Suchergebnisse

This article is of particular relevance to ethnographers and theorists of the working class and the concern to articulate a sociology of liberation. The article addresses the ontology of class and the central Western problematic of historicising reason, being and liberation/redemption first signalled in the twelfth century. From the standpoint of the author's ethnographic engagement with working class dasein in Scotland, the article emerges from an analysis of an exchange between two authors engaged in very different strategies of representing and understanding the reality of class. The article seeks to uncover some of the issues faced by social theorists who engage with the long durée task of modelling an ethnography of being and giving a sociological account of a radically emancipatory exercise of situated freedom from within class-based civilisation and societies.

Since 1989 neo-nationalism has grown as a volatile political force in almost all European societies in tandem with the formation of a neoliberal European Union and wider capitalist globalizations. Focusing on working classes situated in long-run localized processes of social change, including processes of dispossession and disenfranchisement, this volume investigates how the experiences, histories, and relationships of social class are a necessary ingredient for explaining the re-emergence and dynamics of populist nationalism in both Eastern and Western Europe. Featuring in-depth urban and regional case studies from Romania, Hungary, Serbia, Italy and Scotland this volume reclaims class for anthropological research and lays out a new interdisciplinary agenda for studying identity politics in the intensifying neoliberal conjuncture

Leading academics take a distinctive new approach to the understanding of public sociology education in this perceptive new resource. Through pedagogical case studies and inter-contributor dialogues, they develop and challenge thinking in the field. Divided into three sections on the publics, knowledges and practices of public sociology education, it looks beyond the boundaries of academia to deliver fresh responses to key disciplinary questions including the purposes and targets of sociological knowledge. For students, academics and practitioners, it is a timely and thought-provoking contribution to debate about public sociology education