scholarly journals The construction of ethnic identity: Insights from identity process theory

Ethnicities ◽  
2012 ◽  
Vol 12 (5) ◽  
pp. 503-530 ◽  
Author(s):  
Rusi Jaspal ◽  
Marco Cinnirella
Keyword(s):  
Social Sciences ◽  
Methodological Approach ◽  
Process Theory ◽  
Ethnic Identification ◽  
Relational Self ◽  
Psychological Benefits ◽  
Identity Threat ◽  
Psychological Model ◽  
Identity Process Theory ◽  
The Social

Ethnicity has received much empirical and theoretical attention in the social sciences. Yet, it has scarcely been explored in terms of its relationship with the motivational principles of identity. Here it is argued that there is much heuristic and predictive value in applying identity process theory (IPT), a socio-psychological model of identity threat, to the substantive literature on ethnicity. The paper explores the potential psychological benefits of ethnic identification. Key theoretical strands from anthropology and sociology, such as the ‘relational self’ in ethnic identification, are discussed in relation to IPT. The intergroup dimension of ethnic identification is explored through the discussion of ethnic ‘boundaries’. Finally, the paper discusses the construct of ‘hybridization’ in relation to social psychology. This paper attempts to reconcile psychological and sociological perspectives on ethnic identification, advocating a multi-methodological approach. Key theoretical points are outlined in the form of testable hypotheses which are open to empirical exploration.

scholarly journals Interpretive description: a viable methodological approach for nursing research

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Ilara Parente Pinheiro Teodoro ◽  
Vitória de Cássia Félix Rebouças ◽  
Sally Elizabeth Thorne ◽  
Naanda Kaana Matos de Souza ◽  
Lídia Samantha Alves de Brito ◽  
...  
Keyword(s):  
Social Sciences ◽  
Applied Sciences ◽  
Research Method ◽  
Methodological Approach ◽  
Interpretive Description ◽  
Clinical Practices ◽  
Production Of Knowledge ◽  
The Social ◽  
Reflective Study ◽  
Theoretical Reflection

Abstract Objective: To present a theoretical reflection about the origin and the assumptions of the "Interpretive Description" method, and to discuss its applicability in Nursing and Health research. Method: Theoretical-reflective study, based on articles and books published by proponent of this approach, as well as scientific articles in which the authors reported having used this method in their studies. Results: It was evidenced that the "Interpretive Description" arose from the need to generate a better understanding of clinical practices in Nursing. This approach has its roots in the methodological traditions of the Social Sciences, although it differs from them in terms of its excessive rigidity and essentially theoretical objectives. The proposed method has been applied in several studies either in Nursing as other areas of Health. Conclusion: The "Interpretive Description" is considered a feasible approach for the production of knowledge in Applied Sciences such as Nursing.

scholarly journals Agenciamiento de la memoria social en la escuela colombiana como mecanismo reparador

2017 ◽  
pp. 171-204
Author(s):  
Ingrid Lorena Torres Gámez
Keyword(s):  
Social Sciences ◽  
Exponential Growth ◽  
Armed Conflict ◽  
Social Memory ◽  
Methodological Approach ◽  
The Past ◽  
The Social

El presente trabajo tiene como principal objetivo reflexionar sobre el papel de la escue­la en los ejercicios de reparación de afectaciones acaecidas en el marco del conflicto armado en Colombia. Para dicha tarea, resulta importante reconocer que hace aproximadamente tres décadas las Ciencias Sociales asisten al crecimiento exponencial de trabajos que sitúan la memoria como elemento sustancial en la comprensión del pasado y su incidencia en los discursos sociales, polí­ticos, culturales y normativos del presente, frente a los cuales la escuela no es indiferente, pues se encuentra en un lugar privilegiado para la producción y reproducción de discursos relacionados con los ejercicios de memoria. En este sentido, se acude metodológicamente al orden cualitativo de revisión bibliográfica, enfatizada en la localización y recuperación de información para construir reflexiones desde la óptica de la pedagogía de la memoria, que, más que conclusiones, se conciben como abrebocas ante la mirada multidisciplinar con la que es necesario asumir los retos del reco­nocimiento de las diversas formas de reparar en la escuela.Palabras clave: memoria social, conflicto armado, escuela, reparación. ABSTRACTSocial memory agency in the Colombian school as a reparation mechanism The aim of this article is to reflect on the role of the school in the exercises for making amends that have occurred in the context of the armed conflict in Colombia. For this task, it is important to recognize that approximately three decades ago Social Sciences attended the exponential growth of works that place the memory as a substantial element in the understanding of the past and its incidence in the social, political, cultural and normative discourses of the present, in which the school is not indifferent, because it is on a privileged place for the production and reproduction of discourses related to memory exer­cises. In this sense, a methodological approach is done tothe qualitative order of bibliographic review, emphasized in the location and retrieval of information, to build reflections from the perspective of the pedagogy of memory, which, more than conclusions, are conceived as an appetizer before the multidisciplinary view that is necessary to assume the challenges of the recognition of the diverse forms to make amend for the school.Keywords: social memory, armed conflict, school, to make amend for.

Not knowing, emancipatory catastrophism and metamorphosis: Embracing the spirit of Ulrich Beck

2016 ◽  
Vol 47 (5) ◽  
pp. 403-419 ◽  
Author(s):  
Gabe Mythen ◽  
Sandra Walklate
Keyword(s):  
Social Sciences ◽  
Social Theory ◽  
Methodological Approach ◽  
Security Studies ◽  
The Social

Embracing the spirit of his observation that ‘what was ruled out beforehand as inconceivable is taking place’, this article urges a re-engagement with Ulrich Beck’s work within security studies. In so doing, the article falls into three parts. First, we provide necessary contextual orientation, discussing the magnitude of Beck’s contribution to understandings of risk and security in the social sciences. Second, we discuss the importance of comprehending Beck’s unique methodological approach in order to appreciate the more specific resonances of his work. Third, we endorse the theoretical novelty of Beck’s work, demonstrating the ways in which the tools that he devised might be put to use and extended in future. To this end, we focus on three interconnected conceptual devices developed by Beck in the latter stages of his career: nichtwissen, emancipatory catastrophism and metamorphosis. We conclude by emphasizing the vital need to grasp the practical as well as the academic ambitions that underpinned Beck’s projective style of social theory.

scholarly journals Representaciones del currículo social en el futuro profesorado de Educación Infantil. Una investigación cualitativa

2021 ◽  
Vol 24 (1) ◽  
Author(s):  
María del Mar Felices de la Fuente ◽  
Álvaro Chaparro Sainz
Keyword(s):  
Social Sciences ◽  
Teaching And Learning ◽  
Social Issues ◽  
Methodological Approach ◽  
Preschool Education ◽  
Social Content ◽  
The Social ◽  
The Subject ◽  
Investigación Cualitativa ◽  
The University

Esta investigación tiene por objeto evaluar las competencias curriculares del alumnado del Grado en Educación Infantil, tras cursar las asignaturas de Didáctica de las Ciencias Sociales. Para ello, nos centramos en examinar dos indicadores principales: si emplea de forma apropiada el principio de globalidad que debe presidir los procesos de enseñanza y aprendizaje de esta etapa, y si reconoce e identifica el contenido social curricular. Siguiendo una metodología cualitativa y empleando los programas informáticos Nvivo 11 y Pajek 5.07, se han analizado contenidos textuales generados por 224 alumnos y alumnas, procedentes de ISEN (Universidad de Murcia) y de la Universidad de Málaga, a quienes se les pidió que, a partir de la elección de un contenido social del currículo, propusieran una situación de aprendizaje integrado. Los resultados nos muestran dificultades tanto en la identificación de las temáticas específicamente sociales, como en la conexión entre contenidos de las distintas áreas del currículo. En consecuencia, se revela necesario un tratamiento más exhaustivo de estos aspectos desde el ámbito de la Didáctica de las Ciencias Sociales, que implique un mejor conocimiento y delimitación de lo “social” por parte del futuro profesorado de Educación Infantil.   The objective of this research is to evaluate the curricular competences of the students of the Degree in Preschool Education, after having completed the subject of Social Sciences Education. In order to achieve this purpose, we focus on examining two indicators: if the students adequately use the principle of globality that should preside over the teaching and learning processes of the preschool stage; and if they recognizes and identifies the curricular social content. For this, from a qualitative methodological approach, we have used the software Nvivo 11 and Pajek64 5.07, to analyze the textual contents generated by 224 students from ISEN (University of Murcia) and the University of Málaga. All of them were asked to choose a social content of the curriculum and to propose an integrated learning situation based on it. The research results show us difficulties in the identification of specifically social issues, and in the connection between contents of the different areas of the curriculum. Consequently, it is evident that a more exhaustive treatment of these aspects is necessary from the scope of the Social Sciences Education, which implies a better knowledge and delimitation of the social content by the future preschool teachers.

scholarly journals Representaciones sociales y creencias epistemológicas. Conceptos convergentes en la investigación social Social representations and epistemological beliefs. Convergent concepts in social research

2019 ◽  
pp. 412-432
Keyword(s):  
Social Sciences ◽  
Epistemological Beliefs ◽  
Social Research ◽  
Social Representations ◽  
Methodological Approach ◽  
The Social ◽  
Holistic Process ◽  
Methodological Approaches ◽  
The Individual ◽  
Transfer Of Information

Varios enfoques teórico-metodológicos en la ciencia social nos permiten identificar las diferentes formas en que los individuos construyen su conocimiento, así como evidenciar las condicionantes para el tránsito de la información de lo individual a lo social y viceversa. Se asume como un proceso holístico de conocimientos adquiridos y transmitidos, que puede incluso transformar comportamientos. Dos enfoques a los que nos referimos son las Representaciones Sociales (RS) y las Creencias Epistemológicas (CE). Consideramos que las RS y las CE son aproximaciones distintas, pero estrechamente vinculadas entre sí al compartir puntos de encuentro, aunque sus conceptualizaciones no lo reflejen. En este artículo se evidencian las convergencias y divergencias de ambas nociones, desde sus enfoques teóricos hasta las aproximaciones metodológicas de los diversos estudios emprendidos con base en cada una de ellas. Several theoretical-methodological approaches in the social sciences facilitate the identification of the different ways in which individuals construct knowledge. These approaches also highlight the conditions necessary for the transfer of information from the individual to the social and vice versa. They are considered to form an acquired and transmitted holistic process of knowledge, which can even transform behavior. Two of these approaches are Social Representations and Epistemological Beliefs. Although considered to be distinct approaches, Social Representations and Epistemological Beliefs are closely linked through their shared convergent points even though their conceptualizations do not reflect this. The article highlights the convergences and divergences of both notions taking into consideration their specific theoretical approach up through their specific methodological approach using different studies undertaken and based on each one of them

MORE THAN ONE — LESS THAN TWO: THE CONCEPT AND METHODOLOGY OF ENACTMENT OF MULTIPLICITY IN ACTOR-NETWORK THEORY

2018 ◽  
Vol 28 (5) ◽  
pp. 113-136
Keyword(s):  
Social Sciences ◽  
Social Constructivism ◽  
Network Theory ◽  
Methodological Approach ◽  
Actor Network Theory ◽  
Theoretical Terms ◽  
Actor Network ◽  
Gender Culture ◽  
The Social ◽  
Antonio Negri

Attempts to find alternatives to totalizing (which appears in the social sciences as explanations via society, class, gender, culture, etc.) and essentializing the understanding of the social lie at the heart of the contemporary efforts in the social sciences to appeal to a concept of multiplicity that enables rendering reality not only as various and fragmented, but also as inconsistent, complex and variously distributed within itself. Psychology, economics, political theory and many other disciplines have offered their own ways of conceiving multiplicity. In sociology the most wellknown attempts to use this concept are by the neo-Marxist authors Michael Hardt, Antonio Negri, and Paolo Virno, and other such attempts are found in Schütze’s phenomenological sociology as well as in the Goffmanian tradition. The article provides theoretical and methodological explications of the multiplicity concept in actor-network theory. In the theoretical terms, it is argued that Annemarie Mol and John Law make the distinction between multiplicity and plurality without resorting to relativism and social constructivism. They employ multiplicity to analyze the decentralized, distributed objects which combine actual existence with the potential to change. The methodological approach of the article is to delineate and analyze the foundations of three methods of explicating multiplicity in actor-network theory: the ethnographic one (Annemarie Mol, John Law, Charis Thompson), the “technological” one (Noortje Marres, Albena Yaneva), and methods of making conceptual figures (Donna Haraway, Michel Serres, Isabelle Stengers). The author maintains that the juncture between theoretical and the methodological consideration of the concept of multiplicity enables actor-network theory to provide definite ways to carry out enactments of social reality rather than merely describing it.

Live through of the Students in the Conditions of Pandemic of Covid - 19

2021 ◽  
Vol 29 (2) ◽  
pp. 154-171
Author(s):  
Valeri Stoyanov
Keyword(s):  
Social Sciences ◽  
Social Isolation ◽  
Methodological Approach ◽  
Negative Attitude ◽  
The Other ◽  
Face To Face ◽  
The People ◽  
The Social ◽  
The Future ◽  
The Impact

Using the methodological approach of qualitative research to conduct empirical research in the social sciences, the impact of the COVID-19 pandemic on students' experiences of the present and their projections for the future is revealed. The results show that many of them find positives from social isolation in the opportunity to pay more attention to the people important to them and to work more purposefully on their own development. On the other hand, serious fears are revealed, the main of which is for the health and life of their loved ones, as well as for the future, for their career development and realization. They find it difficult to tolerate social isolation and most of them experience their mental state as shaky, as depressed. In general, students have a negative attitude towards distance learning – online, considering it inferior to face-to-face training and assess this training as a risk to their professional development and subsequent realization in the labor market.

scholarly journals Thick Concepts in Social Research: What, Why, and How?

2021 ◽  
Vol 20 ◽  
pp. 160940692110661
Author(s):  
Simon van der Weele
Keyword(s):  
Social Sciences ◽  
Social Research ◽  
Methodological Approach ◽  
Qualitative Social Research ◽  
Thick Concepts ◽  
The Social ◽  
Epistemological Challenge ◽  
Social Scientific ◽  
Practical Recommendations ◽  
Methodological Difficulties

Thick concepts are concepts that describe and evaluate at once. Academic discussion on thick concepts originated in meta-ethics, but thick concepts increasingly draw attention from qualitative researchers working in the social sciences, too. However, these scholars work in relative isolation from each other, and an overview of their ideas is missing. This article has two aims. The first is to provide such an overview, by bringing together these disparate voices on why thick concepts matter for the social sciences and how to work with them in qualitative social research. The second aim is to reflect on the methodological difficulties of working with thick concepts, by thinking through the example of my research on a specific thick concept—the concept of dependency. The article argues that thick concepts are invoked by social researchers for either epistemological or methodological purposes. It then goes on to claim that if we want to take thick concepts as our sensitizing concepts or as our objects of research, these two purposes really ought to be considered in unison: any methodological approach involving thick concepts must factor in the epistemological challenge thick concepts pose to social-scientific research. To show why—and to consider what this requires from qualitative researchers—I draw on insights acquired during my study on dependency. I end with practical recommendations for working with thick concepts in social research.

scholarly journals Ontology, Methodological Individualism, and the Foundations of the Social Sciences

2016 ◽  
Vol 54 (4) ◽  
pp. 1377-1389 ◽  
Author(s):  
Robert Sugden
Keyword(s):  
Social Sciences ◽  
Review Essay ◽  
Methodological Approach ◽  
Social Ontology ◽  
Building Blocks ◽  
Critical Assessment ◽  
Methodological Individualism ◽  
New Model ◽  
The Social ◽  
Social Scientific

This is a review essay based on a critical assessment of The Ant Trap: Rebuilding the Foundations of the Social Sciences by Brian Epstein. Epstein argues that models in the social sciences are inadequate because they are based on a false ontology of methodological individualism, and proposes a new model of social ontology. I examine this model and point to flaws in it. More generally, I argue against Epstein's methodological approach, which treats social ontology as prior to social scientific modeling and as certifying the “building blocks” that modelers then use. I argue that modelers can legitimately shape the building blocks for their own models. (JEL A10, B40)

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