Suchergebnisse

The demands for academic research placed on contemporary universities are closely related to the levels of innovative research they are expected to produce. Concurrently, both governments and university management strive to make the production of academic research more cost-efficient and have implemented measures to ensure this. Top-down policies influenced by the concepts of new public management and managerialism have been introduced, pushing for competitiveness and increased performativity in academic research setups. These policies and guidelines have been criticised by academics as having eroded collegiality and autonomy, which are considered necessary to achieve quality research. The focus of this study is on the social sciences and aligns with this critique, demonstrating that autonomy and collegiality are the key organisational features fostering multidisciplinary, collaborative and riskier research agendas that lead to breakthroughs. Academics with high levels of organisational commitment are more likely to create research agendas that assume more conservative, discipline-bound and risk-averse traits, with less potential to achieve the intended innovative research outcomes. ; info:eu-repo/semantics/acceptedVersion

This dissertation contributes to efforts to rethink the meanings of democracy, scientific literacy, and non-scientist citizenship in the United States. Beginning with questions that emerged from action research and exploring the socio-political forces that shape education practices, it shows why non-science educators who teach for social justice must first recognize formal science education as a primary site of training for (future) non-scientist citizens and then prepare to intervene in the dominant model of scientifically literate citizenship offered by formal science education. This model of citizenship defines (and limits) appropriate behavior for non-scientist citizens as acquiescing to the authority of science and the state by actively demarcating science from non-science, experts from non-experts, and the rational from the irrational. To question scientific authority is to be scientifically illiterate. This vision of 'acquiescent democracy' seeks to end challenges to the authority of science and the state by ensuring that scientific knowledge is privileged in all personal and public decision-making practices, producing a situation in which it becomes natural for non-scientist citizens to enroll scientific knowledge to naturalize oppression within our schools and society. It suggests that feminist and equity-oriented science educators, by themselves, are unable or unwilling to challenge certain assumptions in the dominant model of scientifically literate citizenship. Therefore, it is the responsibility of non-science educators who teach for social justice to articulate oppositional models of non-scientist citizenship and democracy in their classrooms and to challenge the naturalized authority of scientific knowledge in all aspects of our lives. It demonstrates how research in the field of Science & Technology Studies can serve as one resource in our efforts to intervene in the dominant model of scientifically literate citizenship and to support a model of democracy that encourages the critical engagement of and opposition to scientific knowledge and the state. ; Ph. D.

L'objectif de cette contribution est de rendre compte de l'apport des sciences sociales pour comprendre les inégalités intragénérationnelles dans l'entrée dans l'âge adulte et les enjeux qui s'imposent à cette génération. Elle met en évidence combien, entre 18 et 30 ans, les jeunes vivant en France connaissent une période d'entre-deux : aspiration à l'autonomie dans une situation de dépendance économique forte (en raison d'un allongement des études pour une partie d'entre eux), entrée dans des situations d'emploi qui ne leur permettent pas toujours de financer leur indépendance et aides sociales plutôt faibles.

International law / Steve Foster -- Comparative national laws : I Czech Republic / Tereza Trebjalova & Petra Zhrivalova -- Comparative national laws : II France, England, and the USA / Alice Dejean de la Batie -- Why should they vote? : I Comparative criminology / Corman Behan, University of Dublin -- Why should they vote? : II US disenfranchisement and enfranchisement explained / Christopher Uggen, Rob Stewart, and Emma Lookner -- How should they vote?

Introduction: Tran disciplinary degree and social systems challenges. Trans disciplinary is the caveat of modern science. It encourage scientists, philosophers, artists, politicians and business entrepreneurs to seek for a freshly new knowledge acquisition & innovation process paradigm serving itself as vehicle for upgrading collective intelligence solutions. Far away from neglecting traditional on-field principles and methodology, it works pretty much as Einstein relativity theory by recognizing partial and limited truths on the same phenomenon, while simultaneously encouraging a constant review of 'the big picture' for which inter disciplinary work teams usually focus on the 'system function'. A history on Complex Systems Centers development shows there`s currently an academic gap in terms of rigorous methodology between natural and abstract science on the one hand, and social science on the other one, namely, objectively quantifying and measuring those variables that allows for prediction. This work simply intends to somehow contribute to the task of shortening this gap

Whilst the nature of family responsibility is a traditionnal issue, recent concerns on the nature of parenting conveys a deep questioning on the Welfare state's capacity to support families in their aim to protect and raise their children in a fulfilling environment. In this climate of uncertainty, a process of "mythification" (Cresson, 2006) of family is expected to emerge. Whether approved or not, this process leads to present family as "the cause of the negative effects occuring rather than the place where they occur" (Beck, 2001). In this search for a person to blame which is typical of risk societies, it could be appealing to consider family as the root for all evil in modern life. Contradictory views on its social function create a vagueness on its role but also great expectations: it is hence tempting, in a utilitarist perspective, to sum up everything to a "family affair". Is family a vector of risk? This plurisdisciplinary literature review will attempt to find out how various subjects such as education, epidemiology, psychology and sociology understand the relationship between family and juvenile high-risk practises. ; Si les questions sur la responsabilité des familles sont anciennes, les récents débats autour de la parentalité traduisent – au-delà d'une inquiétude médiatisée et politisée des effets des évolutions de la vie familiale – une interrogation profonde sur les capacités de l'État, à travers des politiques publiques, à donner l'opportunité à chaque famille de protéger et d'élever les siens dans un climat propice à l'épanouissement de chacun. Dans ce contexte de doute, il n'est donc pas étonnant d'assister à une «mythification» (Cresson 2006) de la famille. Qu'elle soit applaudie ou accusée, ce double mouvement revient in fine à présenter la famille comme étant «non le lieu mais la cause de ce qui se produit» (Beck 2001). Dans cette recherche de responsabilité qui caractérise les sociétés des risques, il peut ainsi être séduisant de présenter la famille comme l'origine d'une partie des maux de ...

Kwasi Wiredu is one of Africa's foremost philosophers, whose thinking on conceptual decolonization in contemporary African systems of thought is well known. Wiredu advocates a re-examination of current African epistemic formations in order to subvert unsavoury aspects of tribal cultures embedded in modern African thought. The author of this book argues that Wiredu's schematism falls short as a viable project and suggests that because of the very hybridity of postcoloniality, projects seeking to retrieve the precolonial heritage are bound to be marred at several levels. Language itself presents a major problem which Wiredu's thesis does not fully address. Additionally, the postcolonial milieu with its welter of social disarticulations presents numerous problems of its own to Wiredu's project of conceptual decolonisation. To buttress his argument, the author draws on postcolonial theory. (DÜI-Sbd)