Search

What further evidence is needed to effectively address the unsatisfactory schooling experiences and educational trajectory of Black youth to help shape their path toward more successful social outcomes? I return to this persistent question in my research to reflect on how I have used sociological research in prior observations, and to build on earlier studies. I show how following research participants over a period of time, and with attention to how they relate to and are nested in community, family and peers, has enabled me to more effectively document their experiences, imaginations, and ambitions from adolescence to adulthood. I contend that longitudinal studies, framed by a community referenced approach, best ensure that we attend to the complex, diverse, and transitional lives of Black youth, and the social, cultural, educational, economic, and political contexts they navigate. At this time of equity, diversity, and inclusion (EDI) initiatives, sociology could help to advance education about, and initiate action for, Black people so that the equity promised by Canadian multiculturalism might be realized. [ABSTRACT FROM AUTHOR]

Sociologists have long studied the educational incorporation of immigrants and refugees, but most scholarship focuses on questions of access, achievement, attainment, and acculturation. We extend this literature by examining the incorporation of immigrants and refugees in the cultural content of schooling, drawing on a unique dataset spanning 509 textbooks from 80 countries, representing all regions of the world from 1963 to 2011. Our descriptive and multilevel regression analyses reveal a mixed picture. On one hand, textbook discussions of immigrants and refugees have expanded over time and are especially pervasive in textbooks that invoke post-national conceptions of citizenship and in countries that host large foreign-born populations. But we also document stagnating discussions of immigrants and refugees in recent decades, a casting of these groups as part of the historical past more than contemporary civics and society, and a tendency toward their curricular omission in countries with a recent history of war. [ABSTRACT FROM AUTHOR]

By applying the sociological concept of 'emplacement', this article analyses the creation of the 'District of Mutual Respect' in the old, neglected part of Wrocław (former German Breslau), a city which became Polish and lost its German population due to their forced migration after the Second World War. The District has in the last 20 years been transformed from slum to attractive environment and an important symbol of Wrocław's new identity and image. The District showcases the local authorities' new politics of cultural heritage and memory that emphasises intercultural dialogue and multiculturalism after decades of nationalist memory narratives and suppression of the German heritage. The authors outline a 'biography' of the District and analyse its functions. Furthermore, they apply Knudsen's and Kølvraa's concepts of repression, removal, reframing and re-emergence to evaluate to what extent that the District can be seen as a largely successful example of creating cultural heritage for a more cosmopolitan, inclusive future. [ABSTRACT FROM AUTHOR]

This article aims to better understand how immigrant parents perceive Montreal's school market at the high school level. Based on thirty semi‐structured interviews, it presents immigrant parents' perceptions of the educational offers available in that specific urban context. Rooted in an interpretative sociology, the analysis reveals that curriculum contents and perceived pupils' socio‐demographic characteristics are used to classify schools and their programs. These indicators are considered in order to increase the chances that the migration project is a success. Evolving in a multicultural city, immigrant parents' perceptions are intertwined in the social and racial relations that are shaping Quebec's society. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Sociological Context / Sosyolojik Bağlam Dergisi is the property of Journal of Sociological Context and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Studies - Social Sciences is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Academic Inquiries / Akademik Incelemeler Dergisi is the property of Akademik Incelemeler Dergisi (Journal of Academic Inquiries) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper critically looks at the ways in which 'global sociology' has been debated and conceived in the past decades. It provides an historical overview of various proposals and ideas and the institutional contexts within which they are put forward and criticized. Two different periods are distinguished. Until the early twenty-first century, on the one hand, criticism of the 'ethnocentrism of the West' was often supported by ideas and pleas for an 'indigenization' of sociological knowledge. A commitment to the unity of science and to its universalist aspirations remained strong, however. In the course of the twenty-first century, on the other hand, criticism of the 'northern dominance' in sociology has become much stronger. Instead of a 'multicultural' understanding of global sociology, a 'critical' sociology that contributes to 'global justice' is now often advocated. Based on this historical overview, it is suggested that global sociology might contribute to more self-reflexivity within the discipline. It helps us to see how different contexts reverberate into the ways in which sociology itself is imagined in this world and provides an analysis of the debates for a better understanding of the challenges which sociology currently faces. [ABSTRACT FROM AUTHOR]