scholarly journals School knowledge and hidden curriculum: A sociological perspective

Norma ◽  
2021 ◽  
Vol 26 (1) ◽  
pp. 15-25
Author(s):  
Snežana Štrangarić
Keyword(s):  
School System ◽  
Social Inequalities ◽  
Sociology Of Knowledge ◽  
Hidden Curriculum ◽  
Sociology Of Education ◽  
Sociological Perspective ◽  
Critical Approach ◽  
Social Phenomena ◽  
Social Hierarchies ◽  
Sociological Approaches

The most important sociological approaches in the area of studying curriculum are presented in this paper. Our focus is specifically on a critical approach, where curriculum is observed as means of reproduction of social inequalities. Also, for deeper understanding of those social phenomena, the necessity of connecting sociology of knowledge and sociology of education is implied. We argue that the concept of hidden curriculum is a relevant and adequate frame for examining the process of transferring knowledge in school system, while reflexivity towards social hierarchies and hegemonic aspects is an important step in policymaking.

Ökonomien der Liebe

2021 ◽  
Vol 81 (6) ◽  
pp. 466-472
Author(s):  
Katja Sabisch
Keyword(s):  
Social Inequalities ◽  
Feminist Discourse ◽  
Domestic Labour ◽  
Sociological Approaches

Abstract Using the terms »reproductive labour« and »care«, the contribution traces the feminist discourse on (domestic) labour. The focus is on two publications from 1977 and 2019 that, despite different theoretical traditions, refer to love as a justification for gendered social inequalities. However, love is conceptualised here one-dimensionally as an inequality-creating variable. For this reason, the contribution argues for an integration of emotion-sociological approaches into the current care debate.

The Car, the Hammer and the Cables under the Tables

2017 ◽  
Vol 58 (2) ◽  
pp. 265-293 ◽  
Author(s):  
Joëlle Moret ◽  
Kerstin Dümmler ◽  
Janine Dahinden
Keyword(s):  
Social Inequalities ◽  
Identity Work ◽  
Institutional Setting ◽  
Mental Work ◽  
Social Hierarchies ◽  
Building Trades ◽  
Relational Perspective ◽  
Specific Setting ◽  
Educational Path

AbstractBased on ethnographic material, this article explores how three groups of apprentices negotiate masculinities in the specific setting of a male-dominated vocational school in Switzerland dedicated to the building trades. We use an intersectional and relational perspective to highlight how the institutional setting of the school—mirroring wider social hierarchies—influences these young men’s identity work. The apprentices use three discursive dichotomies: manual vs. mental work; proud heterosexuality vs. homosexuality; and adulthood vs. childhood. However, the three different groups employ the dichotomies differently depending on their position in the school’s internal hierarchies, based on their educational path, the trade they are learning and the corresponding prestige. The article sheds light on the micro-processes through which existing hierarchies are internalised within an institution. It further discusses how the school’s internal differentiations and the staff’s discourses and behaviours contribute to the (re)production of specific classed masculinities, critically assessing the role of the Swiss educational system in the reproduction of social inequalities.

Anti-Foundational Knowledge Management

2011 ◽  
pp. 3143-3152
Author(s):  
Tom Butler
Keyword(s):  
Knowledge Management ◽  
Social Action ◽  
Sociology Of Knowledge ◽  
Social Phenomena ◽  
Short Article ◽  
Socially Constructed ◽  
Individual Knowledge ◽  
Social Scientific ◽  
The Individual ◽  
Role Of It

Under the influence of Enlightenment epistemological thought, the social sciences have exhibited a distinct tendency to prefer deterministic1 explanations of social phenomena. In the sociology of knowledge, for example, “foundational” researchers seek to arrive at objective knowledge of social phenomena through the application of “social scientific methodolog[ies] based on the eternal truths of human nature, purged of historical and cultural prejudices” and which also ignore the subjective intrusions of social actors (Hekman, 1986, p. 5). This article argues that “foundationalist” perspectives heavily influence theory and praxis in knowledge management. “Foundationalist” thinking is particularly evident in the posited role of IT in creating, capturing, and diffusing knowledge in social and organisational contexts. In order to address what many would consider to be a deficiency in such thinking, a constructivist “antifoundationalist” perspective is presented that considers socially constructed knowledge as being simultaneously “situated” and “distributed” and which recognizes its role in shaping social action within “communities-of-practice.” In ontological terms, the constructivist “antifoundational” paradigm posits that realities are constructed from multiple, intangible mental constructions that are socially and experientially based, local and specific in nature, and which are dependent on their form and content on the individual persons or groups holding the constructions (see Guba & Lincoln, 1994; Bruner, 1990). One of the central assumptions of this paradigm is that there exist multiple realities with differences among them that cannot be resolved through rational processes or increased data. Insights drawn from this short article are addressed to academics and practitioners in order to illustrate the considerable difficulties inherent in representing individual knowledge and of the viability of isolating, capturing, and managing knowledge in organisational contexts with or without the use of IT.

scholarly journals Tech power: a critical approach to digital corporations

Teknokultura ◽  
2020 ◽  
Vol 17 (1) ◽  
pp. 77-85 ◽  
Author(s):  
Aitor Jiménez González
Keyword(s):  
General Public ◽  
Critical Approach ◽  
Digital Capitalism ◽  
Critical Management ◽  
Sociological Approaches ◽  
Rising Power ◽  
Infrastructural Power ◽  
Critical Management Studies

This article explores different bodies of literature looking at the rising power of digital corporations. With this work I aim to provide a critical up-to-date approach to the topic. The first part of the paper introduces the phenomenon of digital capitalism, navigating different sociological approaches. Then, it proceeds by addressing the difficulties of naming the phenomenon and the attention that is gathering among politicians, academics and the general public. The second part of the work explores three different but complementary bodies of literature looking at tech power In the first place the paper explores critical management studies’ contributions describing the characteristics of digital corporations. Secondly, the text reflects critical legal scholars’ works analysing what has been identified as one of the essential features of digital capitalism: the infrastructural power enjoyed by corporations such as Facebook or Amazon. Finally the paper exposes two different Marxist perspectives looking at digital capitalism and its latest developments. The labour-focused Marxist contribution mainly represented by Christian Fuchs and Trebor Scholz and the postfordist approach of Maurizio Lazzarato or Matteo Pasquinelli, among others.

scholarly journals Sociological Research on Teachers’ Emotions: Four Approaches and the Shared Themes

2016 ◽  
Vol 6 (2) ◽  
pp. 150 ◽  
Author(s):  
Kwok Kuen Tsang
Keyword(s):  
Teacher Identity ◽  
Sociology Of Education ◽  
Labor Process ◽  
Individual Factors ◽  
Education Reforms ◽  
Sociological Research ◽  
School Settings ◽  
The Social ◽  
The World ◽  
Sociological Approaches

<p>During the mid-1990s, teachers’ emotions emerged as an area of research in the sociology of education because many teachers all over the world were reported to be unhappy, dissatisfied, stressed, frustrated, and even alienated. This implies that teachers’ emotions, especially negative ones, go beyond individual factors and have become a social issue. Therefore, researchers use sociological perspectives and theories to deepen our understanding of the phenomenon. In order to advance our understanding of the social construction mechanism of teachers’ emotions, this article reviews four sociological approaches of teachers’ emotions: labor process of teaching in the context of education reforms, emotion management in teaching, social interaction in school settings, and teacher identity.</p>

Social Networks of Austrian Refugee-Migrants from the Anschluss in Australia – An Analysis of Meaning Structures

2019 ◽  
Vol 5 (1) ◽  
pp. 53-79
Author(s):  
Philipp Strobl
Keyword(s):  
Social Networks ◽  
Forced Migration ◽  
Dyadic Relationships ◽  
Social Phenomena ◽  
Biographical Research ◽  
Meaning Structure ◽  
Sociological Approaches ◽  
The Individual

Social networks are crucial factors for refugees and consequently have become an important area of research. They are complex social phenomena that should not be regarded simply as the mere sum of relationships but should rather be seen as the structure of interrelating ties. By combining sociological approaches with methods of biographical research, this study explores the meaning structure of networks built by three Austrian refugees who fled to Australia in 1938/1939. It describes empirically how their expectations influenced transactions, how networks emerged out of dyadic relationships, the role the individual refugees played in that process, and how interwar networks influenced the refugees in setting up networks in Australia. The article also questions how refugees used their networks to cope with their escape and their integration into a new homeland, and how their forced migration influenced identities and relationships in networks.

SOCIOPHYSICS — A REVIEW OF RECENT MONTE CARLO SIMULATIONS

Fractals ◽  
2003 ◽  
Vol 11 (supp01) ◽  
pp. 313-318 ◽  
Author(s):  
D. STAUFFER
Keyword(s):  
Monte Carlo ◽  
Monte Carlo Simulations ◽  
Computational Models ◽  
The Internet ◽  
Social Phenomena ◽  
Social Hierarchies ◽  
Political Persuasion

Computational models for social phenomena are reviewed: Bonabeau et al. for the formation of social hierarchies, Donangelo and Sneppen for the replacement of barter by money, Solomon and Weisbuch for marketing percolation, and Sznajd for political persuasion. Finally we review how to destroy the internet.

scholarly journals Opening the european box

2008 ◽  
Keyword(s):  
Western World ◽  
The Political ◽  
Processes Of Change ◽  
The European Union ◽  
Sociological Perspective ◽  
Social Phenomena ◽  
State Legitimacy ◽  
Empirical Perspective ◽  
Theoretical Paradigms ◽  
Boundary Lines

Viewed from a theoretical and empirical perspective, the ongoing process of Europeanization poses new challenges to sociology. As a science, sociology reveals the inadequacy of the conceptual and methodological instruments currently available for our understanding of European social phenomena. Sociologists fi nd it di cult to defi ne the very object under scrutiny: does a European society exist? How should we defi ne a society whose boundary lines are variable? Does a study of Europe from a sociological perspective entail a study of the European Union, or of a broader social formation? e di culty encountered in "studying Europe" in the sociological area is linked to a broader theoretical debate which, in the light of the ongoing processes of change, queries the entire cognitive apparatus and the theoretical paradigms developed by sociological disciplines and related to the modernity of the western world. e "national constellation" of norms, institutions and regulative techniques which have allowed political and social integration within the national state, are now challenged by phenomena which undermine their very epistemological foundations. e concepts applied to the study of social and political integration, - society, state, legitimacy, social inequality, mobility, justice, solidarity, etc.- are, in a classic defi nition of the term, no longer e cient in discerning the phenomena which impact on contemporary societies. e variety of themes discussed by several Italian and foreign authors explore many aspects of the workings of Europe; they reveal new theoretical and methodological perspectives with which we set out to study the political, social, cultural and economic phenomena which today characterize Europe.

scholarly journals For a Relational Critical Discourse Analysis

Stan Rzeczy ◽  
2017 ◽  
pp. 302-328
Author(s):  
Tomasz Zarycki
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Sociology Of Knowledge ◽  
Critical Discourse ◽  
Critical Perspective ◽  
Critical Sociology ◽  
Social Hierarchies ◽  
Relational Approach ◽  
Sociology Of Sociology ◽  
Institutional Positioning

This paper proposes a relational and critical sociological perspective on discourse analysis, in particular on so-called “Critical Discourse Analysis” (CDA). The main argument of this paper is that CDA has not yet been able to turn its critical perspective towards its own field. Meanwhile, neither CDA nor other schools of discourse analysis can still pretend not to be integral parts of the system legitimizing social hierarchies in modern societies. The paper argues that discourse analysis can be seen as highly dependent on power relations, both because of its institutional positioning and because of its restricted reflexivity. A call for the development of a critical sociology of discourse analysis based on a relational approach is therefore presented. Its draft programme is largely based on inspiration from the sociology of knowledge, in particular from “the sociology of sociology” of Pierre Bourdieu.

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