Search results

The authors introduce an innovative and practical approach for conducting, directing, and teaching qualitative research through inquiry-based learning at the undergraduate level. Folknography is a qualitative research methodology that allows the undergraduate to successfully learn the academic concepts and guidelines required for participating in field investigations. This methodology relies heavily on the investigative techniques associated with ethnography, phenomenology, and sociology. Data collection techniques are specifically designed to reveal thick descriptions that represent the subjective attitudes, perspectives, and interpretations of the folk selected for investigation. The main objective of study is to gather qualitative data that allows for the emergence of a collective voice assumed to be representative of the targeted population. This chapter identifies three separate research projects in which undergraduate students immersed themselves in a specific setting; and, from that perspective, made important discoveries that expanded their knowledge of socio-cultural phenomena. Folknography is presented in this chapter as parallel actions; first, as a method of teaching undergraduates research; and, second as a system of data collection specific to qualitative investigations.

This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to strengthen the interconnections between teaching, learning, and research within the multidisciplinary programs. This chapter provides a synthesis and analysis of all the chapters in the volume, which present a range of perspectives, case studies, and empirical research on how IBL is being used across a range of courses across a range of institutions within multidisciplinary programs. The chapter argues that the IBL approach has great potential to enhance and transform teaching and learning. Given the growing demands placed on education to meet a diverse range of complex political, economic, and social problems and personal needs, this chapter argues that education should be a place where students learn “how-to-learn” – where increasingly higher levels of self-directed learning is fostered – and where students grow in the three key areas of learning: cognitively, emotionally, and socially. To that end, this chapter argues that IBL, if designed and implemented properly, can be an important approach to enhancing and transforming teaching and learning.

This chapter presents a theory of socialization that explains cultural transmission while balancing both biological aspects of development and the child’s agency and creativity.

This chapter presents a synthesis of research in sociological theory, developmental psychology, and neuroscience. It is roughly divided into two complementary sections based around the metaphor of ivy growing upon a trellis. The discussion centered around the “ivy” utilizes psychological and neuroscience research to explain how early learning is guided by significant others. The “trellis” section synthesizes literature in developmental psychology and social theory to explain how the child’s experience is enframed both cognitively and emotionally in ways that guide the child into appropriate forms of action and feeling. Finally, I discuss how this model can explain other forms of socialization.

I propose that the child’s innate capacities and motivations are enframed through significant relationships in order to direct the child’s emergent behavior into sequences of competent action. Isolated competencies are guided into simple and delimited domains of social activity like games and, later, more complex and interpretive structures like paradigms and ideologies.

This chapter synthesizes research in several literatures in order to develop a new theory that addresses some old questions regarding cultural transmission. Additionally, it represents another step in showing how sociology can integrate research from biological fields without deferring to them.

This chapter examines the theoretical contributions of Marx and Engels as a framework for analysing the historical evolution of the idea of inequality within the domestic and international legal frameworks in capitalist societies. It discusses what can be referred to as a triple inequality in the legal frameworks that emerged at the end of the eighteenth century in a historical context dominated by bourgeois revolutions. The new ruling class relied on a legal-philosophical discourse to promote a drastic legal transformation: the equal treatment for all citizens under the law. This marked the beginning of a period of ‘idyllic justice’ grounded in consensual social values that gave the appearance, at least formally, of non-selectivity. Despite these promises, the emergent formal treatment under the law contrasted with the inequality of the law in practice. The continuity of the vulnerable sectors' dispossession – an inherent element of the development of capitalism – was then masked behind three modes of inequality: the denial of unequal material conditions through the imposition of an ahistorical and abstract characterisation of the law; inequality of the formal law; and inequality in the application of the law. Today, in an age of global governance, this chapter proposes that a similar process of global triple inequality is taking place through the 2030 Agenda for Sustainable Development. Reflections on possible paths to overcome this trend can be found at the end of the chapter.

Democratic candidate Barack Obama campaigned for the office of President of the United States on a message of hope and change. Included in this message was an avowed commitment to fighting for equality and social justice. This chapter evaluates the Obama administration's record on social justice issues from a black feminist perspective. I find that although the administration has made some notable achievements, the universalist paradigm from which it operates may cause policymakers to overlook multiply oppressed groups. It might likewise blind them to the processes that generate and maintain social inequality. I argue that the results could hinder Obama from succeeding with much of his social justice agenda. I conclude by discussing how examining inequality through a black feminist prism would enable the Obama administration to speed up its program and develop and implement more effective policies. Finally, I also recommend a social justice project that might help the president create a legacy that will promote his goals long after he leaves office.