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"Political science is for everybody is the first intersectionality-mainstreamed textbook written for introductory political science courses. While political science and politics are for everybody, political institutions (and the discipline of political science) are neither neutral nor unbiased. When we write political science textbooks that obscure the differences in how groups experience and interact with political institutions, we do students a disservice. This book exposes students to these differences while also bringing marginalized voices to the fore in political science, allowing more students to see their lived experiences reflected in the pages of their political science textbook. Bringing together a diverse group of contributors, political science is for everybody teaches all the basics of political science while showing that representation matters--both in politics and in the political science classroom."--

This article discusses the epistemological issues raised by the internationalisation of the social sciences as they affect the case of students from the People's Republic of China who are trained in social sciences in France and return to pursue their career in higher education and research in China. The aim is to assess whether the epistemological differences between the two academic worlds may give rise to any professional difficulties in this many-sided scientific socialisation. Although our qualitative enquiry has revealed a number of differences, the problem of the availability of professional opportunities does not seem to have a distinctively epistemological dimension. (China Perspect/GIGA)

Preface to second edition -- Acknowledgements -- Introduction -- Science, culture and society -- In the laboratory -- Scientific knowledge -- History -- Scientists and scientific communities -- Popular science -- Science fiction -- Science in a changing world -- References

The science-shop model was initiated in the Netherlands in the 1970s. During the 1980s, the model spread throughout Europe, but without much coordination. The crucial idea behind the science shops involves a working relationship between knowledge-producing institutions like universities and citizen groups that need answers to relevant questions. More recently, the European Commission has funded a number of projects for taking stock of the results of science shops. Twenty-one in-depth case studies by seven science shops across Europe enable us to draw some conclusions about the variety of experiences in terms of differences among disciplines, nations, and formatsof the historical institutionalization. The functions of science shops in the mediation of normative concerns with analytical perspectives can further be specified.

Station Thirteen -- King of the hill -- American dream -- The great place -- Rage against the machine -- A kick in the gut -- Judgment day -- Ticking time bombs -- Playing with fire -- One nation's terrorist is another nation's freedom fighter -- Hide and seek -- The system -- Epilogue -- Afterword -- The dead -- Trial witnesses -- Table 1: Acronyms and abbreviations -- Table 2: Military rank abbreviations.

This thesis investigates theoretical and empirical developments in thesociology of medical knowledge in the period between 1951 and 1990.The problems addressed are twofold. First, how have medical sociologistsproblematised medical knowledge and secondly, what makes medicalknowledge impervious to sociological scrutiny? The theoretical perspectiveadopted in this study is a critical sociology of knowledge that draws insightsfrom feminist critical theory and from the ideas of Michel Foucault. The studydevelops an analytical framework based on a heuristic distinction betweensociological studies of medical practice, medical education and medicalresearch. The method of investigation comprises analysis of relevanttheoretical studies followed by in-depth analysis of five empirical case studiesof medical practice, education and research.The first conclusion reached is that sociological studies of medical practicetend to investigate the application of medical knowledge; that studies ofmedical education focus on examining the transmission of medical knowledge;and that studies of medical research examine the production of medicalknowledge. The study revealed that the content of medical scientificknowledge was excluded from sociological scrutiny in the studies of medicalpractice and education considered here, due to the positivist assumption thatmedical scientific knowledge of biophysical reality is universal and objectivein nature, and hence not suitable as a topic for sociological enquiry. Incontrast, sociological studies of medical research examine the limits andvalidity of medical scientific knowledge.The second conclusion reached is that there is a considerable degree ofinternal differentiation within the sociological studies of medical practice,education and research. Sociologists are interested in studying aspects ofmedical knowledge which are subject to medical disagreement. Also,sociologists are inclined to study aspects of medical knowledge in which thereis an apparent distance or disjuncture between the cultures of patients anddoctors. Government interest in scrutinising or regulating a medical problemalso focuses sociologists attention on some medical problems rather thanothers. Conversely, medical knowledge tends to remain impervious tosociological scrutiny if it is not subject to either medical disagreement, culturaldisjuncture or government scrutiny.

The social sciences became an important force for those members of the original Frankfurt school concerned about the impact of intellectual & professional knowledge on political, administrative, & business-industrial practice. This initial concern, best represented in Theodor W. Adorno's reflections on his own participation in several projects carried out during his stay in the US, was significantly altered in the work of Jurgen Habermas after 1967. Though Habermas is by far the best known student of Adorno & Max Horkheimer, his work after this date shows an interest in reformulating the critical theory of society as a critical social science, in line with his revised attitude to the relation between knowledge & practice expressed in his post-1967 commitment to radical reformism. AA

La question des bases militaires américaines à Okinawa est très complexe. En raison de sa situation géopolitique, Okinawa est la clé de voûte des relations américano-japonaises dans le cadre du Traité de Sécurité entre les USA et le Japon, et elle est essentielle à la stabilité de l'Asie de l'Est. Cependant, dans la mesure où l'île était sous administration américaine jusqu'en 1972 et où elle héberge encore un grand nombre de personnel militaire américain, cette situation a causé de sérieux problèmes pour la population locale, lesquels restent largement méconnus an Japon continental. Notre étude met la lumière sur le plaidoyer continuel des habitants d'Okinawa pour un plus grand respect de leurs droits et de leurs moyens d'existence, et commence par la description de leurs expériences catastrophiques pendant l'époque de la Guerre froide. Ensuite, nous conduisons une analyse de 17 manuels approuvés par le ministère de l'Éducation (MEXT) pour l'usage dans les cours de sciences sociales dans les collèges ainsi qu'une évaluation des lignes directrices concernées du programme scolaire. Les résultats indiquent que les souffrances des habitants d'Okinawa sont exclues du programme officiellement approuvé et que seules des références superficielles à ces questions sont faites dans la plupart des manuels, empêchant ainsi les élèves de saisir pleinement le niveau d'intrusion des forces armées américaines dans la vie quotidienne à Okinawa. Cependant, le gouvernement japonais et le peuple japonais doivent comprendre que ce ne sont pas des problèmes que l'on puisse reléguer au passé, car un processus de réconciliation est nécessaire pour que la nation entière avance ensemble dans le futur. Les enseignants contribuent à ce processus, et ils peuvent facilement démarrer une discussion sur cette question ou sur une autre dans les classes.