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Leading academics take a distinctive new approach to the understanding of public sociology education in this perceptive new resource. Through pedagogical case studies and inter-contributor dialogues, they develop and challenge thinking in the field.
Divided into three sections on the publics, knowledges and practices of public sociology education, it looks beyond the boundaries of academia to deliver fresh responses to key disciplinary questions including the purposes and targets of sociological knowledge.
For students, academics and practitioners, it is a timely and thought-provoking contribution to debate about public sociology education.
The idea of public sociology, as introduced by Michael Burawoy, was inspired by the sociological practice in South Africa known as ‘critical engagement’. This volume explores the evolution of critical engagement before and after Burawoy’s visit to South Africa in the 1990s and offers a Southern critique of his model of public sociology.
Involving four generations of researchers from the Global South, the authors provide a multifaceted exploration of the formation of new knowledge through research practices of co-production.
Tracing the historical development of ‘critical engagement’ from a Global South perspective, the book deftly weaves a bridge between the debates on public sociology and decolonial frameworks.
As social media is increasingly becoming a standard feature of sociological practice, this timely book rethinks the role of these mediums in public sociology and what they can contribute to the discipline in the post-COVID world.
It reconsiders the history and current conceptualizations of what sociology is, and analyzes what kinds of social life emerge in and through the interactions between ‘intellectuals’, ‘publics’ and ‘platforms’ of communication.
Cutting across multiple disciplines, this pioneering work envisions a new kind of public sociology that brings together the digital and the physical to create public spaces where critical scholarship and active civic engagement can meet in a mutually reinforcing way.
Erich Fromm was one of the most influential and creative public intellectuals of the twentieth century. He was a mentor to David Riesman and an inspiration for the New Left.
As the rise of global right-wing populism and Trumpism creates new interest in the kind of psycho-social writing and popular sociology that Fromm pioneered in the 1930s, this timely book tells the story of the rise, fall and contemporary revival of Fromm’s theories.
Drawing from empirical work, this is an invaluable contribution to popular debates about current politics, the sociology of ideas and the prospect of a truly global public sociology.
Is it possible to tackle waste by recycling, reusing and reducing consumption on an individual level alone?
This provocative book critically analyses the widespread narrative around waste as a ‘household’ issue.
Expert scholar Myra J. Hird uncovers neoliberal capitalism’s fallacy of infinite growth as the real culprit and shows how industry and local governments work in tandem to deflect attention away from the real causes of our global waste crisis.
Hird offers crucial insights on the relations between waste and wider societal issues such as poverty, racism, sexism, Indigeneity, decolonisation and social justice, showcasing how sociology can contribute to a ‘public imagination’ of waste.
or pupil relationships’ damaged by alcohol-fuelled behaviour over weekends. The risks incurred by adolescent drinking make a significant topic on which to focus – not only because of its impact on young people’s social context, but also because alcohol use is the leading risk factor for premature death and disability worldwide for people aged 15–49 years old (Griswold et al, 2018 ; WHO, 2018 ). In addition, there is increasing evidence that alcohol may have acute and prolonged neurobiological effects on developing adolescent brains (Clark, 2008; Squeglia, 2009 in
of David Reville and Kathryn Church at Ryerson University in Toronto, Canada where they had developed a course called ‘Mad People’s History’ within the Disability Studies department. Mad People’s History (MPH) is defined by Church: ‘The discourse of MPH challenges the dominant psychiatric paradigm by placing the experience of people with mental health issues or who have been labelled Mad at the centre of the curriculum and knowledge formation’ (Church, 2015 : 265) Initially the aim of OMH was to gather together a paper-based archive and to establish an oral
picture’, whilst also modelling an approach they can adopt in critically analysing the ‘small picture’ that confronts the communities in which they practise. Framing problems and formulating solutions Community education practitioners today work primarily across a range of voluntary sector projects (though some local authorities continue to provide educational opportunities) concerned with policy priorities such as mental health, disability, employability, literacy, well-being, housing, homelessness, social inclusion and diversity. Whilst such organisations
constructed as ethnic minorities as well as those heternormatively constructed as ‘immoral other’ (Evans, 1993 ). Writing from within the context of the UK, Nira Yuval-Davis ( 2007 ) noted that an intersectional approach to citizenship is essential to comprehending the unstable and contested locations that emerge at the intersection of multiple social divisions and structures of power, ie gender, class, race, age, nationality, disability and sexuality. Over the past several years, the British national community has been discussed simultaneously in two opposing registers
abstract level and in the experiences of collective struggles of publics (Crenshaw, 1989 ; Hill Collins and Bilge, 2016 ). Interpreting the subaltern in public sociology requires an understanding of capitalism as a central organising principle and source of exploitation, whilst also incorporating an analysis of other forms of oppression that are ‘structurally relational to’ (Bhattacharya, 2017 : 3), but not reducible to capitalist relations of production. The relationship of class exploitation to forms of oppression around gender, ‘race’, disability, sexuality, mad
