Third World Development, Historians of the Expansion and “Relevance”

Itinerario ◽  
1980 ◽  
Vol 4 (1) ◽  
pp. 77-83
Author(s):  
George Winius

One December afternoon in 1977, Drs. J.P. Pronk, Minister for Development Cooperation in the retiring Den Uyl cabinet, gave a talk in the Senate Chamber of Leiden University which nettled me at the time and has led me to do a good deal of reflecting since. For in it he made his view plain that history was only interesting to him when it was made relevant – in this case combined with other disciplines and applied to problems in the development of poorer nations. While I was annoyed with him, the irritation was scarcely personal because I reminded myself that government always thinks in terms of how to make academics perform useful services, perhaps instead of pondering whether Beowolf might have been written by a woman. One cannot become angry with government, either, in view of the fact it pays our salaries, directly in the case of the public universities and indirectly, through grants and subsidies, in the private ones. What's more, the social sciences are in large part directed to the description, if not the solution, of political, economic and social problems, and the study of history nowadays is as often paired administratively with these disciplines as it is with the humanities. We all know that political scientists, sociologists and anthropologists have been eager in recent years to ally themselves with government and try their hands at resolving domestic and international dilemmas.

2004 ◽  
Vol 43 (1) ◽  
pp. 95-98 ◽  
Author(s):  
Faiz Bilquees

Commissioned by the Council of Social Sciences (COSS), this volume evaluates the seventeen social sciences departments in the public universities in Pakistan for a given set of parameters. The social sciences departments or the topics covered in this volume and their respective authors include: Teaching of International Relations in Pakistani Universities (Rasul Bakhsh Rais); Development of the Discipline of Political Science in Pakistan (Inayatullah); The Development of Strategic Studies in Pakistan (Ayesha Siddiqa); The State of Educational Discourse in Pakistan (Rubina Saigol); Development of Philosophy as a Discipline (Mohammad Ashraf Adeel); The State of the Discipline of Psychology in Public Universities in Pakistan: A Review (Muhammad Pervez and Kamran Ahmad); Development of Economics as a Discipline in Pakistan (Karamat Ali); Sociology in Pakistan: A Review of Progress (Muhammad Hafeez); Anthropology in Pakistan: The State of [sic] Discipline (Nadeem Omar Tarar); Development of the Discipline of History in Pakistan (Mubarak Ali); The Discipline of Public Administration in Pakistan (Zafar Iqbal Jadoon and Nasira Jabeen); Journalism and Mass Communication (Mehdi Hasan); Area Studies in Pakistan: An Assessment (Muhammad Islam); Pakistan Studies: A Subject of the State, and the State of the Subject (Syed Jaffar Ahmed); The State of the Discipline of Women’s Studies in Pakistan (Rubina Saigol); Peace and Conflict Resolution Studies (Moonis Ahmar and Farhan H. Siddiqi); and Linguistics in Pakistan: A Survey of the Contemporary Situation (Tariq Rahman).


mBio ◽  
2015 ◽  
Vol 6 (6) ◽  
Author(s):  
Erika C. Shugart ◽  
Vincent R. Racaniello

ABSTRACT Scientists must communicate about science with public audiences to promote an understanding of complex issues that we face in our technologically advanced society. Some scientists may be concerned about a social stigma or “Sagan effect” associated with participating in public communication. Recent research in the social sciences indicates that public communication by scientists is not a niche activity but is widely done and can be beneficial to a scientist's career. There are a variety of approaches that scientists can take to become active in science communication.


1992 ◽  
Vol 21 (1-2) ◽  
pp. 33-44 ◽  
Author(s):  
Maurice L. Albertson ◽  
Herman Bouwer

1992 ◽  
Vol 16 (4) ◽  
pp. 584-595 ◽  
Author(s):  
Stuart Corbridge

2021 ◽  
Vol 12 (1) ◽  
pp. 146-163
Author(s):  
Daniel Renfrew ◽  
Thomas W. Pearson

This article examines the social life of PFAS contamination (a class of several thousand synthetic per- and polyfluoroalkyl substances) and maps the growing research in the social sciences on the unique conundrums and complex travels of the “forever chemical.” We explore social, political, and cultural dimensions of PFAS toxicity, especially how PFAS move from unseen sites into individual bodies and into the public eye in late industrial contexts; how toxicity is comprehended, experienced, and imagined; the factors shaping regulatory action and ignorance; and how PFAS have been the subject of competing forms of knowledge production. Lastly, we highlight how people mobilize collectively, or become demobilized, in response to PFAS pollution/ toxicity. We argue that PFAS exposure experiences, perceptions, and responses move dynamically through a “toxicity continuum” spanning invisibility, suffering, resignation, and refusal. We off er the concept of the “toxic event” as a way to make sense of the contexts and conditions by which otherwise invisible pollution/toxicity turns into public, mass-mediated, and political episodes. We ground our review in our ongoing multisited ethnographic research on the PFAS exposure experience.


Author(s):  
Néstor Horacio Cecchi ◽  
◽  
Fabricio Oyarbide ◽  

For those of us who have been going through the public university for decades, a clear tendency in most of our institutions to rethink their senses, their missions, their functions, in sum: their must be. In these times and these contexts in which deep inequalities are made visible with absolute clarity, these tendencies to construct new meanings acquire a particular relevance. We understand that public universities in the exercise of their autonomy and as members of the State, must assume a leading role with a contribution that contributes to guaranteeing rights, in particular, of the subalternized sectors. This critical positioning is inescapable to consolidate the social commitment of our higher education institutios. This compelling transformative intention has a valuable background. In this sense, we warn that both in Argentina and in some of the countries of the Region, tendencies to consolidate, systematize, institutionalize processes of emancipatory articulation in their relations with the territory, organizations and social movements have been reproduced for some years, many of them, through curricularization processes in its different meanings. These experiences, dissimilar by the way, find the need to settle, to institutionalize themselves through various conformations that in some cases converge in Educational Social Practices or similar names, with different, unique formats, but with different meanings as well. That is why we propose to display, analyze, make visible some of the salient characteristics of these processes, the regulations, their singularities, similarities, the multiplicity of their feelings, in sum, their metaphors.


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