An argument is made against the conventional viewpoint that the natural sciences are void of all subjectivity, bias, & personal or political moral values. Using the "emancipatory sciences" of feminism, antiracism, & class struggles, common assumptions are presented that demonstrate the problems involved in eliminating social biases from research techniques. These emancipatory sciences usually either: (1) ignore the other's concerns; (2) define the other's concerns as a causal outcome of one's own concerns; or (3) include, only incidentally, the concerns of the others into one's own concerns. It is imperative that the relationships among gender, race, & class become more cohesive. The class problem, eg, should be recognized as manifesting itself in different forms depending on the race & gender of those involved. 19 References. R. Logsdon
In: Rethinking marxism: RM ; a journal of economics, culture, and society ; official journal of the Association for Economic and Social Analysis, Band 2, Heft 3, S. 7-19
What effect has the study of gender had on political science? Compared to other branches of the social sciences, political science has been among the most resistant to feminist analysis. Political science scholarship generally is divided into four main subfields: political theory, American politics, comparative politics, & international relations. There are great disparities between these areas in the types & amount of gender scholarship that has been done. While feminist theory has become an accepted part of political theory, it has had a more limited impact in the other areas. Furthermore, where gender scholarship has appeared, it is often guided by intellections. Focusing on current major themes & significant works in the discipline, this article explores the differences in gender scholarship between subfields. 29 References. Adapted from the source document.
Abstract Research on African women and gender studies has grown substantially to a position where African-centered gender theories and praxis contribute to theorizing on global feminist scholarship. Africanist scholars in this field have explored new areas such as transnational and multiracial feminisms, both of which address the complex and interlocking conditions that impact women's lives and produce oppression, opportunity and privilege. In addition, emergent African-centered research on women and gender explores those critical areas of research frequently addressed in the global North which have historically been ignored or marginalized in the African context such as family, work, social and political movements, sexuality, health, technology, migration, and popular culture. This article examines these developments in African gender studies scholarship and highlights the contributions that new research on understudied linguistic populations, masculinity, migration, political development and social movements and the virtual world are making to global feminist discourse.
We seek to provide an overview of the relationship between the English-language study of Taiwan & the social science disciplines, focusing primarily on political science, yet touching also on sociology, developmental studies, & economics. We identify three main periods in the evolution of Taiwan studies: (1) that from the end of WWII to the late 1970s saw the marginalization of Taiwan studies vis-a-vis China studies; (2) that of the early 1980s to the late 1990s, when, due to Taiwan's rising economic strength & democratic transition, Taiwan studies began to rise to fame, to become well-integrated with the social sciences: & (3) that since 2000, with Taiwan studies now facing both challenges & opportunities as it tries to remain integrated with the social sciences. We close with a comparison of the different research environments in both the US & Taiwan, discuss their respective roles in influencing the overall development of Taiwan studies, & suggest ways in which the social science research conducted in these two major venues for Taiwan research can be integrated more closely. 125 References. Adapted from the source document.
This report is concerned with the contribution of political science to the instructional needs of those who are preparing to teach, and of those now teaching, the social studies in elementary and secondary schools. How can political scientists in colleges and universities maximize the contribution which they, as specialists in one large field of human knowledge, can make to enrich the teaching of the social studies? Before offering suggestions which, if applied generally, should provide at least a partial answer to the question, the Committee on the Social Studies states two assumptions. First, most political scientists can do more than they have done in the past. Second, reverse lend-lease is anticipated. Political scientists have much to learn from teachers of the social studies as to what methods are effective in enabling youth to learn the ways of democracy and what types of material are most useful in the learning process. The recommendations in this report are presented in the hope that coöperation between the two groups will become more extensive and regular. The recommendations are divided into four classes, according to the incidence of responsibility for carrying them into effect.
The antifoundational critique in the social sciences & certain elements of contemporary feminist theory exhibit striking similarities. Both movements attack the rationalist epistemology of the Enlightenment &, specifically, the two central dualisms on which that epistemology rests: rational/irrational & subject/object. Feminists point out that these dualisms are derivative of the fundamental male/female dualism. An antifoundational feminist position would entail the transcendence of these dualisms that characterize Enlightenment thought & have defined the feminine as inferior. Despite the differences between some aspects of contemporary feminism, the creation of an antifoundational feminist position would represent an important addition to the contemporary debate. 38 References. HA
In: Canadian journal of economics and political science: the journal of the Canadian Political Science Association = Revue canadienne d'économique et de science politique, Band 15, Heft 3, S. 299-309
Canadian universities have not been as enterprising as their American neighbours in seeking out new ways of serving the community; but they have deviated far enough from the straight and narrow path of academic scholarship to develop a sense of guilt for which atonement may be offered by devoting a part of their resources to the promotion of graduate studies.In the United States we find a desperate effort being made to save the M.A. degree from the fate which has befallen the B.A. degree, by applying truly heroic remedies, such as insistence on serious qualifications for admission to candidacy, on "graduate standards of attainment," on "proper use of spoken and written English," on "a reading knowledge of at least one foreign language … as indispensable background and not merely as a tool for research." A candidate should have obtained "an average grade which places him in at least the first third of his class" and "due attention should be paid to those qualities known as personality and, in particular, to moral character."A sense of guilt may be a very potent force, but it requires rationalization. Various reasons have been assigned for promoting graduate studies in Canada. Professor Brebner contends that an increased output of scholars, retained in Canada, could be employed in "the creation of Canadian culture." In so doing they would solve what Professor Brebner considers ought to be "the most urgent problem for Canadian post-war planners," namely "how to make Canada so cordial and attractive a place" that Canadians "who excel in any field" will be content to live and work there. It is nearly fifty years since American universities set about the task of meeting "needs for the satisfaction of which approximately 300 out of a total of some 500 advanced students at the time considered it necessary to go abroad." Canadians have continued to pursue graduate studies in other countries, but it is possible to argue that young Canadians cannot rely as much as in the past on the opportunities offered for advanced work at British and American universities.
Singer, Milton (U of Chicago, I11), THE SOCIAL SCIENCES IN NON-WESTERN STUDIES, A. Amer. Acad. Polit. Soc. Sci., 1964, 356, Nov, 30-44. The involvement of the soc sci's in non-Western studies has been growing despite instit'al & intellectual conflicts between area & disciplinary studies. The process of instit'al adaptation is illustrated by the postwar development of nonWestern studies. The intellectual conflict springs from the fact that the definitions & classifications of major world areas do not correspond to the definitions & classifications in any soc sci discipline. The several disciplines have a diff'1 proneness to area studies, & the problem of integrating them for study of a particular area has no simple, uniform solution. Evidence is presented to show how the study of non-Western societies & civilizations is generating new & fertile hybrid disciplines in anthrop & is giving a comparitive & internat'al dimension to the other soc sci's. AA.