Suchergebnisse

Elias and Foucault ended up making the same core discovery about the same fundamental social process, which we term the 'social constraints towards self-discipline' process. We show how three distinct biographical and intellectual factors were important in guiding them toward this discovery: (1) their shared exposure to philosophical traditions associated with Heidegger's break from Husserl; (2) their common, sustained contact with 'clinical' practices; and (3) the traumatic events each experienced in relation to intentional injury and death.

There is an urgent need to understand how programming inside prisons can facilitate rehabilitation and reentry processes, especially among men convicted of violent offenses. GRIP (Guiding Rage into Power) is a year-long "Offender Accountability" program presently spreading through the California prison system. GRIP is a group-therapy and trauma-healing program that follows a somatic-awareness-centered model. We use audiovisual data to investigate the sequenced, second-to-second inner workings of what actually constitutes operational excellence in this evidence-based in-prison rehabilitation program. Making use of interaction ritual theory and conversation analysis, we demonstrate how two processes—the diffusion and the redirecting of attentional focus/mood—transpire in GRIP classrooms. The conclusion argues that these two processes may be the "hidden" building blocks, or what is lacking, in countless rehabilitation programs and other social work interventions—both inside and outside of correctional facilities.

Among antipoverty nonprofit organizations (NPOs), a significant shift back to "relational work" has been occurring. This form of human services connotes strong bonds and durable engagement with clients on major life changes. Critics have associated such efforts with paternalistic and disciplinary regimes reinforcing broader neoliberal trends. Perhaps now, with mounting pressures toward (narrow) professionalization among nonprofits, these illuminating critiques can usefully be paired with investigations doing justice to relational work's beneficial inner workings and effects. Informed by years of immersion in NPOs and insights from "late" Foucault—ironically the central theoretical influence among critics of relational work—we show how and why researchers might approach even problematic aspects of this form of social action as unavoidable elements capable of contributing to the alleviation of poverty. The conclusion argues for pragmatic and multifaceted approaches to the study and management of antipoverty nonprofits balancing both the precariousness and promise of relational work.

The primary goal of this article is to uncover the deep-seated conceptual affinities between Pierre Bourdieu and Norbert Elias. The second goal is to demonstrate that, in part because of their diverging sensitivities, when taken together the two authors' highly compatible approaches yield a vision more fertile than either of their sociological perspectives considered separately. Tracing the intellectual roots of the two author's three core concepts – habitus, field/figuration, and power/capital – we show how they selectively appropriated from their predecessors. We then outline how each of the two authors used their overlapping triadic approaches to interrogate a range of empirical phenomena. Attempting to make the authors' unexploited complementarity more tangible, we reflect on a simultaneously Elias- and Bourdieu-inspired approach to the body-centred world of sport. The conclusion argues that looking back at Elias and Bourdieu's theoretical contributions together can revitalize our conceptualizing and investigating of human societies in the future.

This review investigates how the scholarly fields, themes and concepts of 'inclusive education' are applied in the research and educational contexts of Finland, Iceland and the Netherlands. It identifies and outlines which thematic areas of research and sub-fields of study are referenced in each country by applying a systematic, multilingual approach. We reviewed literature in the local languages of each of these countries over the past decade, from 2007 to 2018, paying particular attention to (a) micro-level, in-depth, classroom interactions; (b) social and political contexts; and (c) social categories. Results of this review emphasise that across all three countries (a) there are similar conceptualisations of inclusive education dominated by categories of disability and special needs, and (b) there is a similar lack of attention to modes of exclusion based on social class, gender, ethnicity and geography as well as to how these can be addressed by more advanced research on inclusive education in these local spheres. ; final draft ; peerReviewed

This review investigates how the scholarly fields, themes and concepts of 'inclusive education' are applied in the research and educational contexts of Finland, Iceland and the Netherlands. It identifies and outlines which thematic areas of research and sub-fields of study are referenced in each country by applying a systematic, multilingual approach. We reviewed literature in the local languages of each of these countries over the past decade, from 2007 to 2018, paying particular attention to (a) micro-level, in-depth, classroom interactions; (b) social and political contexts; and (c) social categories. Results of this review emphasise that across all three countries (a) there are similar conceptualisations of inclusive education dominated by categories of disability and special needs, and (b) there is a similar lack of attention to modes of exclusion based on social class, gender, ethnicity and geography as well as to how these can be addressed by more advanced research on inclusive education in these local spheres. ; Peer reviewed