Books on the topic 'Academic social space'
To see the other types of publications on this topic, follow the link: Academic social space.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 books for your research on the topic 'Academic social space.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse books on a wide variety of disciplines and organise your bibliography correctly.
1
Perera, Sasanka. Alternate space: Trivial writings of an academic. Colombo: Yellow House Publications in association with Colombo Institute for the Advanced Study of Society and Culture, 2005.
Find full text
2
Creating the customer-driven academic library. Chicago: American Library Association, 2009.
Find full text
3
Kozhuhar', Galina, Nikita Kochetkov, Tat'yana Krasilo, Aleksandra Novgorodceva, Alla Pogodina, Marianna Sachkova, Tamara Schastnaya, and Lidiya Shneyder. Social psychology of education. Practicum. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1014623.
Full textAbstract:
The workshop presents classic and original author's methods that can be effectively used in project and research work, in consulting practice, in the development of academic disciplines that consider the issues of harmonization of interaction in the educational environment.
Meets the requirements of the Federal state educational standards of higher education of the latest generation.
For practical classroom and extracurricular activities of undergraduate students studying in the areas of "Psychology" and "Psychological and pedagogical education", as well as for teachers of psychology, pedagogy and psychological and pedagogical disciplines, graduate students and researchers of the relationship of subjects of the educational space.
The workshop is addressed to undergraduate students of higher educational institutions who are preparing for professional activities related to the solution of socio-psychological problems of education, upbringing, communication in educational institutions, as well as child-parent and marital relations.
Для практических аудиторных и внеаудиторных занятий студентов бакалавриата, обучающихся по направлениям «Психология» и «Психолого-педагогическое образование», а также для преподавателей психологии, педагогики и психолого-педагогических дисциплин, аспирантов и исследователей взаимоотношений субъектов образовательного пространства.
Практикум адресован студентам бакалавриата высших учебных заведений, которые готовятся к профессиональной деятельности, связанной с решением социально-психологических проблем обучения, воспитания, общения в образовательных учреждениях, а также детско-родительских и супружеских отношений.
4
Setola, Nicoletta, ed. Research tools for design. Spatial layout and patterns of users' behaviour. Florence: Firenze University Press, 2011. http://dx.doi.org/10.36253/978-88-6655-027-3.
Full textAbstract:
The publication proposes a critical reading of the results emerging from the Seminar organised in January 2010 by the Department of Architectural and Design Technology on research tools for the architectural project. The spatial layout of buildings and urban spaces influences behaviour and the relations of the users, and in this displays the social nature of the architectural function in comparison to other spheres of design. Space Syntax (theory, methodology and techniques for the analysis of complex systems) takes this theory as the basis for its research. The seminar, attended by leading academic and professional figures, offered the opportunity for exchange between its own research and the experiences carried forward by the Space Syntax research and consultancy group.
5
Sachkova, Marianna, Ol'ga Krushel'nickaya, Galina Kozhuhar', Vladimir Orlov, Marina Rashodchikova, Nataliya Haymovskaya, and Natal'ya Meshkova. Socio-psychological phenomena in the modern educational space. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1718831.
Full textAbstract:
The monograph presents the results of research on socio-psychological phenomena in the educational space of a modern school and university. Numerous works, including those carried out directly by the authors, have demonstrated the high importance of taking into account socio-psychological phenomena in optimizing the motivation of teaching children and youth, in creating a favorable psychological climate within student groups and educational organizations, in preventing and resolving conflicts in the educational environment, as well as in implementing psychological and pedagogical activities aimed not only at improving the academic achievements of students, but also at their comprehensive mental and personal development.
It is addressed to undergraduate and graduate students, graduate students studying in the areas of "Psychology" and "Psychological and pedagogical education" , as well as researchers, teachers and researchers dealing with the problems of socio-psychological features of education and training in modern educational organizations.
6
Aleshin, L. I. Proektirovanie zdaniĭ bibliotek: Uchebno-prakticheskoe posobie. Moskva: Liberei︠a︡-Bibinform, 2008.
Find full text
7
Drigaĭlo, V. G. Osnovy organizat︠s︡ii raboty biblioteki vuza: Nauchno-prakticheskoe posobie. Moskva: Liberei︠a︡-Bibinform, 2007.
Find full text
8
Drigaĭlo, V. G. Osnovy organizat︠s︡ii raboty biblioteki vuza: Nauchno-prakticheskoe posobie. Moskva: Liberei︠a︡-Bibinform, 2007.
Find full text
9
Nemirovskiĭ, Evgeniĭ Lʹvovich. Zhiznʹ dli︠a︡ knigi: Dokumentalʹnye portrety-ocherki. Moskva: Liberei︠a︡-Bibinform, 2007.
Find full text
10
Arzukhanov, A. S. Ėffektivnostʹ obsluzhivanii︠a︡ v nauchno-tekhnicheskoĭ biblioteke: Metodicheskoe posobie. Moskva: Liberei︠a︡-Bibinform, 2007.
Find full text
11
Aleshin, L. I. Proektirovanie zdaniĭ bibliotek: Uchebno-prakticheskoe posobie. Moskva: Liberei︠a︡-Bibinform, 2008.
Find full text
12
Pivovar, E. I. (Efim Iosifovich), editor, ed. Chetyre veka Doma Romanovykh: Materialy mezhdunarodnoĭ konferent︠s︡ii "Chetyre veka Doma Romanovykh v mirovom sot︠s︡iokulʹturnom prostranstve: istoricheskiĭ, istochnikovedcheskiĭ, biograficheskiĭ diskursy", Moskva, 6 marta 2013 g. = Four centuries of the house of Romanov : Proceedings of the International Academic Conference "Four Centuries of the House of Romanov in the Global Social and Cultural Space : Historical, Biographical and Source Studies Discourse", Moscow, March 6, 2013. Moskva: Rossiĭskoe obshchestvo istorikov-arkhivistov, 2013.
Find full text
13
Kraevedcheskiĭ fond bibliotek: Uchebnoe posobie. Moskva: Liberei︠a︡-Bibinform, 2006.
Find full text
14
Harley, Anne, and Eurig Scandrett, eds. Environmental Justice, Popular Struggle and Community Development. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447350835.001.0001.
Full textAbstract:
Community development takes place in contested spaces in which the interests of people living, working and surviving in communities come up against the interests of powerful groups and classes in the structures of exploitation, colonisation and neoliberalism. Where community development practices respond to issues of environmental concerns, this brings an additional dimension as ‘the environment’ becomes another arena for contestation. This book aims to draw on two essential sources for understanding this conflict. One source is in the rich yet conflicted theoretical resources which have developed through academic labour around analysing the social practices of community development, popular struggle and environmental justice. The second fundamental source is the intellectual work of ordinary people engaged in such material struggles to change the world from where they live and work and make community; people who are not employed in academic labour but who, as Gramsci highlighted, are critical thinking intellectuals without whose analytical resources emancipatory politics is not possible. This includes the struggles of activist-academics (such as the editors) seeking to learn from their own engagement with popular movements. This volume therefore works in the dialogical space between knowledges of struggle and of the academy in order to critique and inform the practices of community development professionals, academics, trade union organisers, social movements, activists and ordinary people engaged in the pursuit of justice in a range of contexts in which the messy, imprecise and contested processes of community, development and environment interact.
15
Barkin, J. Samuel, ed. The Social Construction of State Power. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529209839.001.0001.
Full textAbstract:
The relationship between realism and constructivism in international relations theory is a fraught one. The two paradigmatic framings of IR are often understood, and taught, as being in opposition to each other. The relationship is also an important one. Realism and constructivism are two of the central concepts around which the academic discipline is organized and are often presented as incompatible or paradigmatically irreconcilable. A number of scholars have argued, however, that the two are compatible. But these discussions have tended to be at a theoretical rather than applied level; they have opened up spaces for discussions of the relationship between the two understandings, but they have not necessarily given clear guidance to scholars for how to combine realism and constructivism as parts of a specific research design. In part this is because there are a variety of ways in which one could reasonably combine the two. Realist constructivism is in this sense a space for a conversation between the two understandings, rather than a specific combination of them. This volume provides a set of examples of applications of different realist constructivisms and an analysis of where they fit in this conversation, and how they speak to each other. Providing such a set of examples both helps to establish the range of the possible in the conversation between realism and constructivism as a set of research practices rather than deductive claims and provides examples to junior scholars of how to build research programs that combine constructivism and realism.
16
Alvesson, Mats, Yiannis Gabriel, and Roland Paulsen. Recovering Meaning Through Policy Changes. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198787099.003.0008.
Full textAbstract:
This chapter examines how wider social forces, including globalization, neo-liberal economics, and widening participation in higher education shape government policies, and how much space these allow for academics to pursue meaningful and socially useful research. It assesses how various research evaluation schemes can be made more effective and meaningful, and how they may encourage more relevant research in the social sciences. The chapter addresses the use of bibliometrics (citations indices) and measurements aimed at assessing the impact of academic research. It also examines how teaching may be restored as in its rightful place as a core meaningful activity for social science academics. Teaching must once again anchor the identities and practices of academics, whether they see themselves as research-active or inactive, as long as they seek to maintain active scholarly identities.
17
Writing in Social Spaces: A Social Processes Approach to Academic Writing. Taylor & Francis Group, 2014.
Find full text
18
Murray, Rowena. Writing in Social Spaces: A Social Processes Approach to Academic Writing. Taylor & Francis Group, 2014.
Find full text
19
Murray, Rowena. Writing in Social Spaces: A Social Processes Approach to Academic Writing. Taylor & Francis Group, 2014.
Find full text
20
Murray, Rowena. Writing in Social Spaces: A Social Processes Approach to Academic Writing. Taylor & Francis Group, 2014.
Find full text
21
Murray, Rowena. Writing in Social Spaces: A Social Processes Approach to Academic Writing. Taylor & Francis Group, 2014.
Find full text
22
Murray, Rowena. Writing in Social Spaces: A Social Processes Approach to Academic Writing. Taylor & Francis Group, 2014.
Find full text
23
Challenging Academia: A Critical Space for Controversial Social Issues. MDPI, 2021. http://dx.doi.org/10.3390/books978-3-0365-0827-6.
Full text
24
Sikorski, Michał, Stefan Jackowski, and Karolina Matysiak, eds. Przestrzenie uniwersytetu. Trendy. Wizje. Standardy projektowania. University of Warsaw Press, 2020. http://dx.doi.org/10.31338/uw.9788323543718.
Full textAbstract:
The publication comprehensively covers the issues of designing various university spaces (didactic, research, office, social) and the related challenges. It analyzes the most important trends in architecture and urban planning, presents specific solutions used throughout the world. One of the chapters is devoted to the individual conditions and urban planning of the University of Warsaw. The chapters on spatial design standards were inspired by the experiences of the Office of Innovations in the Academic Space of the University of Warsaw.
25
Lackey, Jennifer, ed. Academic Freedom. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198791508.001.0001.
Full textAbstract:
Academic freedom, which allows members of institutions of higher learning to engage in intellectual pursuits without fear of censorship or retaliation, lies at the heart of the mission of the university. Recent years have seen growing concerns about threats to academic freedom, many brought about from the changing norms of, and demands on, the university. A number of new issues—including content warnings, safe spaces, social media controversies, microaggressions, and no platforming—have given rise to loud cries, in both scholarly and popular contexts, that academic freedom is under serious attack. Despite this, there is surprisingly little philosophical work on the topic of academic freedom, and even less that directly takes up some of these new challenges. The present volume fills both of these gaps in the current literature by bringing together leading philosophers from a wide range of areas of expertise to weigh in on both traditional and timely issues involving academic freedom. The volume includes an introduction and ten previously unpublished essays, divided into four main sections: The Rationale for Academic Freedom, on the fundamental values that undergird the case for academic freedom; The Parameters of Academic Freedom, on when and where academic freedom applies; Silencing and Beyond: Microaggressions, Content Warnings, and Political Correctness, on some of the new challenges to academic freedom grounded in sensitivity to the political and emotional needs of an increasingly diverse academy; and Protests, Civil Disobedience, and No Platforming, on conflicts between academic freedom and the enforcement of laws and regulations governing the functioning of the university.
26
Halpern-Meekin, Sarah. Social Poverty. NYU Press, 2019. http://dx.doi.org/10.18574/nyu/9781479891214.001.0001.
Full textAbstract:
Social Poverty draws on 192 interviews with young, low-income, unmarried parents to investigate the concept of social poverty, using the setting of a government-funded relationship education program. While commentators and academics have excoriated such programs for the value system they imply and their intervention results, participants are huge fans of them. Although critics view participants’ financial needs as dominating their social concerns, participants themselves are acutely aware of their relational needs. These needs drive their participation in and enthusiasm for the program. This study illustrates the fundamental importance to policy and poverty studies of properly understanding social poverty. Social poverty means not having adequate high-quality, trusting social relationships to meet core socioemotional needs. Poverty scholars typically focus on the economic use value of social ties—how relationships enable access to job leads, informal loans, or a spare bedroom. While such resources can be essential, this focus ignores the fundamental place of socioemotional needs in our lives and the extent to which avoiding or alleviating social poverty is a central motivation for many. As one young mother says, without her boyfriend she would “probably be the loneliest person on Earth.” Therefore, to accurately assess policy impacts and comprehend individuals’ behaviors, we must pay attention to both material and social hardships.
27
Bathelt, Harald, and Johannes Glückler. Relational Research Design in Economic Geography. Edited by Gordon L. Clark, Maryann P. Feldman, Meric S. Gertler, and Dariusz Wójcik. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198755609.013.46.
Full textAbstract:
This chapter discusses the nature of relational research designs that aim to overcome separations between different disciplinary perspectives within economic geography and create linkages to other academic fields. The relational approach is a comprehensive research perspective grounded in three principles of relationality of economic action: contextuality, path dependence, and contingency. Using the cases of manufacturing versus professional services clusters, it is shown that the relational approach does not proclaim a meta-theory of economic organization in space but provides a framework for contextual theorization, adjusted to the specific sectoral and technological contexts under investigation. Relational research designs across academic fields agree (i) that social relations between people and organizations are key to understanding the contemporary economy, (ii) that economic processes rest on the spatial and temporal interplay between regional and global networks, and (iii) that innovation and learning depend on simultaneous inter-firm, intra-organizational and community-based interactions and relations.
28
Waldron, Janice L. Online Music Communities and Social Media. Edited by Brydie-Leigh Bartleet and Lee Higgins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190219505.013.34.
Full textAbstract:
Academic debate has long surrounded the term 'community,' first defined as a sociological construct in the late nineteenth century. In the 1990s, widespread Internet use disrupted earlier ideas of what defines and bounds community, but there is now general scholarly consensus that online affinity groups can also function as communities, including those focused on any number of different music genres. In this chapter, I posit that online music communities can function as significant spaces of community music activity. This discussion includes contextualizing the online community by drawing on New Media literature on the evolution of online groups, theories, research, and frameworks of online community; illustrations of practice from current online and convergent music communities; the role of social media in online music communities; online music community as community music outreach; and implications for current and future implications for practice.
29
Safe spaces, brave spaces: Diversity and free expression in education. The MIT Press, 2017.
Find full text
30
Ivanovich, Kuzʹmin Evgeniĭ, Usachev M. N, and Demidov A. A, eds. Publichnye t͡s︡entry pravovoĭ, delovoĭ i munit͡s︡ipalʹnoĭ informat͡s︡ii v Rossii: Sbornik materialov. Moskva: Liberei͡a︡, 2004.
Find full text
31
Doud, Tim, and Zoë Charlton, eds. Out of Place: Artists, Pedagogy, and Purpose. punctum books, 2021. http://dx.doi.org/10.53288/0367.1.00.
Full textAbstract:
Broad in scope, Out of Place: Artists, Pedagogy, and Purpose presents an overview of the different paths taken by artists and artist collectives as they navigate their way from formative experiences into pedagogy. Focusing on the realms in- and outside the academy (the places and persons involved in post-secondary education) and the multiple forms and functions of pedagogy (practices of learning and instruction), the contributions in this volume engage individual and collective artistic practices as they adapt to meet the factors and historical conditions of the people and communities they serve through solidarity, equity, and creativity. With this critically, historicist approach in mind, the contributions in Out of Place historicize, study, critique, revise, reframe, and question the academy, its operations and exclusions. The extensive range of contributions, emphasizing community-oriented projects both inside and outside the United States, is grouped into three overarching categories: artists who work in academic institutions but whose social and pedagogical engagement extends beyond the walls of the academy; artists who engage in pedagogical initiatives or forms of institutional critique that were established outside of an art school or university setting; and artist–scholars who are doing transformative and inter/transdisciplinary work within their respective institutions. Collectives and projects represented in Out of Place comprise Art Practical, Axis Lab, BFAMFAPhD, Beta-Local, Black Lunch Table Project, The Black School, The Center for Undisciplined Research, Devening Projects, ds4si, Elsewhere, Ghana ThinkTank, Gudskul, The Icebox Project Space, Las Hermanas Iglesias, The Laundromat Project, Occupy Museums, Peebls, PlantBot Genetics, Queer Conversations on Culture and the Arts, Related Tactics, Side by Side, ‘sindikit, Sustainable Native Communities Collaborative, and Tiger Strikes Asteriod.
32
Phelan, Helen. Finding Your Own Voice. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190672225.003.0004.
Full textAbstract:
Chapter 3 introduces the Irish World Academy of Music and Dance and its emergence as a key site of cultural debate and performance in the 1990s. It explores ways in which mythology, symbol, and ritual are constantly evoked within the Academy to reinforce, contest, and perform its core values of inclusivity, creativity, and respect for diversity. It examines the impact of practice theory on understandings of performance. Practice theory and performance studies have helped singers, dancers, and musicians recast their activities, not as passive “inscriptions” onto their bodies in socially structured rituals, but as active, intelligent practices, influencing social and cultural space through performance. It suggests that the Academy continuously ritualizes and performs its ethos of creative belonging.
33
Tulloch, John, and Belinda Middleweek. Real Sex Films. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190244606.001.0001.
Full textAbstract:
Within the domain of film studies, the recent surge in films depicting graphic and high-impact sex and sexualized violence has been variously classified under the terms transgressive, brutal, provocative, real sex, and extreme cinema. These classifications, however, tend to underplay the films’ sociohistorical contexts and reflexive struggle for meaning. We argue that the similarities and differences between these real or simulated sex films are determined and mediated within geographical space and historical time. But every film book has its own personal historical starting point: in our case, this is the coming together as intertexts of the real sex film Intimacy with a major academic text, The Transformation of Intimacy, and as authorial agents of a television and documentary film producer and a media academic. This book argues that the meanings we attach to “real sex” cinema are discursively constructed not only by academic experts but by filmmakers, performers, audiences, and film reviewers. Debates about the meaning of real sex cinema are best understood in dialogue, and for the first time in interdisciplinary studies, we foster “mutual understanding” and “critical extension” among new risk sociology, feminist mapping theory, feminist film studies, and film reviewers, while also embracing film/media studies concepts of production, social audiences and spectators, genre, narrative, authorship, and stars. Above all, this is an interdisciplinary book, which engages with, supports, critiques, and extends each of these professional fields of discourse, each with its own schema of filmic understanding.
34
Saguy, Abigail C. Come Out, Come Out, Whoever You Are. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190931650.001.0001.
Full textAbstract:
This book examines how and why people use the concept of coming out as a certain kind of person to resist stigma and collectively mobilize for social change. It examines how the concept of coming out has taken on different meanings as people adopt it for varying purposes—across time, space, and social context. Most other books about coming out—whether fiction, academic, or memoir—focus on the experience of gay men and lesbians in the United States. This is the first book to examine how a variety of people and groups use the concept of coming out in new and creative ways to resist stigma and mobilize for social change. It examines how the use of coming out among American lesbians, gay, bisexual, transgender, queer (LGBTQ+) people has shifted over time. It also examines how four diverse US social movements—including the fat acceptance movement, undocumented immigrant youth movement, the plural-marriage family movement among Mormon fundamentalist polygamists, and the #MeToo movement—have employed the concept of coming out to advance their cause. Doing so sheds light on these particular struggles for social recognition, while illuminating broader questions regarding social change, cultural meaning, and collective mobilization.
35
Foucault Welles, Brooke, and Sandra González-Bailón, eds. The Oxford Handbook of Networked Communication. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190460518.001.0001.
Full textAbstract:
Communication technologies, including the Internet, social media, and countless online applications, create the infrastructure and interface through which many of our interactions take place today. This form of networked communication creates new questions about how we establish relationships, engage in public, build a sense of identity, and delimit the private domain. Digital technologies have also enabled new ways of observing the world; many of our daily interactions leave a digital trail that, if followed, can help us unravel the rhythms of social life and the complexity of the world we inhabit, including dynamics of change. The analysis of digital data requires partnerships across disciplinary boundaries that–although on the rise–are still uncommon. Social scientists, computer scientists, network scientists, and others have never been closer to their goal of trying to understand communication dynamics, but there are not many venues in which they can engage in an open exchange of methods and theoretical insights. This book opens that space and creates a platform to integrate the knowledge produced in different academic silos so that we can address the big puzzles that beat at the heart of social life in this networked age.
36
Kminek, Helge, Anna Geyer, and Markus B. Siewert, eds. Transdisciplinary Impulses towards Socio-Ecological Transformation. Verlag Barbara Budrich, 2022. http://dx.doi.org/10.3224/84742569.
Full textAbstract:
Education for sustainable development should enable people to think and act in a way that is fit for the future – in the face of challenges such as climate change, environmental degradation, loss of biodiversity, poverty and inequality. How can different disciplines address this task? In this volume, academic interdisciplinary contributions from philosophy, social sciences and education are complemented by transdisciplinary contributions from practical fields (e.g. museum education, journalism). The current contributions provide impulses for reflection and open up spaces for thinking in order to do justice to the complexity of the task of socio-ecological transformation.
37
Ferreira, Aline Santos. Universitários Negros: Um desafio diário de permanência. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-87836-95-9.
Full textAbstract:
The objective of this research is to present the factors that enabled black students to continue their studies in Centro de Formação de Professores (CFP) at Universidade Federal do Recôncavo da Bahia (UFRB). We discuss issues such as the deciding factors for those black students insertion in UFRB. What were the conditions so that those students could keep themselves in higher education? Our analytical delimitation was the existing interface between subject and their sense of belonging, which relates itself to the multiple implications in identity construction and their sense of belonging, widened to the African descendants struggle in academic space. This issue made it possible to confirm that the association between black people and university students will not remain unnoticed among ethno-racial relations and academic institutions, once along the centuries the relation established between university and those students was one between the researcher and the study object, creating this way a link between their life trajectories and their African descendants conditions inside the institutions, making it clear the existence of social, cultural and economic factors towards the perception of themselves as African descendants in the Brazilian society. This is, for those reasons, a qualitative exploratory research, using as techniques for data gathering and analysis the broader reference of life histories that also includes testimonials, interviews, biographies and autobiographies.
38
Gardiner, Stephen M., and Allen Thompson, eds. The Oxford Handbook of Environmental Ethics. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199941339.001.0001.
Full textAbstract:
Environmental ethics is an academic subfield of philosophy concerned with normative and evaluative propositions about the world of nature and, perhaps more generally, the moral fabric of relations between human beings and the world we occupy. This Handbook contains forty-five newly commissioned essays written by leading experts and emerging voices. The essays range over a broad variety of issues, concepts, and perspectives that are both central to and characteristic of the field, thus providing an authoritative but accessible account of the history, analysis, and prospect of ideas that are essential to contemporary environmental ethics. The Handbook includes sections on the broad social contexts in which we find ourselves (e.g., chapters on history, science, economics, governance, and the Anthropocene), on what ought to count morally and why (e.g., chapters on humanity, animals, living individuals, ecological collectives, and wild nature), on the nature and meaning of environmental values (e.g., truth and goodness, practical reasons, hermeneutics, phenomenology, and aesthetics), on theoretical understandings of how we should act (e.g., on consequentialism, duty and obligation, character, caring relationships, and the sacred), on key concepts (e.g., responsibility, justice, gender, rights, ecological space, risk and precaution, citizenship, future generations, and sustainability), on specific areas of environmental concern (e.g., pollution, population, energy, food, water, mass extinction, technology and ecosystem management), on climate change considered as the defining environmental problem of our time (e.g., chapters on mitigation, adaptation, diplomacy, and geoengineering), and on social change (e.g., pragmatism, conflict, sacrifice, and action).
39
Mackenzie, Alison, and Lindsey Martin, eds. Mastering Digital Librarianship. Facet, 2014. http://dx.doi.org/10.29085/9781856046824.
Full textAbstract:
This book examines the changing roles of the librarian and how working within a rich digital environment has impacted on the ability of professionals to develop the appropriate 'know how', skills, knowledge and behaviours required in order to operate effectively. Expert specialists and opinion-makers from around the world discuss the challenges and successes of adapting existing practices, introducing new services and working with new partners in an environment that no longer recognizes traditional boundaries and demarcation of roles. The book is structured thematically, with a focus on three key strands where the impact of digital technologies is significant. The first strand, Rethinking Marketing and Communication, looks at strategic approaches and practices which harness social media and illustrate the importance of communication and marketing activities in these new online spaces. The second strand, Rethinking Support for Academic Practice, examines the professional expertise required of librarians who engage with and support new academic and learner practices in digitally rich teaching, learning and research environments. The third strand, Rethinking Resource Delivery, investigates the use of strategies to maximize access to online resources and services: harnessing system data to enhance collection management and user choice, designing and managing mobile 'friendly' learning spaces and providing virtual resources and services to an overseas campus. This timely and inspiring edited collection should make vital reading for librarians, library schools, departments of information science and other professional groups such as education developers, learning technologists and IT specialists.
40
Wells, Christi Jay. Between Beats. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197559277.001.0001.
Full textAbstract:
Between Beats: The Jazz Tradition and Black Vernacular Dance explores the complex intersections between jazz music and popular dance over the last hundred-plus years. It aims to show how popular entertainment and cultures of social dancing were crucial to jazz music’s formation and development, but it also investigates the processes through which jazz music came to earn a reputation as a “legitimate” art form better suited for still, seated listening. Through the concept of “choreographies of listening,” the book explores amateur and professional jazz dancers’ relationships with jazz music and musicians as jazz’s soundscapes and choreoscapes were forged through close contact and mutual creative exchange. The book’s later chapters also critically unpack the aesthetic and political negotiations through which jazz music supposedly distanced itself from dancing bodies. As musicians and critics sought to secure institutional space for jazz within America’s body-averse academic and high-art cultures, an intentional severance from the dancing body proved crucial to jazz’s re-positioning as a form of autonomous, elite art. Fusing little-discussed material from diverse historical and contemporary sources with the author’s own years of experience as a social jazz dancer, this book seeks to advance participatory dance and embodied practice as central topics of analysis in jazz studies. As it explores the fascinating history of jazz as popular dance music, this book also exposes how American anxieties about bodies and a broad cultural privileging of the cerebral over the corporeal have shaped efforts to “elevate” expressive forms such as jazz to elite status.
41
John, Law, and Evelyn Ruppert, eds. Modes of Knowing. Mattering Press, 2016. http://dx.doi.org/10.28938/9780993144981.
Full textAbstract:
How might we think differently? This book is an attempt to respond to this question. Its contributors are all interested in non-standard modes of knowing. They are all more or less uneasy with the restrictions or the agendas implied by academic modes of knowing, and they have chosen to do this by working with, through, or against one important Western alternative - that of the baroque. Why the baroque? One answer is that the baroque made space for and fostered many forms of otherness. It involved knowing things differently, extravagantly, excessively, and in materially heterogeneous ways, and it apprehended that which is other and could not be caught in a cognitive or symbolic net. It also involved knowing in ways that did not gather into a single point and knew itself to be performative. As part of a great Western division between rationalist and non-rationalist modes of knowing, the baroque is therefore a possible resource for creating ways of knowing differently - a storehouse of possible alternative techniques. To say this is not to say that it is the right mode of knowing. The book's authors do not seek to create a 'baroque social science' whatever that might be, but instead work in a range of ways to explore how drawing on the 'resources of the baroque' can help us to think differently.
42
Barnwell, Ashley. Critical Affect. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474451321.001.0001.
Full textAbstract:
Critical Affect forges a path across the current impasse between critical and post-critical methods in social and cultural theory. It explores the emotional complexity of critique and maps out its enduring value for the turn to affect and ontology. Through a series of vivid close readings, Barnwell shows how suspicion and methods of decoding remain vital to both civic and academic spaces; where the question of how we verify the truth is one of the most polarising of our age. Situating current debates within enduring ethical discussions about how to represent lived experience from the ‘Two Cultures’ debate to the Science Wars, this book opens crucial questions about the ethics of practising theory and offers a new route into the critical study of affect.
43
Albert, Mathias, and Tobias Werron, eds. What in the World? Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529213317.001.0001.
Full textAbstract:
Analysing social change has too often been characterized by parochialism, either a Eurocentrism that projects European experience outwards or a disciplinary narrowness that ignores insights from other academic disciplines. This book moves beyond these limits to develop a global perspective on social change. The book provincializes Europe in order to analyse European modernity as the product of global developments. It provides a range of promising theoretical approaches, analytical takes and substantive research areas that offer new vistas for understanding change on a global scale. The book begins with the questions that need to be addressed when thinking about global social change. It discusses the cross-fertilizations between the various branches of global history, world society theories, global historical sociology, postcolonial studies, and theories of international relations. It moves on to explore the possibilities of a fruitful exchange between world society theory and global history approaches, and develops a new perspective on fundamental problems of periodization that goes beyond postcolonial criticism. The book explores how the Bourdieusian field theory can be deployed to make sense of global dynamics. It next investigates the emergence of the idea of international organization in the nineteenth century and argues that the perception of organization for the world accompanied the foundation of states from the very beginning. It discusses how an international political system was eventually established while being theoretically anchored in the world society approaches of modern systems theory, and analyzes the history and effects of third-party actors in global military affairs. The book concludes by examining the global numerical statistics on territories, populations, and economic potentials over the past centuries that have created a vast political space in which the nation features as a result.
44
Szulkin, Marta, Jason Munshi-South, and Anne Charmantier, eds. Urban Evolutionary Biology. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198836841.001.0001.
Full textAbstract:
Cities occupy about 3 per cent of the Earth’s habitable land area and are home to one out of two humans worldwide; both estimates are predicted to grow. Urban space is thus becoming an important, novel ecological niche for humans and wildlife alike. Building on knowledge gathered by urban ecologists during the last half century, evidence of evolutionary responses to urbanization has rapidly emerged. Urban evolutionary biology is a nascent yet fast-growing field of research—and a fascinating testing ground for evolutionary biologists worldwide. Urbanization offers a great range of opportunities to examine evolutionary processes because of the radically altered and easily quantifiable urban habitat, and the large number of cities worldwide, enabling rigorous, replicated tests of evolutionary hypotheses. Urban populations are increasingly exhibiting both neutral and adaptive evolutionary changes at levels ranging from genotypes to phenotypes. The novelty of urban evolutionary biology is that these changes are driven by the cities we have built, including effects of infrastructure, pollution, and social characteristics of our urban neighbourhoods. It will thereby enrich the field of evolutionary biology with emergent yet incredibly potent new research themes where the urban habitat is key. In a series of sixteen chapters written by leading evolutionary biologists working on urban drivers of evolution, Urban Evolutionary Biology is the first academic book in the field. It synthesizes current knowledge on evolutionary processes occurring literally on our doorstep, across the globe, and in each city independently.
45
Shefer, Tamara, Kopano Ratele, Anna Strebel, Nokuthula Shabalala, and Rosemarie Buikema. From Boys to Men: Social constructions of masculinity in contemporary society. UCT Press, 2022. http://dx.doi.org/10.15641/1-9204-9986-0.
Full textAbstract:
The current emphasis in research and education on women and girls is fraught with problems. It has raised a concern that boys and men should be included in research and intervention work on gender equality and transformation. As a result, academics with a background of many years of work in women’s and gender studies undertook a research project focusing on the construction of masculinities among young men. From Boys to Men was born out of this project. This highly original work arises from the conference ‘From Boys to Men’, held in January 2005. It represents the work of some of the best-known theorists and researchers in masculinities and feminism in South Africa, on the continent and internationally. The subjects covered are based on rich ethnographic studies, mostly in South Africa, but also elsewhere in Africa. Acknowledging that there are multiple versions of masculinity and that some are more valued than others, this book is concerned with documenting both hegemonic discourses on masculinity, as well as resistances and challenges to dominant forms of being a boy or man in different contexts of space and time. From Boys to Men provides valuable material for those working with issues of gender, identity and power, and will sharpen understanding of males, inform community-based interventions and facilitate theory-building. ‘This impressive collection of research on men, boys and masculinities would have been impossible just a generation ago. It took the worldwide impact of the women’s liberation movement, and the many feminisms that have since developed, to bring gender into focus … and to bring men into focus as participants in a gender system.’ Raewyn Connell, Professor at the University of Sydney & author of Masculinities, 1995 ‘Given the extant paucity of research and literature on masculinities, this book will undoubtedly prove to be an invaluable resource for scholars in the field of gender studies. The editors of the volume should be commended for this timely, well-constructed and significant contribution to the literature on masculinities studies, both in South Africa and internationally.’ Norman Duncan, Chair of Psychology, University of the Witwatersrand ‘Setting this collection apart from existing scholarship on masculinities in South Africa is its interrogation of the gendered rhetoric of boyhood and manhood in the context of HIV/Aids. This is a multilayered and rich collection that suggests masculinities have the potential to be unmade and remade. The volume usefully opens up new avenues of analysis, telling us that masculinities are always in process, under negotiation, contradictory, for ever in crisis.’
46
Klein, Julie Thompson. Beyond Interdisciplinarity. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197571149.001.0001.
Full textAbstract:
Beyond Interdisciplinarity examines the broadening meaning, heterogeneity, and boundary work of interdisciplinarity. It includes both crossdisciplinary work (encompassing multi-, inter-, and trans-disciplinary forms) as well as cross-sector work (spanning disciplines, fields, professions, government and industry, and communities in the North and South). Part I defines boundary work, discourses of interdisciplinarity, and the nature of interdisciplinary fields and interdisciplines. Part II examines dynamics of working across boundaries, including communicating, collaborating, and learning in research projects and programs, with a closing chapter on failing and succeeding along with gateways to literature and other resources. The conceptual framework is based on an ecology of spatializing practices in transaction spaces, including trading zones and communities of practice. Boundary objects, boundary agents, and boundary organizations play a vital role in brokering differences for platforming change in contexts ranging from small projects to new fields to international initiatives. Translation, interlanguage, and a communication boundary space are vital to achieving intersubjectivity and collective identity, fostering not only pragmatics of negotiation and integration but also reflexivity, transactivity, and co-production of knowledge with stakeholders beyond the academy. Rhetorics of holism and synthesis compete with instrumentalities of problem solving and innovation as well as transgressive critique. Yet typical warrants today include complexity, contextualization, collaboration, and socially robust knowledge. The book also emphasizes the roles of contextualization and historical change while accounting for the shifting relationship of disciplinarity and interdisciplinarity, the ascendancy of transdisciplinarity, and intersections with other constructs, including Mode 2 knowledge production, convergence, team science, and postdisciplinarity.
47
Jobani, Yuval, and Nahshon Perez. Women of the Wall. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190280444.001.0001.
Full textAbstract:
For more than twenty-five years, the Women of the Western Wall (WoW) have been leading a groundbreaking struggle, attempting to gain permission from Israeli authorities to pray according to their manner at Judaism’s holiest prayer site, the Western Wall. The WoW’s determined activism has gained widespread media coverage. This book is the first comprehensive academic study of their struggle, and it seeks to place it in a comparative and theoretical context. It explores various dimensions of the group’s struggle, including an analysis of the women’s attempts to modify Jewish Orthodox mainstream religious practice from within and invest it with a new, egalitarian content; a comprehensive survey of the numerous legal rulings of various courts about the case; and considerations of the broader political and social significance of the WoW struggle. This analysis in turn makes it possible to address several wider questions in religion-state relations: How should governments manage religious plurality within their borders? How should governments respond to the requests of minorities—in this case, religious women—that conflict with the mainstream interpretation of a given tradition? How should governments manage disputed sacred spaces located in the public sphere? Women of the Wall: Navigating Religion in Sacred Sites critically explores several theories of religion-state relations, and concludes that a context-sensitive privatization is the most adequate governmental response, for the WoW struggle as well as for similar current religious conflicts over sacred sites and public spaces.
48
Zimmerman, Jonathan. Campus Politics. Oxford University Press, 2016. http://dx.doi.org/10.1093/wentk/9780190627393.001.0001.
Full textAbstract:
Universities are usually considered bastions of the free exchange of ideas, but a recent tide of demonstrations across college campuses has called this belief into question, and with serious consequences. Such a wave of protests hasn't been seen since the campus free speech demonstrations of the 1960s, yet this time it is the political Left, rather than the political Right, calling for restrictions on campus speech and freedom. And, as Jonathan Zimmerman suggests, recent campus controversies have pitted free speech against social justice ideals. The language of trauma--and, more generally, of psychology--has come to dominate campus politics, marking another important departure from prior eras. This trend reflects an increased awareness of mental health in American society writ large. But it has also tended to dampen exchange and discussion on our campuses, where faculty and students self-censor for fear of insulting or offending someone else. Or they attack each other in periodic bursts of invective, which run counter to the “civility” promised by new speech and conduct codes. In Campus Politics: What Everyone Needs to Know®, Jonathan Zimmerman breaks down the dynamics of what is actually driving this recent wave of discontent. After setting recent events in the context of the last half-century of free speech campus movements, Zimmerman looks at the political beliefs of the US professorate and students. He follows this with chapters on political correctness; debates over the contested curriculum; admissions, faculty hires, and affirmative action; policing students; academic freedom and censorship; in loco parentis administration; and the psychology behind demands for "trigger warnings" and "safe spaces." He concludes with the question of how to best balance the goals of social and racial justice with the commitment to free speech.
49
Lim, Sun Sun. Transcendent Parenting. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190088989.001.0001.
Full textAbstract:
In digitally connected middle-class households with school-going children, from toddlers through varsity students, the practice of transcendent parenting has arisen. Smartphones and other mobile devices virtually accompany families through all aspects of their everyday existence. The growing sophistication of mobile communication has unleashed a proliferation of apps, channels, and platforms that link parents to their children and key institutions in their lives. Throughout every stage of their children’s development, from infancy to adolescence to emerging adulthood, mobile communication plays an increasingly critical role in family life. Transcendent parenting has emerged in light of significant transformations in the mobile media landscape that allow parents to transcend many realms: the physical distance between them and their children, their children’s offline and online social interaction spaces, as well as timeless time that renders parenting duties ceaseless. In mobile communication, parents parent all over and all of the time, whether their children are by their side or out of sight. Drawing on experiences of urban middle-class families in Asia, this book shows how transcendent parenting embodies and conveys parenting priorities in these households. Paramount are the inculcation of values in their children, oversight of children to protect them from harm, adverse influences, and supporting their children in academic endeavors. It explores how mobile communication allows parents to be more involved than ever in their children’s lives but also questions whether parents have become too involved as a result. It further reflects on the consequences of transcendent parenting for parents’ well-being and children’s personal development.
50
Esteban-Salvador, Maria Luisa, ed. The International Conference on Multidisciplinary Per- pectives on Equality and Diversity in Sports (ICMPEDS). 14th to the 16th of july 2021 . Book of abstracts. Universidad de Zaragoza, 2021. http://dx.doi.org/10.26754/uz.978-84-18321-32-0.
Full textAbstract:
The International Conference on Multidisciplinary Perspectives on Equality and Diversity in Sports (ICMPEDS) is organized by GESPORT with the support of the Erasmus+ Programme of the European Union from the 14th to the 16th of July 2021. The conference is an excellent forum for academics, researchers, practitioners, athletes, man- agers and professionals of federations, associations and sport organizations, and those other- wise involved in sport to share and exchange ideas in different areas of sport related equality worldwide. We will keep you informed by email and post the latest information on this matter on the GESPORT website and social media. Sport and its management continues to be a field where men and masculinity strongly prevail. This conference aims to investigate the complexities attached to the following questions: What does gender openness mean in the context of sport in the 21st century? What persists as gen- der closure in the same context? What are the gender cultures that signify sport continuing to be defined by regimes that resort to a dominant masculinity embodied in a strong and athletic male body? Moreover, and albeit some exceptions, athletes, practitioners, decision and policy makers, and sports spectators are predominantly men. In this sense, gender discrimination and segregation are present in multiple aspects of sport. Some illustrations include: a) male athletes have high salaries, more career opportunities, and get more recognition by society than female athletes; b) management and leadership positions in sports organizations are mainly occupied by men, including in sports traditionally considered as feminine and which have become feminised (e.g. gymnastics and dance); c) masculinised sports and its male athletes have much more attention and recognition from the media than female athletes; d) sports journalism continues to be predominantly produced and managed by men; e) some sports spectatorships cultures are marked by rituals and interactions that resort to masculine tribalism, often leading to aggressive and violent behaviours. Gender discrimination in sport is somehow socially normalised and accepted through a dis- course that essentialises the embodied sexual differences between genders. This gender dis- course legitimises the exclusion of women in some sports modalities and traps female bodies in sociocultural constructions as less able to exercise and engage in sport, or as the second and weaker version of the ideal masculine body. However, there are signs that the context of sport may be changing. The European Union and some national governments have made an effort to promote gender equality and diversity by fostering the adoption of gender equality codes/policies in different modalities and in in- ternational and local sports organizations. These new policies aim to increase female partic- ipation and recognition in sport, their access to leadership positions and involvement in the decision-making in sport structures. Additionally, the number of women practising non-com- petitive sport and as sports spectators have started growing, leading to new representations of sport and challenging the role of women in such a context. Finally, different body constructions and the emergence of alternative embodied femininities and masculinities are also challeng- ing how athletes of both genders experience their bodies and sports practice. Yet, research is scarce about the impact of these changes/challenges in the sports context. This conference will focus on mapping gender relations in sport and its management by taking into account the different modalities, contexts, institutional policies, organizational structures and actors (e.g. athletes, spectators, media professionals, sport decision makers and man- agers). It will treat sport and its management as one avenue where gender segregation and inequality occurs, but also adopt such as a space that presents an opportunity for change and does so as a widely applicable topic whose traits and culture are reflected in organizations and work more broadly. In this sense, the conference is interested in theoretical and empirical research work that may explore, but are not limited to the following issues: • Women representativeness in sports modalities and in sport organizational structures in different countries; • Women and management accounting in sport organizations; • The gender regimes that (re)produce different sports policies, modalities, and institu- tions in sport; • The stories of resistance/conformity of women that already occupy different roles in sport contexts; • The challenges and impact of conventional and new body representations in sports institutions and including athletes of both genders; • The discourses of masculinities in sport and its effect on women and men athletes; • The emergence of nationalism and populist discourses in political and governments states and their impact on the (re)shaping of masculinity and femininity constructions in sport; • The gendered transformations of the spectators’ gaze in what concerns different sports modalities; • The effects of new groups of sports spectators on gender relations in sport; • The discourses in media and its participation in the sports gender (in)equality; • The impact of new technologies, and new practices of training/coaching in the body- work and identities of athletes of both genders.