Suchergebnisse

St. Louis politics is marked by 2 loose but enduring constellations of interests. One is composed of major `downtown' business interests, various professional groups, & is supported by middle & upper-middle income voters. The other combines labor unions, ward pol'al leaders, Negroes, & other low income voters. These 2 groupings persist, differ in basic values & perspectives, & yet do not provide the basis for 2 competing parties. Rather they operate as factions within the dominant party, whichever party that may be in a given period. The crucial factor seems to be the formal structure of Gov which effectively separates the offices controlling policy decisions from those controlling pol'al perquisites. Each constellation of interests is primarily concerned with one set of offices, &, as a consequence, neither group is forced into full-scale combat with the other, as would be required under a more centralized Gov'al structure. IPSA.

Although literature on the role of emotions in teaching and learning is growing, little consideration has been given to the university context, particularly from a sociological perspective. This article draws upon the online survey responses of 24 students who attended sociological classes on the Grenfell Tower fire, to explore the role emotions play in teaching that seeks to politicise learners and agitate for social change. Contributing to understandings of pedagogies of 'discomfort' and 'hope', we argue that discomforting emotions, when channelled in directions that challenge inequality, have socially transformative potential. Introducing the concept of bounded social change, however, we demonstrate how the neoliberalisation of Higher Education threatens to limit capacity for social change. In so doing, we cast teaching as central to the discipline of sociology and suggest that the creation of positive social change should be the fundamental task of sociological teaching.

Although literature on the role of emotions in teaching and learning is growing, little consideration has been given to the university context, particularly from a sociological perspective. This article draws upon the online survey responses of 24 students who attended sociological classes on the Grenfell Tower fire, to explore the role emotions play in teaching that seeks to politicise learners and agitate for social change. Contributing to understandings of pedagogies of 'discomfort' (Boler, 1999) and 'hope' (Freire, 1994; hooks, 2003), we argue that discomforting emotions, when channelled in directions that challenge inequality, have socially transformative potential. Introducing the concept of bounded social change, however, we demonstrate how the neoliberalisation of Higher Education threatens to limit capacity for social change. In so doing, we cast teaching as central to the discipline of sociology and suggest that the creation of positive social change should be the fundamental task of sociological teaching.