classroom. I argue that both projects shed light on the differentiated experience of belonging and non-belonging in England today. I conclude by arguing for an understanding of the school as a shared public institution. This understanding highlights the potential of developing in all members of a school community, including parents, a sense of both belonging to the institution and being perceived by others as belonging, as well as a recognition of the legitimacy of claims to belong from ‘other’ students and families. Fostering such mutual recognition can be seen as a ‘quiet’, but potentially powerful, politics.","PeriodicalId":47556,"journal":{"name":"Journal of Sociology","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45131800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-23DOI: 10.1177/14407833211058899
P. Lentini, Anna Halafoff, A. Singleton, G. Barton, Marion Maddox, K. McPhillips, Alphia Posamai-Inesedy
Emeritus Professor Gary Bouma was many things to many people. He was Australia's pre-eminent scholar of the sociology of religion. As an ordained Anglican priest, Gary was noted for his pastoral care of his parishioners and others who sought his counsel and spiritual support. He was a loving husband, father and grandfather. Moreover, his deep commitment to social justice and harmony greatly influenced Gary's participation in interfaith dialogue. Gary contributed so much to scholarship and building bridges between religious communities that he was justly rewarded with an Order of Australia as a Member (AM) in recognition for his services to sociology, to the Anglican Church of Australia, and to interreligious relations in the 2013 Australia Day Honours.
{"title":"A Tribute to Gary Bouma","authors":"P. Lentini, Anna Halafoff, A. Singleton, G. Barton, Marion Maddox, K. McPhillips, Alphia Posamai-Inesedy","doi":"10.1177/14407833211058899","DOIUrl":"https://doi.org/10.1177/14407833211058899","url":null,"abstract":"Emeritus Professor Gary Bouma was many things to many people. He was Australia's pre-eminent scholar of the sociology of religion. As an ordained Anglican priest, Gary was noted for his pastoral care of his parishioners and others who sought his counsel and spiritual support. He was a loving husband, father and grandfather. Moreover, his deep commitment to social justice and harmony greatly influenced Gary's participation in interfaith dialogue. Gary contributed so much to scholarship and building bridges between religious communities that he was justly rewarded with an Order of Australia as a Member (AM) in recognition for his services to sociology, to the Anglican Church of Australia, and to interreligious relations in the 2013 Australia Day Honours.","PeriodicalId":47556,"journal":{"name":"Journal of Sociology","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49109871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-20DOI: 10.1177/14407833211044772
Dominic Peel, H. Berry, L. Botterill, G. Cockfield
The idealisation of rural work, people, and communities is remarkably persistent in Western countries. With the diminishing role of agriculture in national economies and changing values, this agrarian sentiment could be expected to lose currency. Yet, agrarian tropes and narratives remain evident in popular culture, political discourse, and public policy. Flinn and Johnson, in the 1970s, pioneered empirical studies of agrarianism based on a regionally specific and relatively small sample from which they identified five tenets of agrarianism. We sought to develop a survey instrument to explore whether changes in societal values, and in the structures and practices of agriculture, mean these tenets no longer hold. We find that, overall, many of the key elements identified by Flinn and Johnson are still evident. In addition, we have identified three domains of agrarianism: foundationalism, ruralism, and stewardship, that represent some of the historical diversity of agrarian themes and some accommodation with environmentalism.
{"title":"Exploring domains of contemporary Australian agrarianism","authors":"Dominic Peel, H. Berry, L. Botterill, G. Cockfield","doi":"10.1177/14407833211044772","DOIUrl":"https://doi.org/10.1177/14407833211044772","url":null,"abstract":"The idealisation of rural work, people, and communities is remarkably persistent in Western countries. With the diminishing role of agriculture in national economies and changing values, this agrarian sentiment could be expected to lose currency. Yet, agrarian tropes and narratives remain evident in popular culture, political discourse, and public policy. Flinn and Johnson, in the 1970s, pioneered empirical studies of agrarianism based on a regionally specific and relatively small sample from which they identified five tenets of agrarianism. We sought to develop a survey instrument to explore whether changes in societal values, and in the structures and practices of agriculture, mean these tenets no longer hold. We find that, overall, many of the key elements identified by Flinn and Johnson are still evident. In addition, we have identified three domains of agrarianism: foundationalism, ruralism, and stewardship, that represent some of the historical diversity of agrarian themes and some accommodation with environmentalism.","PeriodicalId":47556,"journal":{"name":"Journal of Sociology","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2021-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42023658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-11DOI: 10.1177/14407833211048242
E. Clark, Jennifer Munday, A. Watts
Prosopography, otherwise known as collective biography, is a method that has been widely used by historians but is less well known as a sociological research technique. In this article, we review definitions and uses of prosopography, its advantages and limitations. We describe steps in the method with reference to a study of the Beechworth Asylum cricket team in rural Victoria, Australia, and show the extent of members’ involvement with activities in the town. Prosopography is shown to be a useful tool for sociological research, while findings of the study add to the limited literature about staff in Australian asylums.
{"title":"Cricket and the Beechworth Asylum, 1910–1915: A collective biography","authors":"E. Clark, Jennifer Munday, A. Watts","doi":"10.1177/14407833211048242","DOIUrl":"https://doi.org/10.1177/14407833211048242","url":null,"abstract":"Prosopography, otherwise known as collective biography, is a method that has been widely used by historians but is less well known as a sociological research technique. In this article, we review definitions and uses of prosopography, its advantages and limitations. We describe steps in the method with reference to a study of the Beechworth Asylum cricket team in rural Victoria, Australia, and show the extent of members’ involvement with activities in the town. Prosopography is shown to be a useful tool for sociological research, while findings of the study add to the limited literature about staff in Australian asylums.","PeriodicalId":47556,"journal":{"name":"Journal of Sociology","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42587436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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