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This paper provides a descriptive overview of the various curriculum, teaching, advising and assessment changes implemented in the Department of Sociology and Anthropology at the University of Arkansas at Little Rock through a series of recommendations made by the American Sociological Association in their 1990 monograph, Liberal Learning and the Sociology Major, under the Re‐forming‐the‐Major project supported by a grant from the American Association of Colleges. Curriculum changes structured new coursework concentrations and linked them with other community and academic programs. New critical thinking and collaborative learning modules were incorporated within all courses with specific demands required of all faculty. Also discussed are the multifaceted efforts to create a sense of community among faculty, staff and students within our program. An integral part of this effort was a systematic overhaul of our advising system and a stronger substantive (financial) support of our Sociology/Anthropology Club. An important by‐product of the program assessment activities was to develop a mechansim to assist faculty to buy into this change inducing initative. An Annual Review Menu was established to reward faculty for participation in new efforts and is also briefly presented alomg with some attendant problems.

This chapter shifts contemporary debates on Eurocentrism from its focus on European social theory to an analysis of its moorings in non-Atlantic sociological traditions and especially those within ex-colonial countries. It discusses the sociological/anthropological visions of two first generation sociologists/anthropologists from India, G. S. Ghurye (1893–1983) and D. P. Mukerji (1894–1961), within Orientalist-Eurocentric positions and explores how these are reinvented in the work of contemporary sociologist T. N. Madan (1933–). It suggests that colonial processes and its institutions together with “derivative” nationalist ideas have played and continue to play important mediatory role in organizing these Orientalist-Eurocentric visions.

The chapter presents three sets of arguments. First it suggests that in order to understand postcolonialism it is imperative to lay out the organic links between Orientalism and Eurocentrism. Eurocentrism and its mirror Orientalism mediated to frame social science language in terms of the binaries of universal (the West) and particular (the East). The particular was represented in India through the discipline of anthropology. The latter studied “traditions” through the themes of religion, caste, and family and kinship. When sociology emerged as a discipline in India in the early twentieth century, it continued to use the language organized by anthropology to analyze the particular cultural traditions of the country. Second, I suggest that these binaries also framed nationalist thought and the latter mediated in framing the sociological ideas of G. S. Ghurye and D. P. Mukerji which were embedded in Eurocentric-Orientalist principles. Third, I analyze the ideas of the contemporary social theorist T. N. Madan to indicate how his perspective continues to derive its positions from Orientalist-Eurocentric positions and ignores an engagement with critics who have questioned Orientalist Eurocentrism. Disregarding these arguments implies the legitimation of the latter perspective derived from the disciplines of sociology/anthropology.

The chapter contends that a decolonized critique of colonial social science has existed in other regions of the world including India, and that this perspective needs to be retrieved by social theorists to reformulate the sociological discourse as a study of modern India. It also suggests that contemporary analysis of Eurocentrism needs to move out from within the circuits of knowledge defined by received colonial geopolitical enclaves in order to assess the way production, distribution, and consumption of Orientalist-Eurocentric perspectives have organized sociological traditions across the world including the Global South.

This paper endeavours to translate Peirce's ideas into paradigmatic sociological theory in general, and praxis linked to that paradigmatic theory. Greater comprehension of the general usefulness of a Peircian Pragmaticist semiotic perspective (and ‘fallibilism’) will enhance social action and collective responsibilities. As a philosopher, C. S. Peirce interpreted the world, but he himself did not attempt to change it. How can we incorporate a unifying ‘perspective’ such as Peirce's theory into ‘method’ (both methodology and techniques)? How does that an emphasis on methodology improves sociology as an empirically based, rigorous discipline (a human ‘science’) and various forms of praxis, especially applied sociology and public sociology? If politics is going to have any long-term impact, there has to be a degree of sophistication about the theories involved (e.g. conservation of fundamental human rights and liberties, reform within liberal parliamentary democracies, transformation within neo-conservative regimes, applied sociology in professions and occupations like social work and criminology, Feminist critique and action, GLTB action, neo-Gramscian critiques and Michael Burawoy's ‘public sociology’ in the narrow, technical sense.) Praxis can include many forms of political activity that are not specifically informed by any well-developed and coherent theory. In terms of Peirce's Pragmaticist semiotics, we can translate theoretical awareness into praxis, to interpret and to change the world. Good theory and methodology is the most practical way to promote useful social action, applied sociology and public sociology. Anything less than Peircian Pragmaticism and semiotics tends to lead to fragmentation of ‘paradigms’ or postmodernist nihilism.

The 13 chapters in this volume concern research and theories on 18th to 21st century gender-related issues by 19th and 21st century writers. Our volume looks backward and forward, advancing both research on gender and research on the history of sociology. Gender research is, like many of the subjects discussed in these chapters, post-discipline and post-modern. Our authors include students, mid-career, senior, and emeriti faculty members. While most identify their fields as sociology or sociology and anthropology, one is also a practicing attorney and another is a professor of English. In addition to the United States, authors come from Brazil, Finland, Israel, Italy, and Poland and their subject matter brings additional countries to the mix. They cover a broad spectrum of subjects and events from the Salem Witch Trials and the Crimean War to contemporary national and international politics and policies in such diverse settings as the European Union, Brazilian race tracks, and Israeli Rabbinical Courts. Yet they overlap and expand on each other in many, often surprising, ways.

The contribution of the present case lies in the critical view that every business actor should exercise – be it general manager, middle management, supervisor or executive – when building a strong organizational culture in corrupt political environments.

The purpose of this case study is to explore the dilemma in which Marcelo Odebrecht, once CEO of Odebrecht, found/determined whether to continue with the business model established by the founders of Odebrecht or take a new path for the organization. After exploring the corrupt acts of Odebrecht and the scope of Operation Lava Jato, the reader can reflect on the importance of organizational culture (according to the three levels proposed by Schein) in the face of the emergence of corruption. By generating discussions about organizational culture, business ethics, political culture and corruption, the organizational culture of Odebrecht is problematized in relation to its real behavior.

Students of administration, business and international business undergraduates and graduates, as well as members of senior management in companies in the infrastructure sector. Also, given the plurality of possible readings, it is recommended that the case also be used in courses or specializations in organizational psychology, organizational sociology or organizational anthropology.

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CSS 5: International Business.

In contemporary business and marketing literature luxury is mainly approached from the perspectives of production, communication and consumption. The author argues that to understand the phenomenon in the future, different, more contextualized and human-focused lenses and methodologies are needed. He ventures out into philosophy, sociology and anthropology to broaden the perspective on the matter and proposes resonance, the theory of successful world relations, as an alternative view on luxury and luxury consumption.

The paper is based on the authors' reflections and an extensive review of literature, including contributions from different academic disciplines.

With introduction of resonance the author provides an alternative theoretical and practical lens on a multifaceted and dynamic phenomenon that nurtures lucrative markets which must adapt and fundamentally redefine themselves in response to changing social, ecological, technological and economic circumstances and evolving customer needs pointing towards a new social paradigm.

The author presents a critical view on luxury and enriches the discussion in the marketing and business-related literature with the perspectives of philosophy, sociology and other disciplines, linking the phenomenon to resonance theory and the notions of rebellion and escape. The paper suggests new ways of intellectually, scientifically and commercially engaging with the notion luxury and aims at serving as a springboard for further research.

We must begin, of course, by understanding the strengths and limitations of our own approach. If we are to make progress, it is necessary to examine carefully the institutionalist position, to view it not just as a battering ram with which to inflict damage on currently prevailing orthodoxies, but to identify the strengths and weaknesses in its current incarnations. In so doing, we must be critical as well as constructive.

This chapter examines the practical and conceptual limitations and possibilities of using ethnographic methods in the college writing classroom for the purpose of instructors’ professional development. The study is based on ethnographic research with a second-year course in Stanford University’s Program in Writing and Rhetoric. The study’s dual foci included the teacher–researcher’s pedagogical practices and students’ learning, and entailed participant-observation and the recording of ethnographic fieldnotes. It builds on the anthropology of literacy, a tradition of action research among educational ethnographers, and scholarship on composition pedagogy. Participant-observation could be helpful to other college instructors interested in improving their teaching. However, combining participant-observation with direct student feedback through interviews or surveys will be most effective in shaping educators’ professional development. Using participant-observation for professional development in the college writing classroom did not only situate me, the ethnographer, as both subject and object of research. Unexpectedly, my research also placed ethnographic methods as objects of research. By examining student learning and teaching practices ethnographically, researchers create opportunities to illuminate assumptions related to research as well as broader lessons about the study of teaching and learning.

The article considers marketing as a socially located practice, and argues that any form of trade or exchange may be seen to both reflect and reinforce the social structures, customs and outlook of an entire culture and not simply a part of it. These developments are grounded in aspects of anthropology which, in turn, suggest that not only is trade a socially significant activity but that the objects which are traded in are themselves remarkable as reflections of the nature and influence of those who caused them to be manufactured. The article may be seen accordingly as an attempt to develop insights into the societal and cultural processes associated with contemporary variations in the “cultural design of persons and goods” (Sahlins, 1976). This understanding may then be used as a basis for the further investigation of marketing and its part in the “creation and movement of goods”.

It is appropriate to begin with some observations on the development of Public Administration, for the development of Comparative Public Administration and its present problems are most clearly viewed in historical perspective: The logical problems are related to a chronological development.