Search results

This chapter focusses on three young, female students from Denmark and their quiet voices in a world full of loud expectations – in this case the expectations of education. The chapter is based on a research project named Marginalization and Co-created Education (MaCE), which is constructed through indirect conversations with young students. These students were either attending an Adult Education Centre (In Danish: VUC) or a Production School (an institution for people who for a short period have to consider what to do in relation to the system of education). The aim of the study was to obtain an understanding of being a young person on an educational journey and to let the young students express their experiences through their own voices and views. The findings of this research present an overwhelmingly negative view of the school experiences by the young students, who all at some point felt neglected and not acknowledged through their school time by both teachers and classmates. These findings are illustrated through German sociologist Norbert Elias and his work on The Civilizing Process, and focusses on the unavoidable connection between civilising and distinction processes.

The theory of the civilizing process, first introduced by sociologist Norbert Elias, refers to the process by which aggressiveness becomes “domesticated” through an individual's or community's adoption of civilized codes of conduct and patterns of social behavior. From the perspective of this theory, fundamental civil liberties and human rights, as defined in the European Convention for Human Rights, can be seen as an essential catalyst in the civilizing process. Human rights is a topic high on the agenda of many international and non-governmental organizations. Yet little is known about the way that these organizations operate in their aims to further the universalism of human rights, and in particular with regard to human rights and the media. The Council of Europe (CoE) is a major non-governmental organization involving dozens of countries from around the world, and it plays a major role in political bargaining with nations. In addition to the CoE's commitment to human rights, it devotes considerable resources to investigate and document developments in the media as well as human rights violations in its member countries, it takes measures to sanction countries that are in violation of its codes, and it sets forth a policy agenda for the future. In this chapter, the author has drawn on his experiences as a member of the parliamentary Assembly of the CoE, interviews with journalists, judges, and politicians, and the reports of the CoE, to explain the work of the CoE in the area of human rights and the media. The chapter begins by making the argument that the theory of the civilizing process elaborated by Elias, providing important insights into understanding the role of the CoE in the area of human rights and the media. In conclusion, a critical assessment of the role of international organizations and their efforts to further the development human rights particularly in the field of journalism and the media is offered.

This conceptual paper focusses on climate change as a social issue and therefore as a social scientific problem. According to young climate activists, Greta Thunberg being the most widely known, climate change is specifically a problem of generations. Typically, the discourse on responsibility focusses on the technical and philosophical questions posed by the study into “intra-” and “inter-generational justice”. It is the purpose of this paper to present sociological conceptual tools with which to both analyze and propose solutions to specific social problems caused by current generations that will affect future generations.

Figurational process sociology develops and tests models of long-term, unplanned developments, which produce the conditions in which short-term practices of informing and planning social interventions are bound up.

The paper reveals the significance of sociological models that can describe and explain social processes and long-term developments in human habitus that have important explanatory value for understanding contemporary social problems such as human-caused climate change.

The concepts and analytical frames of reference provided by figurational process sociology provide crucial insights into the problem of generations and can help reveal how this social dynamic contributes to challenges facing young climate activists calling for rapid “ecologization” processes and increased human restraint with regard to the natural environment.

The purpose of this paper is to critically look at how immigrants to Canada are informed and educated about how to become productive members of society. The authors adopted a postcolonial framework to unveil the underlying assumptions embedded in the messages that are conveyed to “teach” and “prepare” immigrants for the Canadian workplace. In particular, the authors focus on non-white immigrants because they form the majority of immigrants to Canada and at the same time data show that they experience particular socio-economic obstacles in their settlement process that European immigrants did not.

The authors apply postcolonialism as the theoretical framework. This approach allows the authors to analyze the relationship between the local subject and the encounter with the non-local other, in this case the immigrant who is from a non-European background. The authors conduct a Foucauldian critical discourse analysis on selected texts that serve as information sources for immigrants. These texts include government documents, immigrant information brochures, and workplace information books and booklets.

The analysis shows ideological positions that reveal discursive messages representing the non-white immigrant in binary terms. Such immigrants are represented in opposing (and inferior) terms to the local (largely white) Canadian citizen. By adopting a postcolonial lens, the analysis shows that the messages to acculturate immigrants reveal assimilationist features.

The authors acknowledge that the authors’ own personal socio-political, intellectual, and ideological locations influence the approach, logic, research process, and the interpretation of the findings. For future research, other textual sources should be analyzed with regard to the messages they convey to immigrants as a form of education to see what kind of acculturation is conveyed.

This paper sheds light on the necessity to develop policies that not only aim to acculturate immigrants using integration strategies but also to carefully communicate and educate newcomers through messages that that do not stem from colonial assumptions.

This research points out the taken-for granted and oftentimes invisible forms of discriminatory practices in the workplace that appear non-discriminatory on the surface but are rooted in colonial thinking. Consequently, the authors challenge “mainstream” management theories concerning diversity in the workplace by questioning the underlying messages portrayed to immigrants.

This chapter examines the differing ways in which the criminal responsibility of children has been understood in English and Australian common law. The doctrine of “doli incapax” has for many centuries worked to establish a presumption in law that children between the ages of around 10 and 14 are incapable of forming criminal intent, unless it can be shown that they are capable of ‘guilty knowledge’ about their actions. In this approach, children are presumed to be ‘naughty’ until it can be shown that they are ‘bad’. However, events such as the murder of James Bulger in 1993 have led to the abolition of the doctrine in the UK, and its questioning in Australia. The chapter will outline how and why the law’s distinction between adults and children in relation to crime has become unstable, and explain the implications of the legal conception of childhood for the sociology of childhood more broadly. It will also explore how a closer look at the history of the doli incapax presumption sheds considerable light on the central and active role played by the judiciary and the legal profession, as opposed to other social and professional groups, in the development of a particular legal construction of childhood.

Using the distinction between “private problems” and “public issues” derived from Mill's “sociological imagination”, this paper aims to assess how diverse social theory approaches problematise and define the ways in which social life is shaped and organised with regard to “emotions”.

The paper's approach is theoretical and novel in the interpretation of an under‐development theme in social theory, namely, that of emotion.

The paper found, on viewing differing sociological approaches, how emotion shifts the focus of our attention away from the idea of individual, private worlds of emotion to the wider context of social relations and the way in which language is used with power to identify subject positions.

This is a general literature.

This is an original paper as it is the first time diverse sociological theories have been pulled together to evince an understanding of what we understand by the concept, experience and symbol of “emotion”.

This paper addresses two main questions: What is taught about animal ethics in primary school and how. Are these messages challenged by the students and, in that case, how and why? This is discussed in the light of Critical Animal Pedagogies.

The findings drawn upon in this paper are from a critical human-animal ethnographic study carried out in three Swedish primary schools between 2012 and 2017 using a case study approach of interviews, observation and intervention.

This paper suggests that children's subtle ways of resisting and negotiating their own space in the face of adultism, which is the power adults exercise over children, are an ongoing struggle which can both destabilize anthropocentrism and open up space for new pedagogical practice.

This paper explores the implications of and possibilities for teaching and learning given the positions of human children and non-human animals intersect, foremost exploring the agency of children in the school environment.

To elucidate issues involved in the problem of scale, in particular the relations, analytical and dialectical, among first-person experiences of theorist and theorist’s object-complex of individual actor, group, society, motives and causes, intended and unintended effects, and so forth, as these experiences are manifest in an aesthetics of the judicial moment of perception, and enunciated as first-person accounts directly or indirectly, of third-person accounts, sometimes via explicit but usually via virtual or even vicarious second-person accounting practices.

Discussion begins with some classical formulations by neo-Kantian theorists (Simmel, Durkheim, Weber) regarding relations of “individual and society.” Brief citations of various twentieth century responses to the problem of scale follow. Attention then becomes more intensively focused on the basic problem of first-person experience and accounts with respect to the problem of scale, using Coleman’s “foundations” work as guidepost for navigating issues of effects of cognition, consciousness, and action in still mostly obscure processes of aggregation. This leads to explication of the thesis of “impossible individuality,” in present-day theoretical contexts and in the context of post-Kantian romanticism, with special attention to Hölderlin and the feeling/knowing dialectic, Benjamin’s treatment of temporality with respect to metrics of history, and the question what it means to “theorize with intent.”

The discussion ends with some tentative resolutions and several lacunae and aporia which are integral to the current face of the problem of scale (i.e., processes of aggregation, etc.).

The discussion builds upon the work of many others, with first-person illustrations.

During the first half of the nineteenth century Aboriginal schools were established in a number of Australian colonies as a part of a project to ‘civilise’ Aboriginal people. Using the case study of schools established in Adelaide, South Australia, in the 1840s, this article examines differences in the way the notion of ‘civilisation’ was understood by colonial educators and civilisers, and how these differences impacted on the form of schooling provided. In particular, the article compares the views of German Lutheran missionaries who established the first Aboriginal school in Adelaide in 1839, and those of Governor George Grey, who instituted changes in the approach taken in Aboriginal education which reflected his own views about ‘civilisation’ and the ‘civilising’ process

This historical study explores accounting’s association with processes of cultural hybridisation involving themes such as image-(un)making, alliance-formation and norm-setting as part of Britain’s civilising mission during the era of modern globalisation. In doing so, the purpose of this paper is to examine the manner in which accounting may be implicated in micro-practices through which multi-layered socio-political relations of inequality are produced.

Archival materials enable an accounting understanding of the historical processes of image-(un)making, norm-setting and formation of a hybrid form of rule through elite indigenous alliances.

The study finds that the British Empire’s colonial project on civilising the indigenous peoples in British Fiji involved: the (un)making of indigenous identities and their moralities; and the elaboration of difference through ambiguous, partial and contradictory application of accounting in attempts to support the globalised civilising course. The globalising challenges indigenous peoples faced included accounting training to change habits in order to gain integration into the global imperial order. The study also finds that the colonised indigenous Fijians had emancipatory capacities in their negotiation of and resistance to accounting.

The paper identifies avenues for further accounting examination of such processes in the context of post-colonialism and current forms of neo-liberal globalisation.

By investigating accounting’s association with processes of cultural hybridisation, this paper makes a significant contribution by providing the detail on the role of accounting records kept by the British Empire to facilitate Britain’s domination and control over the colony of Fiji and its residents.