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Hester and Eglin's A Sociology of Crime has an outstanding reputation for its distinctive and systematic contribution to the criminological literature. Through detailed examples and analysis, it shows how crime is a product of processes of criminalisation constituted through the interactional and organizational use of language. In this welcome second edition, the book reviews and evaluates the current state of criminological theory from this "grammatical" perspective. It maintains and develops its critical and subversive stance but greatly widens its theoretical range, including dedicated chapters on gender, race, class and the post-als including postcolonialism. It now also provides questions, exercises and further readings alongside its detailed analysis of a set of international examples, both classical and contemporary.--Publisher website.

Presenting original research studies by leading scholars in the field, Orders of Ordinary Action considers how ethnomethodology provides for an 'alternate' sociology by respecifying sociological phenomena as locally accomplished members' activities. Both individually and collectively, these contributions illustrate how taking an ethnomethodological approach opens up for investigation phenomena that are taken for granted in conventional sociological theorizing

The studies in this book take an ethnomethodological approach to educational phenomena. Ethnomethodology's concern is with the locally accomplished and situated character of social order. With reference toeducational phenomena, this means that ethnomethodology investigates how the 'natural facts' of educational life, such as daily activities in school classrooms, are produced as such in the first place, rather than taking forgranted the recognisability of these facts and then theorising their explanation. In this sense, ethnomethodological studies contrast markedly with other approaches to the

The studies in this book take an ethnomethodological approach to educational phenomena. Ethnomethodology's concern is with the locally accomplished and situated character of social order. With reference toeducational phenomena, this means that ethnomethodology investigates how the 'natural facts' of educational life, such as daily activities in school classrooms, are produced as such in the first place, rather than taking forgranted the recognisability of these facts and then theorising their explanation. In this sense, ethnomethodological studies contrast markedly with other approaches to the