Out of the Labs and into the Streets: Scientists Get Political

Scientists are participating in more visible and vocal forms of political action. In this essay, I sketch key moments in this shift, with the hope of generating new research questions and lines of sociological inquiry. Specifically, I ponder whether this is a new wave of science activism, and if so, how is it different from past forms of science activism? I also ask whether and in what form we, as sociologists, should “stand up for science”?     

Mothers of adolescent girls 1

Abstract

It is increasingly difficult to distinguish natural events from those influenced by human actions. Furthermore, researchers in various fields have established that the level of devastation and the predicted likelihood of recovery of neighborhoods and communities correspond with the amount of political and socioeconomic capital held by neighborhoods and communities prior to disasters such as the Hurricane Katrina. In this paper we analyze the significance of the discourse of “natural disasters” through the framework of social ecology. We contest the neutralist discourse of “natural disasters” by underscoring the numerous interdependent sociopolitical forces, which shape the context in which disasters occur.     

Media Framing of Body Burdens: Precautionary Consumption and the Individualization of Risk*

The accumulation of chemicals in human bodies and ecosystems represents a universal environmental and technological risk. As yet, little attention has been paid to media coverage of “body burdens,” the internal contaminant load carried by most organisms in the industrialized world. Using a sociology of risk perspective, this article analyzes the framing of chemical bioaccumulation in Canadian newspaper articles from 1986 to 2006. In later years, articles employ frames that reinforce an individualization of risk, where individuals are encouraged to avoid contaminants through “precautionary consumption” of green consumer goods. This shift in media discourse suggests that self‐protection is emerging as a key frame in the discourse of risk, one that provides a sense of individual control over chemical exposure and shifts the focus away from collective forms of protection from universal risks.     

A fundamental rethink of practice learning in social work education

A common response to the need to place increasing numbers of social work students in field education or practice learning placements has been to broaden the range of organisations in which placements are sought. While this strategy has provided many beneficial learning opportunities for students, it has not been sufficient in tackling ongoing difficulties in locating work-integrated learning opportunities for social work students. We argue that new approaches to finding placement opportunities will require a fundamental rethink as to how student placements are understood. This paper introduces an innovative project which started with a consideration of learning opportunities and built a structure to facilitate these, rather than rely on organisational availability to host students on placements.     

Practices of exclusion and injustices within social work education

Despite being a major influence, there are few studies investigating the impact of accreditation on the social justice remit of social work education. This article is guided by two questions: What are the social justice responsibilities of professional associations regulating social work education via accreditation? and What contribution can institutional ethnography make to understanding and change in this area? Drawing on a data-subset from a larger institutional ethnography, selected narratives of two informants, a social work student and a social work lecturer, are discussed. These narratives reveal how key documents of the Australian Association of Social Workers (AASW) used to re-accredit social work courses influence how the study and work of the informants happens. Analysis of the narratives and documents bring the textually organised process of the re-accreditation of social work programmes into view. While this article reports on an Australian context, the issues raised concerning social injustice, epistemological equity and the implicit curriculum are relevant for social work education across many parts of the world. The contribution of this article is to recommend institutional ethnography as a research approach to generate understanding and transformation of organisations with social justice objectives, to redress exclusion and injustice.