The British Journal of Sociology of Education has established itself as the leading discipline-based publication. This collection of selected articles published since the first issue provides the reader with an informed insight and understanding of the nature, range and value of sociological thinking, its development over the last twenty-five years as well as the analysis of the relationship between society and education. Divided into four sections, the book covers: social theory and education social inequality and education sociology of institutions, curriculum and pedagogy research practices in the sociology of education. The intention of this form of organisation is to provide the reader with an awareness and understanding of multiple perspectives within the discipline as well as key conceptual, theoretical and empirical material, including a wealth of insights, ideas and questions. The editor’s specially written introduction to each section contextualises the selection and introduces readers to the main issues and current thinking in the field.

Established in 1895 as the first U.S. scholarly journal in its field, AJS remains a leading voice for analysis and research in the social sciences, presenting work on the theory, methods, practice, and history of sociology. AJS also seeks the application of perspectives from other social sciences and publishes papers by psychologists, anthropologists, statisticians, economists, educators, historians, and political scientists.

IBSS is the essential tool for librarians, university departments, research institutions and any public or private institution whose work requires access to up-to-date and comprehensive knowledge on the social sciences.

"In this book, one of the foremost sociologists of the present day turns his gaze upon the key figures and seminal institutions in the rise of sociology." "This book is a systematic introduction to classical sociology and its development in the twentiethcentury. Accessible and authoritative, it will be required reading for anyone interested in sociology and social theory today."--BOOK JACKET.

IBSS is the essential tool for librarians, university departments, research institutions and any public or private institution whose work requires access to up-to-date and comprehensive knowledge on the social sciences.

Sociology faces troubling developments as it enters its second century in the United States. A loss of theoretical coherence and a sense of disciplinary fragmentation, a decline in the quality of its recruits, the cooptation of its clients, a muted public voice, and sinking prestige in governmental circles—these are only a few of the trends signalling a need for renewed debate about how sociology is organized. In this volume, some of the most authoritative voices in the field confront these conditions, offering a variety of perspectives as they challenge sociologists to self-examination.

This book is rooted in an epistemological approach to sociology in which the boundaries between Western and non-Western sociologies are acknowledged and built on. It argues that knowledge is organised in conceptual spaces linked to paradigms and programmes which in turn are linked to ethnocentred knowledge processes; that until recently Western approaches, including Post-Colonial, French Social Science and American approaches, have dominated non-Western theories; and that Western theories have sometimes seemed incapable of explaining phenomena produced in other societies. It goes on to argue that the blurring of boundaries between Western and non-Western sociologies is very important; and that such a Post-Western approach will mean co-production and co-construction of common knowledge, the recognition of ignored or forgotten scientific cultures and a "global change" in sociology which imposes theoretical and methodological detours, displacements, reversals and conversions. The book brings together a wide range of Western and Chinese sociologists who explore the consequences of this new approach in relation to many different issues and aspects of sociology.

This bibliography lists the most important works published in sociology in 1993. Renowned for its international coverage and rigorous selection procedures, the IBSS provides researchers and librarians with the most comprehensive and scholarly bibliographic service available in the social sciences. The IBSS is compiled by the British Library of Political and Economic Science at the London School of Economics, one of the world's leading social science institutions. Published annually, the IBSS is available in four subject areas: anthropology, economics, political science and sociology.

“Outstanding . . . it presents a comprehensive state of the field, and it explores the role of sociological research in guiding higher education practice.” —Choice In this volume, Patricia Gumport and other leading scholars examine the sociology of higher education as it has evolved since the publication of Burton Clark’s foundational article in 1973. They trace diverse conceptual and empirical developments along several major lines of specialization and analyze the ways in which wider societal and institutional changes in higher education have influenced this vital field of study. In her own chapters, Gumport identifies the factors that constrain or facilitate the field’s development, including different intellectual legacies and professional contexts for faculty in sociology and in education. She also considers prospects for the future legitimacy and vitality of the field. Featuring extensive reviews of the literature, this volume will be invaluable for scholars and students of sociology and higher education.