Academic literature on the topic 'Elite (Social sciences) – Great Britain'
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Journal articles on the topic "Elite (Social sciences) – Great Britain"
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Nottingham, Christopher J. "Recasting Bourgeois Britain?" International Review of Social History 31, no. 3 (December 1986): 227–47. http://dx.doi.org/10.1017/s0020859000008208.
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In Recasting Bourgeois Europe, his study of the responses of the major States of Western Europe to the conditions created by the First World War, Charles Maier makes only, according to his standards, passing reference to Great Britain. Initially this must appear quite reasonable, for if one compares the post-war situation of Britain with that of most of Continental Europe it must seem that Britain escaped, or at least experienced with a greatly reduced intensity, the disorder which beset other nations. It might therefore be assumed that the efforts of the British political elite to adjust to the post-war world are less worthy of attention than those of their Continental counterparts.
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Newton, Jacqueline A., and Paul S. Holmes. "Psychological characteristics of champion orienteers: Should they be considered in talent identification and development?" International Journal of Sports Science & Coaching 12, no. 1 (December 20, 2016): 109–18. http://dx.doi.org/10.1177/1747954116684392.
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A range of cognitive skills that support the development of sport potential have been suggested to be important for athletes and coaches. This study explored performers’ psychological characteristics within orienteers. The psychological skills of World Elite orienteers and athletes in the National Junior Squads of both Great Britain and Switzerland were assessed using the six-factor Psychological Characteristics of Excellence Questionnaire. Data suggested that, as juniors, elite orienteers reported less support for long-term success than the Swiss juniors, perhaps because of the earlier adoption of self-coaching, but were not significantly different from either junior group on all other factors. British juniors were not significantly different from the other two groups on any factor. Follow-up qualitative approaches explored possible reasons for the World Elites’ early reliance on “self” rather than “other”, the role of the coach and the self-coaching phenomenon. The role of orienteering in developing these skills is also discussed along with unique psychological challenges faced by high performing orienteers.
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Smith, Andy, David Haycock, and Nicola Hulme. "The Class of London 2012: Some Sociological Reflections on the Social Backgrounds of Team GB Athletes." Sociological Research Online 18, no. 3 (August 2013): 158–62. http://dx.doi.org/10.5153/sro.3105.
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This rapid response article briefly examines one feature of the relationship between social class and elite sport: the social backgrounds of the Olympians who comprised Team GB (Great Britain) at the 2012 London Olympics Games, and especially their educational backgrounds, as a means of shedding sociological light on the relationship between elite sport and social class. It is claimed that, to a large degree, the class-related patterns evident in the social profiles of medal-winners are expressive of broader class inequalities in Britain. The roots of the inequalities in athletes’ backgrounds are to be found within the structure of the wider society, rather than in elite sport, which is perhaps usefully conceptualized as ‘epiphenomenal, a secondary set of social practices dependent on and reflecting more fundamental structures, values and processes’ ( Coalter 2013 : 18) beyond the levers of sports policy. It is concluded that class, together with other sources of social division, still matters and looking to the process of schooling and education, whilst largely ignoring the significance of wider inequalities, is likely to have a particularly limited impact on the stubborn persistence of inequalities in participation at all levels of sport, but particularly in elite sport.
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Eppel, Michael. "The Elite, theEffendiyya, and the Growth of Nationalism and Pan-Arabism in Hashemite Iraq, 1921–1958." International Journal of Middle East Studies 30, no. 2 (May 1998): 227–50. http://dx.doi.org/10.1017/s0020743800065880.
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One of the basic characteristics of the social conditions that marked political life in the Arab states in the 1920s, 1930s, and 1940s was the complex relationship between the politicians from among the elites of traditional notables of the Fertile Crescent cities and theeffendiyya, or Westernized middle stratum. These elites consisted not only of traditional notable families, but also of families newly risen since the Tanzimat reforms in the 19th-century Ottoman Empire. Since the end of World War I, these elites had stood at the center of the new states established by the Western powers—Great Britain and France—and it was now the politicians from within those elites who headed the struggle of those states for independence. This relationship, as well as the character of the elite of notables and theeffendiyya, constituted an important element in the social conditions characterizing the political and ideological environment in which the Iraqi politicians from the elite of notables had operated, and in which Arab nationalism and Pan-Arab ideology became a highly influential factor.
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Artemyeva, Tatiana. "The Making of Russian Intellectual Elites in the Age of Enlightenment." Odysseus. Man in History 28, no. 1 (October 28, 2022): 117–39. http://dx.doi.org/10.32608/1607-6184-2022-28-1-117-139.
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During the age of Enlightenment, the processes of national elites' formation in Western Europe somewhat differed from country to country. While in Britain, especially in Scotland, intellectuals constituted a fairly homogeneous group of literati, which included university professors, educated priests, civil servants, and enlightened nobles, in France the ideological attitudes might have been shared by clerics, university professors, and "free thinkers," primarily "encyclopedists." In Russia, the situation was peculiar. At the beginning of the 18th century, the structure of the intellectual elite changed. The clerical Orthodox elite became segregated due to the restrictive decrees of Peter the Great. After the founding of St. Petersburg Academy of Sciences in 1724 and Moscow University in 1755, an academic elite emerged, and a noble intellectual elite took shape. While European intellectual elites developed within a single paradigm and built their internal oppositions most often along the lines of ideological irreconcilability (for example clericals and encyclopedists in France), Russian intellectual elites were barely connected to each other. They were formed in the context of different educational trajectories, shared no common intellectual institutions or communication platforms (it is not by chance that Russian universities had no theology departments: theological education existed in the framework of separate church schools), and they appealed to different authorities. All this contributed to the parallel existence of very different intellectual models and philosophical systems. The situation became even more complex in the 19th century with the emergence of the intelligentsia as a social group in its own right.
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Skocpol, Theda, and Gretchen Ritter. "Gender and the Origins of Modern Social Policies in Britain and the United States." Studies in American Political Development 5, no. 1 (1991): 36–93. http://dx.doi.org/10.1017/s0898588x0000016x.
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Comparative research on the origins of modern welfare states typically asks why certain European nations, including Great Britain, enacted pensions and social insurance between the 1880s and the 1920s, while the United States “lagged behind,” that is did not establish such policies for the entire nation until the Social Security Act of 1935. To put the question this way overlooks the social policies that were distinctive to the early twentieth-century United States. During the period when major European nations, including Britain, were launching paternalist versions of the modern welfare state, the United States was tentatively experimenting with what might be called a maternalist welfare state. In Britain, male bureaucrats and party leaders designed policies “for the good” of male wage-workers and their dependents. Meanwhile, in the United States, early social policies were championed by elite and middle-class women “for the good” of less privileged women. Adult American women were helped as mothers, or as working women who deserved special protection because they were potential mothers.
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Maďarová, Zuzana, Pavol Hardoš, and Alexandra Ostertágová. "What Makes Life Grievable? Discursive Distribution of Vulnerability in the Pandemic." Mezinárodní vztahy 55, no. 4 (December 1, 2020): 11–30. http://dx.doi.org/10.32422/mv-cjir.1737.
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This article examines Judith Butler’s concepts of vulnerability and grievability in the context of the COVID-19 pandemic and biopower practices introduced in the name of the protection of the people. An analysis of the elite political discourse in Czechia, Germany, Great Britain, and Slovakia in the first three months of the pandemic explores how vulnerability was constructed and distributed among the respective populations. We identified two prevailing discursive frames – science and security. Within the first, vulnerability was constructed in terms of biological characteristics, rendering elderly, disabled, and chronically ill bodies as already lost and ungrievable. Within the security frame, Roma or migrant populations’ vulnerability to the virus has been discursively shifted into being seen as a threat, while vulnerability itself was recognized more as a feature of institutions or society. Thus, despite the claims that ‘we are all in this together’, the pandemic has exposed how our vulnerability and interdependency are embedded within existing social structures.
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Mashevskyi, Oleh. "EUROPEAN UNION AND GREAT BRITAIN IS SEEKING NEW FORMS OF COOPERATION Review of the monograph by A.V. Grubinko, A. Yu. Martynov “The European Union after BREXIT: a continuation of history” (Ternopil – Kyiv, 2021. 258 p.)." European Historical Studies, no. 19 (2021): 97–103. http://dx.doi.org/10.17721/2524-048x.2021.19.8.
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The authors of the monograph focused on the scientific analysis of an actual scientific and applied topic, which concerns the problem of adaptation of the European Union to the new conditions that have emerged since the UK left the EU. It is symbolic that this process coincided with the crisis of the globalization process due to the pandemic and its challenges to international security. The modern European Union is both an international and a state-like entity, which combines the features of at least three state unions: an international intergovernmental organization, a confederation and a federation. This not only determines the complexity of the subject of study, but also its inconsistency. In conditions of radical social change, it is always difficult to track and adequately analyze them. This titanic task is further complicated by the presence of an in-house methodological crisis in the family of social sciences. Therefore, given all these objective difficulties, we can only welcome attempts to find a new theoretical and methodological synthesis, which should help society to understand the essence of historical time and act in it as rationally and efficiently as possible. The pages of the monograph raise questions about the heuristic potential of the study of the problem of European historical experience; in addition, significant attention is paid to the coverage of a systematic approach to the social vector of European policy. It also addresses the issue of solving key social problems that stand in the way of qualitative deepening of European integration while maintaining the basic guidelines of social market economy. Among these issues, the authors highlight and analyze the most important aspects, which relate primarily to overcoming poverty and combating unemployment. The monograph outlines the range of methodological problems of transformational historical period, involved in its study synthesizing approach, which consists in the use of historical, socio-philosophical, economic, political science, legal approaches. This approach allows to restore the synthesis of scientific knowledge, which is often disrupted not only by the tendency to specialized fragmentation of complex objects of study, but also allows to take into account the specifics of the transitional historical period. In a geographical sense, not all European regions are equally developed, due to their different economic specialization, which has developed as a result of the historical division of labor. Eventually, there is a tendency to shifting responsibility for solving the problems of poor regions to themselves. The same German experience with the unification of East and West of the country has shown that even huge investments in infrastructure development, introduction of new technologies, efforts to increase productivity – all this together do not solve quickly enough the problem of social convergence. The leveling of the social space of richer and poorer federal states is rather slow. Last but not least, these problems became a good reason for the Great Britain’s withdrawal from the European Union. The issue of the monograph is of practical importance for the foreign policy of Ukraine. After all, the European Union is an important neighbor, trade and political partner of Ukraine and accession to it is actually declared as a prototype of a strategic national idea. The European project is essentially postmodern, as it seeks to overcome the modernism with which nationalism is associated and to reach a level of tolerant agreement of different national interests. The intensification of the globalization process has prompted integration structures to perform functions that limit national sovereignty. Historiographical discourse of common foreign and defense policy of European Union proves that this strategic course of European integration depends on the ability of elites and peoples of Europe to find a common European identity and organize around it the process of determining the place and role of the European Union in the modern system of international relations. This process in the distant historical perspective remains an open possibility with an unguaranteed positive or negative result. Britain’s withdrawal from the European Union, which was unexpected for many researchers of European integration, matured gradually. The authors of the peer-reviewed monograph list the main trends that influenced this decision. First of all, we are talking about the unregulated EU development strategy, the fate of the common European currency, the imperfection of the system of decision-making in the field of common foreign and security policy, which led to an ineffective EU response to Russian and Chinese autocratic challenges. Despite the objective problems associated with mutual adaptation of old and new EU member states, the European integration project continues to be seen as the key to addressing the challenges of modern life and finding answers to the challenges of globalization. In particular, in the final sixth chapter, the author focuses on the theoretical, methodological and practical analysis of the problem of democracy. The authors of the monograph are looking for an answer to the question of what the European Union will be like after the exit of Great Britain. No less important is the question of whether Britain will become a “global” Britain after leaving the European Union. Of course, Britain is concerned about turning the EU into a superpower that has not only its own flag, anthem, currency, but also the germ of a common European army and tries to pursue a common foreign and defense policy. London advocates stronger resistance from China and ousting Russia from Europe. Changing regional influences in the EU may create a new structure of conflict of interest not only for individual countries but also for various regional groups. The issue of a clear division of powers between supranational and national authorities at all levels seems ripe. More adequate to this trend will be not so much a more centralized federalist Europe as a decentralized confederative one. By the way, the model of the latter looks more open for further expansion. This work is imbued with the spirit of realistic Europeanism. Therefore, not least because of this, the peer-reviewed monograph will become a notable phenomenon in domestic European studies.
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Turner, David. "Great expectations: The social sciences in Britain." Regions Magazine 248, no. 1 (November 2003): 4–5. http://dx.doi.org/10.1080/714042090.
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Karužaitė, Daiva. "Higher Education Changes in Great Britain in XX–XXI centuries." Pedagogika 117, no. 1 (March 5, 2015): 16–32. http://dx.doi.org/10.15823/p.2015.064.
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The article reveals development and essential changes of higher education in Great Britain in XX–XXI centuries.
During last century Great Britain higher education system has changed dramatically – from elite higher education in the beginning of XX century, which was available for very small part of society, to mass higher education with variety of institutions and education programs. Nowadays there is almost half of Great Britain population (of certain age group) obtaining higher education certificate or diploma.
The junction of XX and XXI centuries was signed with significant shift in the gender structure of higher education students: more women obtained fist university degree than men. Ten years later the same was recorded in higher degrees.
The intense change of Great Britain higher education from elite to mass inevitably influenced the higher education finance sector. Great Britain used to cover all expenses of higher education from the budget. However, the financial crises occurred in the last decade of XX century, and the government was forced to seek for new financing models of higher education. First time in Great Britain higher education history the tuition fee was introduced. Striving to ensure the higher education accessibility for all social groups in Great Britain, the tuition fees were complemented with the grants and loans with special repayment (or without) conditions. Nevertheless, the financial reform, started in 1998, already was changed several times and has raised lots of critics.
Along with the financial reform Great Britain deals with the higher education quality issues. There was no essential discussions about higher education quality in the beginning of the XX century as it was elite higher education. Moving to the mass higher education with variety of institutions and dramatically growing student number, the quality question becomes relevant. Despite the owning the largest number of worldwide level elite universities in Europe, Great Britain seeks to ensure the quality in all higher education institutions in the country. Therefore the Quality Assurance Agency for Higher Education was established. The Agency puts students and the public interest at the center of everything they do. Great Britain higher education quality policy is implemented basing on the Quality Code for Higher Education.
Dissertations / Theses on the topic "Elite (Social sciences) – Great Britain"
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Daniel, Lakshmi Kiran. "Privilege and policy : the indigenous elite and the colonial education system in Ceylon 1912-1948." Thesis, University of Oxford, 1992. http://ora.ox.ac.uk/objects/uuid:652d093a-bcd6-49ca-aa17-787cd251e4c3.
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The development of educational policies in colonial Ceylon has hitherto been examined from the perspective of either the government or missionary agencies. The role of the indigenous elite in this process has not received the attention it deserves, but merely treated as a peripheral theme. This thesis attempts to redress the imbalance by focusing on the interaction between elite initiatives and the growth of cultural nationalism as key factors in the formulation of educational policy. The many dimensions of the elite's concern with educational policy are explored. The nature of their involvement and their contribution over time are the central themes of the present study. Newspapers, contemporary journals, various school magazines, the writings of the elite themselves and transcripts of debates in the Legislative and State Councils provide an insight into the public and private opinion of the English educated Ceylonese. Chapter one sketches the social background of colonial Ceylon. It describes the plural composition of the population and highlights the importance of language and religion as components of plurality. It also identifies the economic and educational opportunities through which elite status could be acquired. The form and content of education are similarly discussed. Chapter two describes the formulation of government policy and the early contributions of the indigenous leaders. Particular attention is paid to two issues - language and the administration of schools - which emerged as problems crucial to Ceylon's educational structure under colonial rule. Chapter three traces the organizational and individual responses of the upper strata in local society to education as shaped by growing cultural nationalism. The issues of language and religion now assumed a greater degree of political significance. New techniques of opposition, including the establishment of schools and cultural associations on Buddhist, Hindu and Muslim denominational lines, are analyzed in this chapter. In chapter four the repercussions of universal franchise in the educational field are assessed. The increasing political and social aspirations of the masses became the catalyst for action on the part of the leaders, as did the ethnic and caste antagonisms that had surfaced as potentially powerful factors. In chapter five, further political developments that induced the leadership to take a bold step forward - the construction of a free and egalitarian system of education - are examined. How elite competition emerged as a determinant of policy implementation is also discussed. This thesis concludes that while knowledge of English remained the sine qua non for the acquisition and preservation of status, the response of the privileged social group to educational problems in the face of increasing political challenges was to ensure that the availability to the masses of an education, albeit a vernacular education remained secure.
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Holroyd, Sophia Jane. "Embroidered rhetoric : the social, religious and political functions of elite women's needlework, c.1560-1630." Thesis, University of Warwick, 2002. http://wrap.warwick.ac.uk/2356/.
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This thesis focuses on the Elizabethan and Jacobean aristocracy and upper gentry to yield the first detailed study of the elite needleworking woman as fashioner of her social personage, and of the objects she produced as indices of social persona, religious conscience and political agency. The first chapter explores how needlework mediates between wtiwomeann d their social context. It surveys the way in which needlework, both as practice and as object, functioned as a vehicle for projecting persona and personage into a social context which interpreted needlework according to complex value systems of personal virtue and the husbandries of conspicuous wealth. The chapter explores needlework as a site for intellectual expression. The theories developed in the first chapter are tested in a case study of Bess of Hardwick, whose textiles show her construction of a virtuous aristocratic persona proclaiming its self-assured place in the social hierarchy. Chapter Two is the first study to consider the needlework of Elizabethan and Jacobean Catholics in the light of the Protestant proscription of iconic vestments. It recovers the history of lost needlework from English convents on the Continent, and of the English recusants' covert provision of vestments to Jesuit missioners. The first detailed case studs' of Helena Wintour's vestments reads Wintour's Jesuit-influenced Marian floral emblems and iconography alongside Hawkins's meditation handbook Partheneia Sacra to theorise Wintour's devotion to the Immaculate Conception, and explores the vestments' relationship to the liturgy and their iconographical importance to the Mass. Chapter Three considers needlework gifts as political currency within patronage structures at the Elizabethan and Jacobean courts. Narrated with a contemporary vocabulary of grace, needlework gifts contribute to the construction of court-crown relations, symbolised by needlework gifts in Jacobean court masques. Through needlework gifts a `feminine commonwealth' availed itself of power structures at the court of James's consort that parallel his departments, and the women's political agency in a female political hierarchy is seen encoded within gifts of needlework in the Queen's Courts final masque. The case study uses Mary's needlework gifts to Elizabeth as an index of changes in their relationship. Mary's needlework joins parallel texts such as poetry, portraiture and planned masques in developing an iconographical vocabulary centring on the Judgement of Paris, with which diplomatic negotiations sought to clarify the Queens' relative positions.
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Weber, Thomas. "Our friend "the enemy" : elite education in Britain and Germany before World War I /." Stanford, Calif. : Stanford University Press, 2007. http://www.loc.gov/catdir/toc/ecip0715/2007013862.html.
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Stasaityte, Edita. "Identity and Security in Europe: A Constructivist Study of Germany, Great Britain, Sweden and Lithuania." Thesis, Linköping University, Department of Management and Economics, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1255.
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This study examines different national constructions of contemporary European identities. The assumption is made that the construction of states'identities and identification of threats is a mutual process. For this reason special attention is paid to the construction of threats, embedded in a specific structure of the securitisation process. The author tries to answer to the questions of how identities are reproduced through the discourse on security and what information the analysis of national identities'constructions of Germany, Great Britain, Sweden andLithuania can provide about the contemporary ideas of a collective European identity using combination of Alexander Wendt's theoretical framework for analysing states'identities and the Copenhagen school's securitisation approach.
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Mustafa, Anisa. "Active citizenship, dissent and power : the cultural politics of young adult British Muslims." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/30533/.
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We need to stop being afraid and realise that as individuals we have power and that power is the ability to use your own reason and just try and look beyond this. (Saif, 27, male, academic activist) This thesis presents findings from an ESRC-funded doctoral study on the cultural politics of young adult Muslims who participate in political and civic activism within British civil society. Based on ethnographic research in the Midlands area, it offers an empirically informed understanding of how these forms of activism relate to themes of political participation, citizenship, security and governance in Britain today. The thesis argues that the diverse mobilisations examined by the research collectively constitute a social movement to resist the marginalisation and stigmatisation of Muslim identities in a post 9/11 context. The war on terror, in response to the international crisis of militant Islam, has placed Muslim citizenship in many Western liberal democracies under fierce scrutiny, prompting uneasy and hard to resolve questions around issues of security, diversity, cohesion and national identity. In Britain, as in Europe, political and public responses to these questions have precipitated a climate of fear and suspicion around Muslims, rendering their citizenship contingent and precarious and undermining their ability to identify with the nation and participate in its political processes. This thesis reveals how young Muslim activists negotiate these challenges by engaging in a range of activities typical of social movements, not only in terms of distinctive modes of action but also with respect to their transformative social and political visions and imaginaries. Muslim activists engage in cultural politics to demand a more inclusive and post-national notion of citizenship, by seeking to turn negative Muslim differences into positive ones. Participants’ engagement in democratic processes through political repertoires commonly adopted by other progressive social movements challenges the moral panic engendered by the exceptionalism ascribed to Muslim identity politics. This thesis argues that these cultural politics constitute a British Muslim social movement to contest Islamophobia through resistance to two dominant forms of power in contemporary Western societies. Firstly, this movement is a response to the multiple technologies of power articulated by Foucault’s concept of ‘governmentality’, which are difficult to distinguish and confront due to their imperceptible and socially dispersed nature. Secondly, cultural politics is necessitated by direct threats of force that Foucault described as a ‘relationship of violence’ and which are discernible in the rise of the securitisation of citizenship in the wake of 9/11. The nature of resistance from Muslim activists suggests that their cultural politics are not only a strategic but also a less risky political response to both these prevailing forms of power. Foucault’s argument that the nature of power can be deciphered from the forms of resistance it provokes suggests responsive rather than reactive political strategies by young Muslims. The thesis concludes that these cultural politics represent forms of active citizenship premised on a more equal, participatory and radically democratic social contract than nationalist and neoliberal forms of governance presently concede.
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Weber, Thomas. "Our friend "the enemy" elite education in Britain and Germany before World War I /." Stanford, Calif. : Stanford University Press, 2008. http://catalog.hathitrust.org/api/volumes/oclc/122973796.html.
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Lampard, Richard James. "An empirical study of marriage and social stratification." Thesis, University of Oxford, 1992. http://ora.ox.ac.uk/objects/uuid:fb961361-18b3-4801-bd83-8d2bc5b234d5.
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The dual objectives of this thesis are to assess the merits of certain statistical methods as applied to sociological data and to use statistical methods to produce interesting and worthwhile substantive results. The main statistical focus of the thesis is the analysis of two-way tables, for which purpose association models and correspondence analysis are used. Some of the tables analysed require the application of quasi-association models and association models with more than one dimension. Elsewhere in the thesis a proportional hazards model and various log-linear models are fitted. The substantive focus of the thesis is the relationship between marital formation/dissolution and social stratification in modern Britain. Particular attention is paid to assortative marriage for social status, with the relationships between spouses' occupations, educational levels and social origins being considered in detail. Assortative marriage for religion and for party political identification/voting intention are also examined. The data analysed come from a variety of social surveys, including both government surveys (e.g. various General Household Surveys, and the Family Formation Survey) and academic surveys (e.g. the Oxford Mobility Survey and the Social Change and Economic Life Initiative survey). The thesis conclusively demonstrates the utility of association models, log-linear models and proportional hazards models as applied to data relating to marital formation/dissolution. Among the numerous substantive findings are that there was a significant post-war decline in the strength of the relationship between spouses' social origins, and that unemployment appears to cause an increase in the risk of marital dissolution.
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Duxbury, Catherine Louise. "Animals, science and gender : animal experimentation in Britain, 1947-1965." Thesis, University of Essex, 2017. http://repository.essex.ac.uk/19887/.
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This thesis is an historical analysis of the culture of science and its use of animals in experiments by the British military and in medical scientific research, and its regulation by law, during the period 1947 to 1965. The overall aim of this thesis is to demonstrate the gendered nature of scientific experimentation on animals in mid-twentieth century Britain. To do this, it addresses two aspects of animal experimentation; firstly, exploring how scientific research forms power-knowledge relations through the use of nonhuman animals. Secondly, this thesis analyses the intersection of animal use in science with that of the broader socio-cultural context, asking was science in mid-twentieth century Britain gendered? As a consequence, it explores the effects of this knowledge production upon animals and women. My findings are twofold: that the construction of scientific knowledge through the use of nonhuman animals was one that created subject-object binaries, and this had powerful and detrimental consequences for nonhuman animals. Secondly, this objectification of the nonhuman had resultant power-knowledge effects that reinforced the continuation of specific kinds of scientific knowledge and its associated masculinist ontology of positivism. Consequently, the effects of these power-knowledge relations were gendered and had implications for (and intersections with) normative representations of women at the time.
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Gabay, Nadav. "The political origins of social science the cultural transformation of the British parliament and the emergence of scientific policymaking, 1803-1857 /." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3274830.
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Thesis (Ph. D.)--University of California, San Diego, 2007.Title from first page of PDF file (viewed October 9, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 449-472).
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Finkle, Clea T. "State, power, and police in colonial North India /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/10697.
Full textBooks on the topic "Elite (Social sciences) – Great Britain"
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Who rules Britain? Oxford, UK: Polity Press, 1991.
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Christie, Ian R. British 'non-elite' MPs, 1715-1820. Oxford: Clarendon Press, 1995.
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Elites, enterprise, and the making of the British overseas empire, 1688-1775. Houndmills, Basingstoke, Hampshire: Macmillan, 1996.
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Society, Economic History, ed. Universities and elites in Britain since 1800. Cambridge [England]: Cambridge University Press, 1995.
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Anderson, R. D. Universities and elites in Britain since 1800. Basingstoke: Macmillan, 1992.
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Stone, Lawrence. An open elite?: England 1540-1880. Oxford: Clarendon Press, 1995.
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Fawtier, Stone Jeanne C., ed. An open elite?: England, 1540-1880. Oxford [Oxfordshire]: Oxford University Press, 1986.
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Sampson, Anthony. The essential anatomy of Britain: Democracy in crisis. San Diego: Harcourt Brace & Co., 1993.
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Rubinstein, W. D. Capitalism, Culture and Decline in Britain. London: Taylor & Francis Inc, 2004.
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Rubinstein, W. D. Capitalism, Culture and Decline in Britain. London: Taylor & Francis Group Plc, 2004.
Find full textBook chapters on the topic "Elite (Social sciences) – Great Britain"
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Kaprāns, Mārtiņš. "Latvian Migrants in Great Britain: ‘The Great Departure’, Transnational Identity and Long Distance Belonging." In IMISCOE Research Series, 119–44. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12092-4_6.
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Abstract This chapter explores the transnational aspects of identity and the long distance belonging of Latvian migrants in Great Britain. In particular, it focuses on the discourses and practices of long distance belonging to Latvia. The article is based on a comparative analysis of The Emigrant Communities of Latvia survey data as well as semi-structured interviews with Latvian migrants in Great Britain. The analytical sections are organised so as to discuss the three main analytical contexts of long distance belonging: ethno-cultural, political and social. In the ethno-cultural context, migrants who identify themselves as ethnic Latvians rediscover and strengthen their links to the Latvian cultural space, its traditions and its ways of collective self-understanding. Conversely, the absence of this cultural capital among Russian-speaking migrants from Latvia advances their faster assimilation into British society. The political context of long distance belonging reveals high levels of distrust of the Latvian government and the migrants’ overall disappointment with Latvia’s political elite, as well as political apathy. Nevertheless, Latvian migrants in the United Kingdom are discovering new motivation and fresh opportunities to influence the political reality in Latvia and that has increased participation in Latvian national elections. The social context of long distance belonging, in turn, enables new forms of allegiance towards Latvia. These are manifested in philanthropic initiatives, in participation in various interest groups and in regular interest in what is happening in Latvia. The social context does not put the migrants’ activities into ethno-cultural or political frameworks, but encourages moral responsibility towards the people of Latvia.
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Rose, Jonathan. "Up from Middlebrow." In Readers' Liberation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198723554.003.0006.
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The Chinese had a word for it—wanbao quanshu. It’s a bibliographic term, which literally means “complete compendia of myriad treasures,” but an alternate translation might be “middlebrow.” These were encyclopedic works that distilled and summarized sophisticated science, history, and politics in cheap, accessible, illustrated guidebooks. Their audience (as a 1933 survey of Shanghai bookstalls confirmed) was neither the educated elite nor the impoverished peasantry, but an intermediate semi-educated class of shop-clerks, apprentices, housewives, workers, and prostitutes. Very few readers had thoroughly mastered the Chinese vocabulary of 50,000 characters, but many more, without much difficulty, had learned 2,000 basic terms, enough to read popular newspapers and wanbao quanshu. The latter commonly ran the subtitle wanshi buqiuren (“myriad matters you won’t need to ask”), which underscored their mission: self-education. They had titles like Riyong wanshi baoku choushi bixu, which could be rendered “Treasury of all daily things necessary for social relations” or (more idiomatically) “How to win friends and influence people.” Wanbao quanshu were the contemporaneous counterparts of H. G. Wells’s The Outline of History and Will Durant’s The Story of Philosophy. They flourished in Republican-era China, the same time frame that Joan Shelley Rubin identified as the heyday of American middlebrow culture. In societies where a wide gap opens up between elite and pulp literature, where literacy is growing but access to higher education is still restricted, where modernizing forces arouse both optimism and anxiety, middlebrow bridges those divides and makes sense of rapid change. Those conditions certainly prevailed in China, the United States, and Great Britain in the first half of the twentieth century, but not only then. Middlebrow has a very long history: wanbao quanshu can be traced back to the seventeenth century. And how about eighteenth-century Europe? Two generations ago historians studied the High Enlightenment of Voltaire and Rousseau, one generation ago Robert Darnton discovered a Low Enlightenment of Grub-Street hacks and smut-mongers, and now a team of young scholars at Radboud University in the Netherlands are creating the database MEDIATE: Middlebrow Enlightenment: Disseminating Ideas, Authors and Texts in Europe (1665–1820).
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"The nature, scale and financial support of the social sciences in Britain — a statistical summary." In Great Expectations, 122–53. Routledge, 2017. http://dx.doi.org/10.4324/9781351320283-10.
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Goldman, Lawrence. "Victorian Social Science: From Singular to Plural*." In The Organisation of Knowledge in Victorian Britain. British Academy, 2005. http://dx.doi.org/10.5871/bacad/9780197263266.003.0004.
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This chapter provides an overview of the history of social science in Britain and the ways in which it was institutionalised in the nineteenth century. Nineteenth-century social science was the product of three great changes, intellectual, material and spiritual. The European Enlightenment stimulated the development of and institutionalisation of the natural sciences, creating a new model for the study of human societies. The material changes include the expansion of population, growth of industries and manufacturing and development of mass culture and democracy. Rationalism and industrialisation caused the third change, the decline of conventional Christian belief and worship. The chapter also analyses the ‘statistical movement’, a dominant genre of social science up to 1860, and social evolution, which provided the leading paradigm for sociological thinking from the mid-century onwards.
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Lefort, Claude. "Democracy and representation." In The Constructivist Turn in Political Representation, translated by Greg Conti, 104–18. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474442602.003.0007.
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This chapter presents the first English translation of an essay that was originally presented in 1989 by Claude Lefort at the Colloquium on Latin America, sponsored by the École des hautes études en sciences sociales (EHESS), organized by Daniel Pécault. In this essay, Lefort affirms his important thesis regarding the disembodiment of power in representative democracy and begins to elaborate institutional conditions for its modern practice. He emphasizes that representation must be supported by independent political organizing by social movements and dissenting groups within institutions such as labor unions, schools, and hospitals. He also emphasizes the importance of participation, understood distinctively neither as voting nor as taking to the streets but as a feature of political judgment that he terms a “capacity to understand the political game,” a feature that he considers to be lacking where there exist great divides between elite political actors as mass publics.
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Melnikov, Andrey V. "Correspondence of S.F. Platonov and M.M. Bogoslovsky." In Traditional and innovative ways to explore social history of Russia 12th–20th centuries: Collection of articles in honor of Elena Nikolaevna Shveikovskaya, 174–84. Novyj hronograf, 2021. http://dx.doi.org/10.31168/94881-516-9.14.
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The article is devoted to the source features of a unique documentary complex – the correspondence of two major Russian historians S.F. Platonov (1860–1933) and M.M. Bogoslovsky (1867–1929). The epistolary dialogue of scientists is of considerable interest not only in terms of studying their life and work. The confidential correspondence reflects significant events in the scientific and social life of Russia, Moscow, Petersburg-Petrograd-Leningrad. Correspondence is a valuable historical and historiographic source not only for understanding the development of historical science in Russia, the formation of Moscow and St. Petersburg historical schools, but also for studying the public consciousness of the Russian humanitarian intelligentsia at the end of the 19th — first third of the 20th centuries, in-depth knowledge of the culture of a turning point in the history of Russia. The letters contain valuable information about the everyday life and life of the professors, the organization of scientific life at the Academy of Sciences, the Archaeographic commission, at Moscow university and the Moscow theological academy, at the Moscow higher courses for women, at the Institute of history of the RANION, the Historical Museum, other higher educational institutions and scientific societies two capitals, they reflect the international ties of domestic historical science with scientists from Great Britain, Germany, France, USA, Czech Republic.
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Willetts, David. "Robbins and After." In A University Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198767268.003.0007.
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The early 1960s saw the biggest transformation of English higher education of the past hundred years. It is only matched by the break-up of the Oxbridge monopoly and the early Victorian reforms. It will be forever associated with the name of Lionel Robbins, whose great report came out in November 1963: he is for universities what Beveridge is for social security. His report exuded such authority and was associated with such a surge in the number of universities and of students that Robbins has given his name to key decisions which had already been taken even before he put pen to paper. In the 1950s Britain’s twenty-five universities received their funding from fees, endowments (invested in Government bonds which had largely lost their value because of inflation since the First World War), and ‘deficit funding’ from the University Grants Committee, which was a polite name for subsidies covering their losses. The UGC had been established in 1919 and was the responsibility not of the Education Department but the Treasury, which was proud to fund these great national institutions directly. Like museums and art galleries, higher education was rarefied cultural preservation for a small elite. Public spending on higher education was less than the subsidy for the price of eggs. By 1962 there were 118,000 full-time university students together with 55,000 in teacher training and 43,000 in further education colleges. This total of 216,000 full-time higher education students broadly matches the number of academics now. Young men did not go off to university—they were conscripted into the army. The annual university intake of around 50,000 young people a year was substantially less than the 150,000 a year doing National Service. The last conscript left the army in the year Robbins was published. Reversing the balance between those two very different routes to adulthood was to change Britain. It is one of the many profound differences between the baby boomers and the generation that came before them. Just over half of students were ‘county scholars’ receiving scholarships for fees and living costs from their own local authority on terms decided by each council.
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Marks, Shula. "‘Bending the rules’: South African Refugees in the UK, 1960–1980." In In Defence of Learning. British Academy, 2011. http://dx.doi.org/10.5871/bacad/9780197264812.003.0017.
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In this chapter, the author reflects on her long personal association with the Society for the Protection of Science and Learning (SPSL)/Council for Assisting Refugee Academics and many of its South African grantees. The academic refugees who came to the SPSL's notice in the 1960s, specially the South Africans, bent the ‘rules’ and signalled the new ways in which the SPSL was going to have to work in a very changed social and educational environment in Britain, and equally great changes in the nature of the academic refugees. Before the rise of Hitler, German scholars had advanced the frontiers of knowledge in the sciences, the social sciences, and the humanities. And in many of these fields the Jews of Central Europe had played a crucial role. Increasingly from the 1960s, however, many of the refugee academics to the UK were from the so-called ‘third world’, especially Latin America and countries just emerging from colonialism in Africa. Academic refugees from South Africa formed something of a bridge between the old and the new. While most of the South African grantees were white and from institutions modelled on British universities, they were on the whole younger and less highly qualified than the earlier generation of grantees. The very small number of Africans assisted at this time were in fact far more eminent; significantly, however, they were the very first Africans to be assisted by the Society.
Conference papers on the topic "Elite (Social sciences) – Great Britain"
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Sergeeva, Irina. "TWITTER AS PHENOMENON OF MASS CULTURE: COMPARATIVE ANALYSIS BETWEEN RUSSIA AND GREAT BRITAIN." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b31/s8.029.
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Mikaelyan, Maria. "POST-WAR HOUSING IN GREAT BRITAIN: HISTORICAL PREMISES, GOVERNMENTAL POLICIES AND CULTURAL TENDENCIES." In 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2017. Stef92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/hb51/s17.026.
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Grishchenko, Nataliia. "COMMERCIAL AND ECONOMIC RELATIONS OF RUSSIA AND ENGLAND / GREAT BRITAIN AS THE MOTIVATIONAL DRIVERS TO THE RUSSIAN LANGUAGE LEARNING." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.6/s14.013.
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Fatima Hajizada, Fatima Hajizada. "SPECIFIC FEATURES OF THE AMERICAN VERSION OF THE BRITISH LANGUAGE." In THE FIRST INTERNATIONAL SCIENTIFIC – PRACTICAL VIRTUAL CONFERENCE IN MODERN & SOCIAL SCIENCES: NEW DIMENSIONS, APPROACHES AND CHALLENGES. IRETC, 2022. http://dx.doi.org/10.36962/mssndac-01-10.
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English is one of the most spoken languages in the world. A global language communication is inherent in him. This language is also distinguished by a significant diversity of dialects and speech. It appeared in the early Middle Ages as the spoken language of the Anglo-Saxons. The formation of the British Empire and its expansion led to the widespread English language in Asia, Africa, North America and Australia. As a result, the Metropolitan language became the main communication language in the English colonies, and after independence it became State (USA, Canada, Australia, New Zealand) and official (India, Nigeria, Singapore). Being one of the 6 Official Languages of the UN, it is studied as a foreign language in educational institutions of many countries in the modern time [1, 2, s. 12-14]. Despite the dozens of varieties of English, the American (American English) version, which appeared on the territory of the United States, is one of the most widespread. More than 80 per cent of the population in this country knows the American version of the British language as its native language. Although the American version of the British language is not defined as the official language in the US Federal Constitution, it acts with features and standards reinforced in the lexical sphere, the media and the education system. The growing political and economic power of the United States after World War II also had a significant impact on the expansion of the American version of the British language [3]. Currently, this language version has become one of the main topics of scientific research in the field of linguistics, philology and other similar spheres. It should also be emphasized that the American version of the British language paved the way for the creation of thousands of words and expressions, took its place in the general language of English and the world lexicon. “Okay”, “teenager”, “hitchhike”, “landslide” and other words can be shown in this row. The impact of differences in the life and life of colonists in the United States and Great Britain on this language was not significant either. The role of Nature, Climate, Environment and lifestyle should also be appreciated here. There is no officially confirmed language accent in the United States. However, most speakers of national media and, first of all, the CNN channel use the dialect “general American accent”. Here, the main accent of “mid Pppemestern” has been guided. It should also be noted that this accent is inherent in a very small part of the U.S. population, especially in Nebraska, Iowa, and Illinois. But now all Americans easily understand and speak about it. As for the current state of the American version of the British language, we can say that there are some hypotheses in this area. A number of researchers perceive it as an independent language, others-as an English variant. The founder of American spelling, American and British lexicographer, linguist Noah Pondebster treats him as an independent language. He also tried to justify this in his work “the American Dictionary of English” written in 1828 [4]. This position was expressed by a Scottish-born English philologist, one of the authors of the “American English Dictionary”Sir Alexander Craigie, American linguist Raven ioor McDavid Jr. and others also confirm [5]. The second is the American linguist Leonard Bloomfield, one of the creators of the descriptive direction of structural linguistics, and other American linguists Edward Sapir and Charles Francis Hockett. There is also another group of “third parties” that accept American English as a regional dialect [5, 6]. A number of researchers [2] have shown that the accent or dialect in the US on the person contains significantly less data in itself than in the UK. In Great Britain, a dialect speaker is viewed as a person with a low social environment or a low education. It is difficult to perceive this reality in the US environment. That is, a person's speech in the American version of the British language makes it difficult to express his social background. On the other hand, the American version of the British language is distinguished by its faster pace [7, 8]. One of the main characteristic features of the American language array is associated with the emphasis on a number of letters and, in particular, the pronunciation of the letter “R”. Thus, in British English words like “port”, “more”, “dinner” the letter “R” is not pronounced at all. Another trend is related to the clear pronunciation of individual syllables in American English. Unlike them, the Britons “absorb”such syllables in a number of similar words [8]. Despite all these differences, an analysis of facts and theoretical knowledge shows that the emergence and formation of the American version of the British language was not an accidental and chaotic process. The reality is that the life of the colonialists had a huge impact on American English. These processes were further deepened by the growing migration trends at the later historical stage. Thus, the language of the English-speaking migrants in America has been developed due to historical conditions, adapted to the existing living environment and new life realities. On the other hand, the formation of this independent language was also reflected in the purposeful policy of the newly formed US state. Thus, the original British words were modified and acquired a fundamentally new meaning. Another point here was that the British acharism, which had long been out of use, gained a new breath and actively entered the speech circulation in the United States. Thus, the analysis shows that the American version of the British language has specific features. It was formed and developed as a result of colonization and expansion. This development is still ongoing and is one of the languages of millions of US states and people, as well as audiences of millions of people. Keywords: American English, English, linguistics, accent.