Search results

School exclusion in England is highly gendered, racialised and classed. For instance, boys are three times more likely than girls to be excluded from school and certain groups, including Black Caribbean boys are subject to disproportionate levels of exclusion. Against this backdrop, I explore the context and consequences of exclusion from English mainstream schooling for young masculinities. The arguments presented also have broader international significance due to a global tendency towards punitive measures in schooling. Through bringing masculinities scholarship into conversation with childhood studies, this chapter aims to present a nuanced theorisation of young masculinities which foregrounds lived experience and is located within the interdisciplinary field of childhood studies. It examines ways in which exclusion and schooling in alternative settings, such as a Pupil Referral school, can shape the identities of boys and their subjectivities. The empirical data demonstrate that excluded boys face severe constraints arising from ways in which they are positioned. Drawing on original qualitative data, it is argued that boys who are categorised in this way demonstrate highly agentic ways of ‘doing boy’. This chapter is underpinned by two questions, firstly, how can we theorise boyhood and school exclusion in ways that recognise excluded boys as agentic and constrained subjects? Secondly, what possibilities for change might our theorisation reveal? This chapter concludes by arguing for intersectional masculinities and strengthened theorisation of childhood studies which explicitly recognises lived experience. Through this discussion, I seek to illuminate the emotional costs of school exclusion and insights into ways to achieve change.

This article analyzes the relationships between different conceptions of time, socioeconomic development and cultural values.

We focus on three major aspects of time, namely, 1) duration, 2) orientation and 3) tempo. Furthermore, we draw on modernization theory to distinguish between agrarian/traditional and industrial/modern societies and their respective cultural values.

Analyses indicate that agrarian/traditional societies with cultural values such as collectivism, survival, religiosity and hierarchical structures are marked by subjective/cyclical/inaccurate, past-oriented and slow-paced conceptions of time. In contrast, industrial/modern societies with cultural values such as individualism, self-expression, secularism and egalitarianism are marked by objective/linear/accurate, future-oriented and accelerated conceptions of time.

This paper introduces an original conceptualization of the three dimensions of time – duration, orientation and tempo – previously overlooked in the literature. Additionally, it provides an in-depth and comprehensive analysis of the relationships between time, culture and socioeconomic development.

Using elements of Bourdieu’s (1986) capitals framework as an underpinning conceptual architecture, this paper theorises the role of symbolic capital in resourcing a specific example of socially entrepreneurial behaviour.

This paper relies on data collected via a qualitative variant of the critical incident technique.

The analysis resulted in three focal themes: power (a dynamic of cooperation rather than domination), age (youth as a means of legitimation) and temporality (as both lever and conduit).

These themes further current understanding of socially entrepreneurial behaviour and potentially catalyse additional questioning and investigation specific to the construct of symbolic capital in this context.

The insights offered in the paper may assist those tasked with supporting success (policymakers and practitioners) in the social entrepreneurship domain.

Relatively little is known about the operationalisation of capitals in the context of social entrepreneurship, and even less about symbolic capital specifically. Particular emphasis is given to moving beyond a focus on the simple mechanics of capital exchange and conversion.

Special interest tourism (SIT) is a specialized type of tourism. People aim to visit destinations with a specific theme through this type of tourism. During SIT consumption, they create or develop peculiar interests and participate individually or in groups. In this respect, SIT is a concept that reflects some trends. These trends developed toward satisfying different interests rather than those developed around mass tourism. In other words, SIT emerges as an alternative movement to mass tourism based on general interests. Soon after mass tourism gained extensive dimension, alternative tourism, ecotourism, and SIT concepts emerged. These concepts altered the style of tourism operations. Diversified tourism operations have transformed conventional tourism into experience-based tourism activities. Presentations of these types of experiences are frequently in the form of special interests. The content of this chapter encompasses the fundamental concepts forming the SIT. An overview of the terminology – such as alternative tourism, sustainable development, and sustainable tourism – is the scope of this chapter. Moreover, criticisms and some trends in SIT are the leading subtopics. Some examples of academic research about SIT in Turkey are listed in the current study. This list was compiled from the information gathered from the Council of Higher Education National Thesis Center Database records.

From ancient times, people have been drawn to the sites of past battles to pay their respects, learn about history, and gain a deeper understanding of the sacrifices made by those who fought. Today, battlefield tourism is a popular way for people to connect with the past and honor those who served their countries. Battlefield tourism is a significant component of war tourism and is not a new phenomenon (Smith, 1996). Even before the concepts of dark tourism or thanatourism emerged, studies were mostly carried out within the scope of heritage tourism at battlefields and war-related sites. However, with the increasing interest in the macabre and morbid aspects of history, dark tourism has gained popularity as a distinct form of tourism, encompassing sites related to death, tragedy, and disaster.

The debate about how to interpret war or how battlefield tourism relates to death is not new, and many studies on battlefield tourism compare and contrast various aspects of travel, whether they are dreary, educational, or enjoyable. To examine battlefield tourism from a historical perspective, firstly conceptually, it is necessary to consider how it has been perceived from the past to the present and what structures are involved. This section aims to examine the tourism of the battlefields from a historical perspective. In this context, at the first stage, its development in the literature was examined from a conceptual point of view, and then the turning points where tourism activities started were discussed.

Despite being conjointly stronger in their synergies in the past, there is still a significant gap between management and organization studies and sociology. The temporal lag is also, on occasion, a substantive lag. The emergent sociological concept of emotional reflexivity has recently been used in organizational studies. The question that animates this contribution concerns the nature of this translation, reception, and extension; thus, we ask how organization studies have been using the sociological concept of emotional reflexivity? We will examine recent seminal sociological studies on emotional reflexivity to answer this inquiry and consider some organizational studies citing these. We describe the reception of sociological ideas of emotional reflexivity in management and organization studies literature. By analyzing the differences and disconnections produced within this discourse, it will be possible to understand that emotional reflexivity is rarely addressed in emotional encounters between people and other modes of being in modern organizations. We introduce narrative fiction as a method; the narrative focuses on the relationships between humans and other beings in the workplace dynamics of a vocational school. The story tells how Charlie, a deaf student, changed his life after entering the vocational school and becoming involved with different pedagogical teaching-learning strategies. Adopting two deaf dogs, which had both suffered from past unsuccessful adoption experiences, produced life-enhancing emotional reflexivity. We conclude with a research agenda scoping further directions.