Social science and the poetics of public truth

I argue that sociological theory can be understood as a kind of poetic discourse and that sociological truth is itself a rhetorical construction. Once we see social scientific objectivity and innovation as linguistically constructed, we can reframe our criteria for judging the adequacy of sociological theories. We then notice that the meanings of such criteria as logical rigor, or correspondence to a factual or hermeneutic foundation, are themselves relative to different paradigms or genres, which in turn are shaped and assessed through prudent poetic judgment. Awareness of the literary, discursive character of social science knowledge should encourage a greater critical appreciation of truth generated through our own and other poetic forms.     

"Body-As-World": Kenneth Burke's Answer to the Postmodernist Charges Against Sociology

Postmodernism charges that sociological methods project ways of thinking and being from the past onto the future, and that sociological forms of presentation are rhetorical defenses of ideologies. Postmodernism contends that sociological theory presents reified constructs no more based in reality than are fictional accounts. Kenneth Burke's logology predates and adequately addresses postmodernism's valid charges against sociology. At the same time, logology avoids the idealistic tendencies and ethical pitfalls of radical forms of postmodernist deconstruction, which acknowledge neither pretextual and extratextual worlds nor the ways in which experience is embodied. While not fully articulated, Burke's logology gives primacy to an embodied, social world prior to text (Body-as-World). Sociology can strengthen both its theoretical arsenal and its response to postmodernism by reacknowledging and reclaiming Burke's logology.     

Social Skill and the Theory of Fields

The problem of the relationship between actors and the social structures in which they are embedded is central to sociological theory. This paper suggests that the "new institutionalist" focus on fields, domains, or games provides an alternative view of how to think about this problem by focusing on the construction of local orders. This paper criticizes the conception of actors in both rational choice and sociological versions of these theories. A more sociological view of action, what is called "social skill," is developed. The idea of social skill originates in symbolic interactionism and is defined as the ability to induce cooperation in others. This idea is elaborated to suggest how actors are important to the construction and reproduction of local orders. I show how its elements already inform existing work. Finally, I show how the idea can sensitize scholars to the role of actors in empirical work.     

End of an orthodoxy? The critique of sociology's view of Marx on class *

In this paper I comment critically on the dominant form of appropriation of Marx's theory of class and the state within what one might call the‘conventional’sociology of class in the post-war period. I argue that the typical mode of interpretation and assimilation has been highly selective and has taken a form that has rendered the proposed theory particularly vulnerable to sociological criticism especially in the light of changes in the structure of capitalist social formations in the twentieth century, although there is no suggestion here that the selectivity has been intentional. I contrast the dominant sociological construction and critique of Marx's theory of classes and the state with an interpretation drawn from recent scholarship, arguing that it is possible to document the contention that most theorems hitherto regarded both as central to Marx's analysis and as particularly susceptible to criticism were actually revised by Marx himself in his maturity as part of a more general process of intellectual formation and theoretical development. Many of these revisions have been widely discussed in debates within the world of Marx scholarship and some have undoubtedly been noticed in sociological interpretations of Marx. However, they have not led to the major overall reinterpretation of Marx's theory of class that is now long overdue.     

Sociology and the public understanding of science: from rationalization to rhetoric

This paper contributes to the reappraisal of sociological theories of modernity inspired by the sociology of scientific knowledge (SSK). As much as these theories rely on received ideas about the nature of science that SSK has called into doubt, so do they rely on ideas about the public understanding of science. Public understanding of science has been assumed to conform to the monolithic logic and perception of science associated with rationalization, leading to an impoverished view of the cognitive outlook of the modern individual. Rationalization has become the basis for the construction of theoretical critique of science divorced from any clear reference to public understanding, with the result that theory has encountered considerable problems in accounting for public scepticism towards science. However, rather than question rationalization, the more typical strategy has been to propose radical changes in the modernization process, such as postmodernism and the risk society. Against this, an alternative view of public understanding is advanced drawn from SSK and rhetorical psychology. The existence of the sociological critique of science, and SSK in particular, suggests that the meaning of science in modernity is not monolithic but multiple, arising out of a central dilemma over the universal form of knowledge-claims and their necessarily particular, human and social grounding. This dilemma plays out not only in intellectual discourses about science, but also in the public's understanding of science. This argument is used to call for further sociological research into public understanding and to encourage sociologists to recognize the central importance of the topic to a proper understanding of modernity.     

INTERPRETING THE SOCIOLOGICAL CLASSICS: CAN THERE BE A “TRUE” MEANING OF MEAD?

Many sociologists have tried in vain to find the “true” meaning of the classic works in the discipline. An interactionist perspective suggests that this search is not a valid one for sociologists, especially symbolic interactionists. Although there can be no “true” meaning, some authors use conventions of writing that make their work more or less clear. Using Mead's Mind, Self and Society as an example, we discuss the dimensions of clarity. We then argue that the sociological classics should be read to (I) simulate new theories and research (pragmatic analysis), (2) determine how sociologists have used that classic to support or refute particular theories or perspectives (rhetorical analysis), and (3) provide information about the sociological concerns of the author and his/her contemporaries (historical analysis).     

Anthropology, class and the 'big heads': an ethnography of distinctions between 'rough' and 'posh' amongst women workers in the UK pottery industry

In the context of the take‐over by a global corporation (Royal Doulton) of a family‐owned and run pottery factory in Longton Stoke‐on‐Trent, known as ‘Beswick’, and the subsequent re‐structuring of production, this paper explores the way in which women pottery workers make social distinctions between the ‘rough’ and ‘posh’, ‘proper paintresses’ and ‘big heads’ which cut into and across abstract sociological notions of class. Drawing on ethnographic data I show that for these working class women, class as lived is inherently ambiguous and contradictory and reveal the ways in which class is gendered. I build on historical and sociological studies of the pottery industry, and anthropological and related debates on class, as well as Frankenberg's study of a Welsh village, to develop my argument and draw analogies between factory and village at a number of levels. My findings support the view that class is best understood not as an abstract generalising category, but in the local and specific contexts of women's working lives.     

Sociology and the environment: An analysis of journal coverage

Many sociologists have suggested that the dominant paradigm in sociology ignores the environment, which accounts for the fact that environmental sociology is poorly represented in sociology’s mainstream journals. The purpose of this article is to test this assumption empirically by examining the coverage of environmental sociology in nine mainstream sociology journals from 1969 through 1994. The nine journals are separated into two tiers, representing higher and lower prestige journals. Each environmental article is categorized by its area (attitudes and behaviors, environmental movement, political economy, risk, and “new human ecology”) and whether it involves “sociology of the environmental issues” (the application of standard sociological perspectives to environmental issues) or “core environmental sociology” (the examination of societal-environmental relationships). We find that less than two percent of all articles published in the sampled journals in the twenty-five-year period of study were environmental, and that the higher tier journals were less likely to publish environmental articles than were the lower tier journals. Environmental articles were more likely to be part of “core environmental sociology” after 1981 than they were “sociology of the environmental issues,” which suggests a greater recognition among both environmental sociologists and journal reviewers that human societies are ecosystem-dependent. The number of environmental articles increased in the 1990s, portending a fruitful period for sociologists specializing on the environment. We argue that the broader field of sociology can benefit by recognizing the linkages environmental sociology has to other sociological specializations and that, ultimately, sociology needs to be able to address environmental variables in order to understand society. Naomi T. Krogman’s primary interest is in stakeholder framing of environmental disputes and natural resource policy change. She is currently a research sociologist at the Center for Socioeconomic Research at the University of Southwestern Louisiana and adjunct faculty in the Department of Sociology, University of Southwestern Louisiana, Lafayette, LA 70504-0198. JoAnne DeRouen Darlington is a research sociologist focusing on social change and community sustainability emerging from the disastrous interactions between society and the environment. She is currently employed with the Natural Hazards Research Center, Campus Box 482, Boulder, CO 80309.     

Understanding Rural Social Class in an Era of Global Challenge

Social class is a foundational sociological concept that cuts across all domains of interest within rural sociology. Structured inequity rooted in social class and its intersectionalities also was the spark that drew many rural sociologists into the discipline. This article first considers definitions of social class and provides a rationale for its being the theme for the 2016 meetings of the Rural Sociological Society in Toronto, ON. It provides a brief sketch of social class in the rural and urban United States through an analysis of data from the General Social Survey. This leads into a discussion of four dimensions of social class that rural sociologists have helped to inform and on which more research is needed. These include class as a relational concept, class and economic livelihoods, expressions of class as signifiers of success, and the consequences of class stratification. Along the way, a sampling of RSS members are given voice as they describe in their own words the spark that ignited their pursuit of our discipline.     

THE FEMINIST CRITIQUE AND A DECADE OF PUBLISHED RESEARCH IN SOCIOLOGY JOURNALS

In the mid to early 1970s feminist writers raised four major criticisms about sociological research on women and expressed concern about the related issue of the discipline's treatment of women sociologists. Critics charged that sociological research underrepresented women as subjects, concentrated on research topics more central to men's than to women's lives, used concepts, paradigms, methods, and theories better portraying men's than women's lives, and used men and male experience as norms against which all social experience was assessed. Examination of published research in ten major sociology journals the 1974–83 period suggests that some concerns articulated in the critiques are reflected in subsequent published work, but others have had little or only limited impact. Findings suggest an association between women's participation as editors, board members, and authors in journals and the quantity and character of published gender articles.     

“He Wanted Me to Achieve that for Our Family and I Did,Too”: Exploring First-Generation Students’ Experiences of Turning Points During the Transition to College

This study explored the ways in which family communication facilitated support and persistence for first-generation students during the transition from high school through the first year of college with a specific focus on the first-year experience, a pivotal time when first-generation students often decide whether they will leave or stay in college. Through semistructured interviews, we identified the communication events that first-generation students perceived to be turning points in their interpersonal interactions with their family members. Seventeen participants identified a total of 121 turning points that they experienced from family members spanning from the time they had their first conversation about going to college through the first year of college. Interviews revealed three suprathemes of turning points: (a) coauthoring the dream, (b) experiencing obstacles to the dream, and (c) actualizing the dream.     

Media/Crime/Millennium: Where Are We Now? A Reflective Review of Research and Theory Directions in the 21st Century

This paper aims to provide a reflective – and selective – review of key developments in media and crime research and theory from the vantage point of the new century. Writing primarily as a criminologist, though with a background in sociological theory and research, information studies, and cultural analysis, I will seek to identify some of the turning points and questions that emerge from what is a recently rejuvenated and expanding field. For the last decade media/crime research has been able to draw on an exciting array of multi‐disciplinary sources of inspiration in a way that has not happened before, and suggests new – intellectually complex – challenges for future work.     

Subalterns of technopoly: brokering techno-power in academic sociology

Drawing on responses to a small-scale sensitizing sociological probe of 'technological stratification' in academic sociology, this article considers the role of academic staff delegated to oversee the distribution of information and communications technology resources within their departments between the years 1987-1996. From their recollections as local 'gatekeepers' of the new knowledge technologies, these 'subalterns of Technopoly' perceived themselves as relatively powerless 'techno-power brokers' unable to make a significant difference to the 'technological stratification' they encountered in their working environments in that period.     

Introduction: The Puzzle of Incorporation and Solidarity

Multiculturalism is often vilified and misconstrued, and a multicultural backlash is evident. This special section attempts to move beyond the polemics by offering sociological insights into the current impact of multiculturalism and the challenges this mode of incorporation faces in addressing religious and racial diversity. This introduction sketches efforts aimed at offering distinctly sociological analyses of multiculturalism, in contrast to more normative philosophical accounts. It then offers brief overviews of the three substantive articles that follow: Irene Bloemraad on the significance of citizenship for multiculturalism; Rhys Williams on religious diversity; and Douglas Hartmann on the racial divide.     

Standards,Regulation and Development of School-age Day Care and ‘Open Door’ Services1

The subject is play and day-care services for school-age children. The paper draws on research carried out by the author and colleagues at Thomas Coram Research Unit (TCRU). It reports a survey of 120 services, randomly sampled, from 20 local authorities in England and Wales. This provides data about the standards to be found in such services when they became subject to registration and inspection under the Children Act 1989, and identifies shortcomings with regard to material resources and practice. The paper then draws on two case studies, and reports and discusses the problems met by local authorities in carrying out their new duties under the Act. These included their inexperience of services for over fives, the lack of resources available to improve services and the transient nature of holiday play schemes. It covers ways in which registration personnel used the Act to raise standards, eg ‘counselling out’, making requirements and conditions, and advising and resourcing service providers. The concluding discussion points to the need for further policy development in this area.     

Re-Collections of Childhood Sexual Abuse: A Biopsychosocial Perspective

A number of theories—biological, psychological, and sociological—inform clinical practice with adults who report memories of childhood sexual abuse. However, each of these theories is inadequate in and of itself. This has several, potentially damaging clinical implications. Therapists might doubt the validity of their clients' reports of traumatic incidents, they may place too heavy an emphasis on the recollection of traumatic events, or they may shy away from discussing these events. Any of these responses can jeopardize the helping relationship, leaving clients without professional assistance in managing a most difficult emotional situation. This paper provides a review of the biological, psychological, and sociological perspectives that lie at the foundation of current practice. These perspectives are then integrated via social work's biopsychosocial perspective. This holistic view provides an empirical base for effective, ethical social work. Specific practice implications are discussed.     

Durkheim's contribution to the sociological analysis of history

Emile Durkheim has long been viewed as one of the founders of the so-called variables-oriented approach to sociological investigation. This view ignores his considerable achievements using the methodology of “case-based” historical analysis, most prominent among them, his lectures on the history of French education (The Evolution of Educational Thought).In this paper I first outline the intimate relationship that Durkheim envisioned between historical and sociological investigation. I then turn to his work on French education for substantive illustrations of his approach. Finally, I explore certain points of intersection between Durkheim's approach to history and present-day concerns, especially in regard to the role of culture in history and the opposition between prospective and retrospective (“teleological”) strategies of historical analysis.     

Social Work,Social Policy and the Journal

There are problems associated with mainstream sociological and criminological research into youth violence. Conventional frameworks ignore the interpretive component of violence and thus fail to treat youth violence as a form of action in which motivations, moral impulses and feelings are constitutive of the action. Young people historically have had little opportunity to enter into dominant discourses about violence. This paper reports on the accounts of 29 young people who have been directly involved in violence. Those young people were asked to define violence and describe what personal and collective meanings they attach to their actions.     

Social identity and emotion: the meeting of psychoanalysis and sociology

This paper attempts to develop a framework for understanding social identities by linking together ideas from two disciplines which are normally pursued separately from each other namely, sociology and psychoanalysis. Drawing on the work of Craib (1989, 1994, 1998a) Bion (1961) and Scheff (1994a) in psychoanalysis and Mann (1986, 1993a, 1995, 1997) in sociology, the main argument is that social identities such as national identity are not just the result of sociological factors such as social classification, boundaries and processes of identification, they also have an important emotional dimension which coexists with but cannot be reduced to the social. In order to understand the persistence and indeed strengthening of nationalism and national identities in the contemporary world, we need to take account not just of changes in the inter‐relationships between economics, politics and culture at the global level, but also of the ways in which they may now be coming to inter‐relate with the kind of unconscious psychological processes and strong emotions such as love, hate, shame and anger, which occur within groups. The paper begins with a critique of existing sociological approaches to identity followed by an attempt to develop an alternative approach based on the psychoanalytic concept of emotional inter‐subjectivity. By means of a case study of British trade unions in the 1980’s and 1990’s, it then goes on to show how unconscious psychological processes and strong feelings may now be articulating with sociological processes to form a mutually reinforcing loop which is strengthening and reinforcing nationalism in a sociological context in which other aspects of society are globalising. Finally, it is suggested that the reason why sociologists need to take feelings seriously in the contemporary world is that they may now be combining with sociological changes to strengthen and reinforce nationalism and the principle of nationality in situations in which it might be more productive to question it.