Race, Gender, and the Black Women's Standpoint

Hill Collins (1997, 1998, 2000) argues that because of their position within the intersecting hierarchies of race, gender, and class, black women as a group possess a “unique angle of vision” on the social world. Rooted in the everyday experiences of black women, the “black women’s standpoint” is marked by an intersectional understanding of oppression and a “legacy of struggle” against such oppression. In this article, I employ quantitative analyses of data from the National Survey of Black Americans (1992) and the National Black Feminist Study (2004–2005) to investigate the black women’s standpoint. I ask: “Do black women as a group tend toward the black women’s standpoint that Hill Collins describes?” and “Do black women embrace this perspective more than black men?” Results from numerous χ² and logistic regression analyses suggest that, within the black community, gender is not a significant predictor of the standpoint that Hill Collins describes, with black men and black women being equally likely to embrace many of the core ideas associated with the black women’s standpoint. I conclude by discussing the implications of this finding for gender and race‐based standpoint theory.     

Queering PR: Directions in theory and research for public relations scholarship

ABSTRACT

This article presents an historical overview of queer activism and inquiry, advocating for queer theorizing in public relations, and outlining future directions for theory building. It proposes making public relations theory queer (challenging the heterosexist foundations and presumptions that constitute theory in public relations) and queering public relations theory (challenging the discomfort in theorizing sexuality and gender identity). This article is intended to be provocative and to serve as a disruption to contemporary public relations theory; it is a cry for radical rethinking of how we come to identify, define, and understand the discipline.     

Context collapse: theorizing context collusions and collisions

The collapsing of social contexts together has emerged as an important topic with the rise of social media that so often blurs the public and private, professional and personal, and the many different selves and situations in which individuals find themselves. Academic literature is starting to address how the meshing of social contexts online has many potentially beneficial as well as problematic consequences. In an effort to further theorize context collapse, we draw on this literature to consider the conditions under which context collapse occurs, offering key conceptual tools with which to address these conditions. Specifically, we distinguish two different types of context collapse, splitting collapse into context collusions and context collisions. The former is an intentional collapsing of contexts, while the latter is unintentional. We further examine the ways in which both technological architectures and agentic user practices combine to facilitate and mitigate the various effects of collapsing contexts.     

Exploring internalized ableism using critical race theory

This paper is an attempt to theorize about the way disabled people live with ableism, in particular internalized ableism. Typically literature within disability studies has concentrated on the practices and production of disablism, examining attitudes and barriers that contribute to the subordination of people with disabilities in society. My exploration occurs through examining the insights of critical race theory (CRT) and the contribution that CRT can further make to thinking through the processes, formation and consequences of ableism. A focal concern is the possible ways that the concept of internalized racism, its deployment in CRT and application to critical disability studies. The paper is interested in working through points of difference between the way internalized racism/ableism are mediated in the processes of subjectification and identifying points of convergence that can benefit dialogue across varied sites of scholarship. The author concludes that the study of ableism instead of disability/disablement may produce different research questions and sites of study.     

Social theory and current affairs: a framework for intellectual engagement

The paper aims to facilitate more adequate critical engagement with current affairs events by journalists, and with current affairs texts by audiences. It draws on social theory to provide the intellectual resources to enable this. The academic ambition is for the framework to be adopted and developed by social thinkers in producing exemplary critical readings of news and current affairs texts. To this end it is offered as a research paradigm. The paper situates its argument in relation to the wider literature in media and cultural studies, acknowledging the subtle skills required to appreciate the relative autonomy of texts. However, it draws attention to the lack of an adequate perspective with which to assess the frames, representations, and judgments within news and current affairs texts. To address this lacuna it proposes the conception of a social‐theoretical frame, based on a number of meta‐theoretical approaches, designed to provide audiences with a systematic means of addressing the status and adequacy of individual texts. Social theoretical frames can reveal the shortcomings of media framing of the contextual fields within which news and current affairs events take place. Two illustrative case studies are used to indicate the value and potential of the approach: the analysis of a short newspaper report of the return of protesters to Cairo's Tahrir Square in 2011, and a critique of four current affairs reports from various genres on the political turmoil in Thailand leading up to the clashes of May 2010.     

Status of Sociology in High Schools

The role of literacy instruction—and more specifically the ability to read critically—in democratic and Social Studies education has not been fully or explicitly explored. This gap is also strikingly evident in the reluctance of many Social Studies teachers to incorporate reading instruction into their practice. In this paper we describe our efforts to engage preservice middle grades Social Studies teachers in critical literacy practices as a first step toward more effectively and meaningfully integrating reading instruction into Social Studies education.     

Weberian Political Sociology and Sociological Disaster Studies

The specialized field of disaster studies seems to be moving farther away from mainstream sociology, to the detriment of both. For sociologists working in this field, application of Max Weber's political sociology is proposed as one way to reconnect their research with longstanding concerns of the discipline. Weber's political sociology contains a conflict model focusing on structured inequalities of class, status, and power. Its relevance to both contemporary sociology and sociological disaster studies is illustrated through a reexamination of one of the early classic studies of disaster. The paper concludes with an overview of Weber's thoughts about the role of values in research and a brief comparison of Weber's political sociology with alternative theories.     

Framing Robert W. Cox,Framing International Relations

Abstract

In the recent years, R.W. Cox has distanced himself from some genealogical connections made by his followers in regard to what he meant in his famous 1981 article. Was he mischaracterized, framed? This paper focuses on how Cox has been ‘framed’, a concept elaborated and used across social sciences in different contexts. Here, it is used to look at different mechanisms by which ideas, such as those of Cox, can be connected, ‘framed’ to other ideas, not only to advance knowledge but to strengthen individual careers, to strengthen and construct approaches and disciplines. Framing highlights and creates a space but also constrains and obscures. Cox deserves to be seen outside any frames other than the one he creates for himself, one which is changing and developing as does the real world, not captive to any approach, paradigm, discipline, or any other frame.     

Reflexivity and the Sociology of Practice

Reflexive theories offer an alternative perspective on sociological intervention and an interpretation of current social conditions that open up new possibilities for the theoretical, professional, and societal recentering of sociological practice as what I will call the sociology of practice. From a reflexive perspective, sociological knowledge and everyday knowledge are related through a process of mutual transformation in ways that foster a convergence of theoretical and applied issues, redraw the boundaries between sociological and the extrasociological activities, and require new forms of lay–expert engagement in which lay knowledge plays a substantive role. Discursive models of engagement are typically advocated, but I argue that an interventive model of lay–expert engagement organized as the sociology of practice optimizes the possibility that engagement will meet reflexive criteria. The sociology of practice is recentered as a substantive body of knowledge relevant to the work of all sociologists and essential for ameliorating social problems.     

Standpoint Epistemology and the Uses of Self‐Reflection in Feminist Ethnography: Lessons for Rural Sociology*

Abstract We explore how feminist researchers informed by standpoint theoretical frameworks employ the process of self‐reflection to counter the reproduction of inequalities in ethnographic investigation. Although it is not a cure for this dilemma, we argue that researchers can be self‐conscious about the ways in which they reproduce power in the course of their work; furthermore, sustained attention to these dynamics will enrich ethnographic accounts. We begin by outlining the diverse ways in which feminist ethnographers draw on standpoint epistemology to generate strong reflexive methodological strategies. Then we describe challenges posed by postmodern and postcolonial critics, and outline how feminists have contributed to these debates and have responded with innovative methodological strategies, especially in relation to self‐reflexive techniques. In conclusion, we discuss how rural sociologists might incorporate these methodological insights into their ethnographic investigations.     

The Evolution of Culture and Sociology

Orthodox neo-Darwinians have typically sought to explain human pro-social behavior by invoking kin altruism and reciprocal altruism, principles that explain the pro-social behavior of non-human species. These principles, however, do not account for those features of our species that are most unique and of greatest importance to sociologists—our group identities and behavior, our cognitive and behavioral plasticity, our capacity for social learning and cumulative culture, among other things. This article describes the efforts of “dual inheritance” theorists to overcome the deficiencies of orthodox neo-Darwinism by developing an evolutionary theory of culture, a theory that also seeks to account for human “groupishness,” intelligence, language use, empathy, morality and religion. The article asserts that dual inheritance theory accommodates most of the traditional research interests of sociologists while proving a robust explanatory framework and that sociologists are positioned especially well to contribute to the study of the evolution of culture.     

Applying critical race theory in social work education in Britain: pedagogical reflections

ABSTRACT

This paper draws on personal experiences of teaching white British and Black African students on a social work Master’s course in England. In this paper, I critically discuss the fire at Grenfell Tower in London (14 June 2017) and how it served as a pedagogical tool to open up critical discussions among students about racial in/justice, intersectionality and neoliberal racism. I also explore how Black students were enabled to share their experiences of immigration, racism, and racial inequality in Britain as part of these discussions. Inviting personal experiences of race in the classroom can be highly emotive; but, as this paper shows, these voices can also highlight institutionalized racism and provide a way for Black and ethnic minorities’ histories to be told and learned. These histories matter and can develop student consciousness about racial inequality for pursuing a social agenda. They also challenge claims that Britain is now a ‘post-racial’ society. Using Critical Race Theory (CRT) provided a way to counter such claims and critique my ‘whiteness’ and socio-economic class in my teaching, as well as challenge the neoliberal ideologies and structures that reproduce and mask ‘white privilege’ and racial injustice in Britain today.     

What Difference Does Difference Make? Position and Privilege in the Field

Feminist standpoint theorists contend that the researcher's positionality affects all aspects of the research process—from the articulation of a research question to the analysis and presentation of the data. They argue that this influence becomes problematic when researchers occupying privileged positions in society elect to study those who are marginalized on the basis of race, class, and gender. In this article, we examine and compare the backstages of two distinct, cross-racial, ethnographic projects in order to understand how and to what extent the researcher's positionality shapes the structure and substance of the research study. We discover that the influence of racial privilege (and other components of researcher identity) on the research process is subtle and complex. It is apparent in the assumptions and narratives the researcher uses to make sense of her experiences in the field as well as in the relationship between the researcher and her respondents. We consider the implications of this in terms of the integrity of the ethnographies we produced, as well as for feminist research more generally.     

Discourse, social theory, and social research: The discourse ofwelfare reform

Recent social theory includes important insights into language which constitute a so far underdeveloped resource for sociolinguistics. But much of this theory stops short – theoretical frameworks and categories which socially locate language are not pushed in the direction of a theorisation of language itself, which limits their operational value in research. Sociolinguistics can draw upon social theory to produce more sophisticated theorisations of language which at the same time constitute contributions to social theory. My aim in this paper is to explore what it means to work in a 'transdisciplinary' way. I argue in particular for a transdisciplinary engagement with social theory in which the logic of one theory is put to work in the elaboration of another without the latter being simply reduced to the former. My focus is upon critical discourse analysis (CDA) which I here take to be a part of a broadly conceived sociolinguistics. I shall link this theoretical exploration to a concrete research focus by referring to a discourse analytical study of the current British ('New') Labour Government, with particular reference to its 'reform' of social welfare. I shall be drawing upon the theoretical framework developed in Chouliaraki and Fairclough (1999). I have referred to some of the social theory which I find it particularly fruitful to work with, but the paper is intended to suggest a way of working and is in no sense a closed list of theorists – on the contrary, I believe that we should be open to a wide range of theory.     

Interlopers in class: A duoethnography of working‐class women academics

This article introduces the concept of the interloper for examining classed and gendered dislocation. Focusing on academia, which we view as a classed and gendered field, we draw on Bourdieu and feminist standpoint theory to account for how we, as women of working‐class origin, have experienced ‘breaches' through which we have come to understand ourselves in classed and gendered terms. Coming from different cultural backgrounds, we also reflect on how understandings of class are context‐specific. We employ a duoethnographic method which emphasizes the value of subjective experiences for organizational and social analyses. The article shows how the concept of the interloper may shed light on the dynamic, relational character of constructions of class and gender; the maintenance work that is performed; and how a sense of permanent inbetweenness characterizes our ongoing movement between the fields of the family and academia.     

In liberty's shadow: the discourse of refugees and asylum seekers in critical race theory and immigration law/politics

This article addresses the potential that a kind of engaged research can have in current battles for social justice and in the transformation of college curricula as a way to recover the original critical spirit of ethnic studies. Building on critical race theory, I discuss the work of NGOs such as Human Rights First and Americans for Immigrant Justice on behalf of Haitian refugees and the role of literature in inspiring human rights actions that might redefine practices of citizenship and belonging. At a time when the United States recognises the rights of refugees but criminalises the search for asylum, coalition building between ethnic studies discourse, the legal academy and the community is vital to affirm and protect the internationally recognised rights of refugees. Crucial in this process is the role played by stories as a way to humanise the often impersonal topic of the immigration debate.     

Max Weber and the Sociology of Music

The sociology of music has been an area largely left to European sociologists. In an effort to generate greater domestic interest in the field, an examination of Max Weber's methodology and an update to his study of music is proposed. Fewer occupations or cultural projects are more social than making music, and the domestic sociological community's absence from the debate is deplorable given the dominant position our country possesses regarding musical production. Weber's Sociology of Music, which combines urban theory, class/labor theory, rationalization theory, and even climatic changes, is an excellent place to begin a thorough discussion of the social components of music. Our present understanding of cultural theories, urban theories, and Habermas's Communicative Action Theory can be employed to improve on Weber's theory; toward a new approach for the study of the sociology of music.     

Anti-statism and Difference Feminism in International Social Movements

Feminist strategies that neglect or consistently deplore state action cannot accomplish what women need – because individuals need collectives such as states to solve collective action problems and to move toward more just social arrangements. Strategies that rely heavily on women's differences from men also cannot accomplish what women need – because women are like men in many ways relevant to individual and collective action. Despite these truths, social movements also need some strategies of action that work separately from and sometimes against the state. Moreover, strategies that accentuate the differences between oppressed and oppressing bring needed energy to a movement. The best overall strategy is, therefore, to realize that both states and difference theories are dangerous weapons, and proceed with caution.