Search

Copyright of Social Science Information is the property of Sage Publications, Ltd. 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.)

Despite the intrinsic and natural connection between sociology and social impact assessment, the latter often does not hold a prominent place in the academic theory and practice of sociology. This monograph aims to justify and reclaim the rightful position of social impact assessment within the sociological discipline, through the contributions of some of the most renowned international experts in this field. This introductory article reflects on the necessary mutual contribution between sociology and social impact assessment, which, through their epistemological, methodological and axiological dialogues, establish an applied working space aimed at providing solutions for real-world problems. Sociology and social impact assessment must join forces to become agents not only of knowledge production but also of improvement of the living conditions of those in situations of social vulnerability, being this an urgent task in the face of contemporary global changes and growing inequalities. [ABSTRACT FROM AUTHOR]

This article assesses the "mission" of the journal Social Sciences and Missions as it approaches its twentieth anniversary, starting from its origins as a forum for interdisciplinary study of colonial-era Christian missions, especially in Africa. It surveys major debates that the journal has followed regarding gender, migration, and more. It reflects on its revised manifesto of 2021, committing to the study of missions as neither a "theological category" nor exclusively Christian phenomenon "but rather [as] a type of social action" and mode of "religious intervention in social space." Building on this history, this article argues, the journal should critically question the nature of religion and the "religious;" cover non-Christian topics more fully; and encompass organizations that may not be recognizably "faith based." Broader comparative focus will sharpen the journal's focus on missions as movements that have aimed to channel and promote social change, often with far-reaching and ambiguous consequences. [ABSTRACT FROM AUTHOR]

Copyright of Recherches Sociographiques is the property of Recherches Sociographiques 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.)

Cet article introduit le numéro spécial de la revue Sciences Eaux & Territoires consacré aux Doctoriales francophones en sciences sociales de l’eau ayant eu lieu à Rennes en 2023. Photo d'entête : © Alain Vermeuleun - Adobe Stock

À partir d’une série d’entretiens et d’un corpus de documents, l’article analyse la manière dont les professionnels qui produisent et promeuvent des souvenirs numériques mobilisent des discours éthiques pour défendre leurs produits à travers deux exemples : d’une part, celui de la construction des algorithmes qui sélectionnent les souvenirs et, d’autre part, celui de l’incitation au partage des souvenirs. Ces deux exemples permettent de mettre en évidence les ressorts matériels des positionnements éthiques adoptés par les professionnels des souvenirs numériques, qui fonctionnent comme des arguments de justification a posteriori. L’article se conclut en inscrivant ce travail symbolique de requalification de contraintes matérielles en positions éthiques dans les stratégies d’« ethics-washing » (Green, 2021) des industries de la tech.

L’objectif de cet article est d’analyser les rapports entre les sciences sociales et la montée en puissance de la cause animale. Retraçant la manière dont l’objet « relations humains-animaux » s’est constitué dans les contextes anglo-américain et français, je défends l’idée que l’évolution générale de ces recherches participe de la montée du zoocentrisme. Plus spécifiquement, j’analyse la manière dont les théories antispécistes et l’éthique animale, très influentes dans le monde anglo-américain, ont été reçues en France. Les critiques formulées à leur encontre par les universitaires en sciences sociales sont particulièrement étudiées. Je montre comment ces critiques contribuent – paradoxalement – à constituer l’éthique animale en point de passage obligé pour toute réflexion académique sur les rapports aux animaux, en lui offrant un nouvel espace éditorial, celui des sciences sociales.

Cet article porte sur la manière dont des personnes transforment certaines de leurs dispositions grâce à des savoirs issus des sciences sociales et, ce faisant, s’éloignent d’idéaux normatifs patriarcaux. Il s’appuie sur une recherche éclairant des processus de transformation personnelle de femmes, sur une enquête similaire relatant des trajectoires d’hommes, ainsi que sur des témoignages d’appropriation des idées de la sociologue Christine Delphy réunies dans un numéro de la revue scientifique Nouvelles Questions Féministes. Nous nous arrêtons d’abord sur le moment de la rencontre avec certains de ces savoirs qui permet aux personnes concernées de nommer un malaise éprouvé lors de discriminations de genre. Nous analysons ensuite la façon dont ces connaissances donnent l’occasion à ces personnes de porter un regard réflexif sur elles-mêmes et de transformer leur manière de croire, de penser, de ressentir et d’agir. Nous soulignons enfin l’importance du care dans ce processus d’appropriation et de transformation.

Social science contributes to social development when theory and research topic are linked to its social context. However, in practice most social scientists in South Korea tend to explain their social issues and problems through mainstream theoretical perspectives that were primarily developed in the West. This study investigates how much social science research is localized in four selected social science disciplines (sociology, political science, public administration, and education) in South Korea. The study analyzes articles published in one representative domestic journal in each discipline to assess the localization of knowledge production during the last three decades (1988–2017). It was found that the local knowledge-base of Korean social science research is relatively weak though it has been continuously increasing during the last three decades. It was also found that knowledge production in social sciences is reliant on Western theory even though the research topics are locally embedded. In addition, the findings revealed that there are noticeable differences between the applied fields (public administration and education) and the pure fields (sociology and political science). Applied fields of public administration and education are more locally embedded than pure fields of sociology and political science. This study proposes that social science research in South Korea should draw more on indigenous knowledge and be less reliant on Western theory in the future. [ABSTRACT FROM AUTHOR]

Copyright of Social Science Information is the property of Sage Publications, Ltd. 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.)

La psychiatrie comme discipline est portée vers l'autre et l'altérité ; non pas simplement celle pour le patient et sa problématique psychique mais aussi pour des savoirs extérieurs. Reconnaissant ses propres limites et son incapacité à penser seule, la psychiatrie, dont le savoir qui lui est spécifique est sans doute assez limité, se tourne depuis l'origine vers d'autres disciplines. Cet article ne cherche pas à proposer un nouveau modèle susceptible d'articuler cette hétérogénéité conceptuelle, mais essaie de comprendre comment s'effectue ce mouvement d'ouverture vers d'autres disciplines. La psychiatrie y trouve indéniablement une richesse mais son inféodation à des courants qui lui sont extérieurs ne risque-t-il d'accentuer sa dissolution et de faire disparaître son identité ? En s'appuyant sur la distinction proposée par G. Lantéri-Laura entre disciplines intrinsèques (soit des disciplines cliniques comme la neurologie, psychanalyse) et disciplines extrinsèques, qui utilisent une élaboration théorique qui ne doit rien à la clinique (comme l'anthropologie, l'histoire ou la linguistique), cet article s'attachera à partir de nombreux cas particuliers à montrer l'apport des disciplines extrinsèques tout au long de l'histoire de la psychiatrie. Cet article cherche à décrire plusieurs modalités d'articulation de la psychiatrie aux savoirs extrinsèques, en s'intéressant plus précisément aux sciences humaines et sociales et à l'histoire. Dans un premier temps, on étudie le mouvement par lequel la psychiatrie va chercher dans des sciences affines un appui pour sa pratique, une éthique des soins, voire un « troisième œil » critique qui puisse lui offrir ce recul sur une pratique souvent décriée. Dans un second temps, cette étude se propose d'examiner combien la psychiatrie, le savoir qu'elle isole concernant la question de la folie, ouvre par lui-même à une interrogation sur l'homme qui peut être pris en compte par les autres disciplines. La sociologie démontre notamment comment les catégories cliniques peuvent être liées aux préjugés et aux idéaux d'une culture et d'une époque. L'histoire montre comment un événement comme celui de la libération des chaînes par Pinel peut bénéficier d'interprétations historiques, dont les significations ne sont jamais épuisées. La psychiatrie s'inspire des autres savoirs mais ces emprunts s'effectuent souvent à partir de déplacements qui traduisent la nécessité d'une adaptation aux enjeux cliniques. Ces savoirs extrinsèques ne sont jamais importés sans transformation et sans une part d'infidélité. Réinterroger ce qui est le plus évident, remettre en question ce qui paraît le plus coutumier, tels sont les bénéficies que la psychiatrie peut obtenir en choisissant de se décentrer et de faire appel aux disciplines extrinsèques à la clinique. La prise en compte des sciences humaines et sociales dans la compréhension des troubles psychiques est aujourd'hui bien établie. Le dialogue qui résulte de la rencontre de disciplines hétérogènes n'a pas pour but d'aboutir à un consensus. L'exercice clinique de la psychiatrie conserve des spécificités fortes liées à l'exercice de la rencontre avec le désordre mental. Le savoir qui en résulte est irréductible aux autres disciplines. L'acte psychiatrique repose sur une responsabilité incombant aux seuls cliniciens, irrémédiablement divisés par les enjeux auxquels ils doivent faire face. Psychiatry as a discipline is oriented towards the other and towards otherness; not only that of the patient and of their psychological issues, but also for the alterity of external knowledge. Recognizing its own limitations and its inability to think alone, psychiatry, whose specific knowledge is undoubtedly quite limited, has since the beginning turned to other disciplines. This article does not try to propose a new model likely to articulate this conceptual heterogeneity, but tries to understand how this movement of opening towards other disciplines is carried out. Psychiatry undeniably finds a richness in this, but does not its subservience to currents that are external to it risk accentuating its dissolution and making its identity disappear? Based on the distinction proposed by G. Lantéri-Laura between intrinsic disciplines (i.e. clinical disciplines such as neurology, psychoanalysis) and extrinsic disciplines, which use a theoretical elaboration that owes nothing to clinical engagement with subjects (such as anthropology, history, or linguistics), this article will endeavor to show the contribution of extrinsic disciplines throughout the history of psychiatry, using a number of specific cases. This article describes several ways in which psychiatry is linked to extrinsic knowledge, focusing more specifically on the human and social sciences and on history. Firstly, we study the movement by which psychiatry seeks support for its practice, an ethic of care, and even a critical 'third eye' that can offer it this perspective on a practice that is often decried. Secondly, this study proposes to examine the extent to which psychiatry, through the knowledge that it isolates concerning the question of madness, opens up by itself to a questioning of humanity that can be taken into account by other disciplines. Sociology shows, in particular, how clinical categories can be linked to the prejudices and ideals of a culture and an era. History shows how an event such as Pinel's liberation from chains can benefit from historical interpretations, the meanings of which are never exhausted. Psychiatry is inspired by other knowledges, but this borrowing is often based on displacements that reflect the need to adapt to clinical issues. This extrinsic knowledge is never imported without transformation and without some infidelity. Re-examining what is most obvious, questioning what seems most customary, these are the benefits that psychiatry can obtain by choosing to decentralize and to call upon disciplines extrinsic to the clinical. The inclusion of the human and social sciences in the understanding of psychological disorders is now well established. The dialogue that results from the meeting of heterogeneous disciplines is not intended to lead to a consensus. The clinical practice of psychiatry retains strong specificities linked to the exercise of the encounter with mental disorder. The resulting knowledge is irreducible to other disciplines. The psychiatric act is based on a responsibility incumbent on the clinician alone, irremediably divided by the issues he or she must face. [ABSTRACT FROM AUTHOR]

This article analyzes the relationship between social sciences and the rise of the 'animal cause'. Tracing the way in which the object 'human-animal relation' has developed in the Anglo-American context (in connection with the Animal Studies community) and French context, I defend the idea that the general evolution of these studies participates in the rise of zoocentrism. More specifically, I analyze the way in which the antispeciesist theory and animal ethics, both highly influential in the Anglo-American world, have been received in France. Particular attention is paid to the criticisms formulated against these theories by academics in the social sciences. I show how these criticisms contribute to making animal ethics an obligatory point of passage for any academic reflection on human-animal relationships and how they participate in expanding the realm of ethics, by giving animal ethics a new editorial space, i.e., that of social sciences. [ABSTRACT FROM AUTHOR]

For decades, a plethora of research has shown the broad didactic and educational potential that controversial issues have for the development of social and critical thinking in students. However, their presence in the classroom is still rare today. In this study, we investigate the conceptions and practices of Primary Education teachers in order to know the initial and continuous training they have received to work on these contents, how they value their treatment for the teaching of Social Sciences and the real use that they make of them. The statistical program SPSS v25.0 was used to analyse from a quantitative and exploratory perspective the data extracted from a questionnaire designed ad hoc and validated by expert judges. The questionnaire was completed by twenty Primary Education teachers from different schools in the province of Almeria. The results revealed (i) little or no training, which generated insecurity in teachers; (ii) the conception of controversial issues as elements which foster motivation and skills; and (iii) a limited use of this approach justified by the lack of training and the conception of the instructional use of controversial issues as a challenge. We highlight the need to improve teacher training to this end, stemming from proposals that include work with social problems and the inclusion of these problems in educational contexts. [ABSTRACT FROM AUTHOR]

Copyright of Social Science Information is the property of Sage Publications, Ltd. 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 Didáctica Geográfica is the property of Grupo de Didactica de la Geografia 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.)

Teachers of Early Childhood Education must learn to teach Social Sciences even if they are considered general teachers. From our experience as teachers of Social Science Didactics, we would like to highlight a series of deficiencies and limitations detected in the students enrolled in the Early Childhood Education Degree at two Spanish universities. Reorienting the conceptions acquired about the teaching practice becomes one of the purposes of initial training. Making university students see the limitations that hinder a critical review of the beliefs and the value systems that unconsciously crystallize in the preuniversity phase is an outstanding step in this initial training process. For this reason, we carried out a case study at the University of Valencia and the University of Almería with students from the 2020-2021 academic year. The aim of this study was to analyze the perception, expectations and perspectives that these Education students had as regards the Teaching of Social Sciences. The instruments used were a questionnaire and group interviews. The results showed that the specific training provided in the subject of Didactics of Social Sciences in the Degree of Early Childhood Education allowed students to analyze the social representations of their future profession, thus dignifying it through an increase in future teachers’ self-perception. [ABSTRACT FROM AUTHOR]