Article(electronic)#1August 1999
Book Reviews
In: Sociology: the journal of the British Sociological Association, Volume 33, Issue 3, p. 667-668
ISSN: 1469-8684
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Article(electronic)#2August 1999
Alan Scott (ed.), The Limits of Globalization: Cases and Arguments, London: Routledge, 1997, £16.99 (paperback), xi+359 pp. (ISBN 0-415-10565-X pbk)
In: Sociology: the journal of the British Sociological Association, Volume 33, Issue 3, p. 645-678
ISSN: 1469-8684
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Article(electronic)#3November 1998
Bobby S. Sayyid, A Fundamental Fear: Eurocentrism and the Emergence of Islamism,London: Zed Books, 1998, £36.95 (£12.95 pbk), vi+185 pp. (ISBN: 1-85649-412-8)
In: Sociology: the journal of the British Sociological Association, Volume 32, Issue 4, p. 881-900
ISSN: 1469-8684
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Article(electronic)#4November 1998
Book Reviews
In: Sociology: the journal of the British Sociological Association, Volume 32, Issue 4, p. 894-895
ISSN: 1469-8684
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Article(electronic)#5February 1998
Book Reviews
In: Sociology: the journal of the British Sociological Association, Volume 32, Issue 1, p. 221-223
ISSN: 1469-8684
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Book chapter(print)#62002
Issues and Dilemmas: 'Race' in Higher Education Teaching Practices
British (Rampton Report 1981 & Swann Report 1985) & US studies on the interaction of schooling, race, & education are reviewed; more discussion of race & higher education has taken place in the US than in GB. The practice of teaching topics concerning race in the British social science courses is complex, due to the contested nature of race. Teaching race cannot really be addressed in full with either pluralist multiculturalist or essentialist forms of antiracist education. Using interview data from lecturers & students, possibilities for a synthesis of the two forms in GB are discussed, including issues of curriculum, the teacher's subject position, student backgrounds, & conflicts among students in the seminar room. M. Pflum
Book chapter(print)#72002
Issues and Dilemmas: 'Race' in Higher Education Teaching Practices
British (Rampton Report 1981 & Swann Report 1985) & US studies on the interaction of schooling, race, & education are reviewed; more discussion of race & higher education has taken place in the US than in GB. The practice of teaching topics concerning race in the British social science courses is complex, due to the contested nature of race. Teaching race cannot really be addressed in full with either pluralist multiculturalist or essentialist forms of antiracist education. Using interview data from lecturers & students, possibilities for a synthesis of the two forms in GB are discussed, including issues of curriculum, the teacher's subject position, student backgrounds, & conflicts among students in the seminar room. M. Pflum