This book takes a fresh look at secondary urban English classrooms and at what happens when students and their teachers explore literature collaboratively. By closely examining what happens in English lessons, minute by minute, it reveals how literary texts function not as a valorised heritage to be transmitted, but as a resource for the students

A watershed event in the field of sociology, this text introduced “a major breakthrough in the sociology of knowledge and sociological theory generally” (George Simpson, American Sociological Review). In this seminal book, Peter L. Berger and Thomas Luckmann examine how knowledge forms and how it is preserved and altered within a society. Unlike earlier theorists and philosophers, Berger and Luckmann go beyond intellectual history and focus on commonsense, everyday knowledge—the proverbs, morals, values, and beliefs shared among ordinary people. When first published in 1966, this systematic, theoretical treatise introduced the term social construction,effectively creating a new thought and transforming Western philosophy.

This ebook is a selective guide designed to help scholars and students of criminology find reliable sources of information by directing them to the best available scholarly materials in whatever form or format they appear from books, chapters, and journal articles to online archives, electronic data sets, and blogs. Written by a leading international authority on the subject, the ebook provides bibliographic information supported by direct recommendations about which sources to consult and editorial commentary to make it clear how the cited sources are interrelated related. A reader will discover, for instance, the most reliable introductions and overviews to the topic, and the most important publications on various areas of scholarly interest within this topic. In criminology, as in other disciplines, researchers at all levels are drowning in potentially useful scholarly information, and this guide has been created as a tool for cutting through that material to find the exact source you need. This ebook is a static version of an article from Oxford Bibliographies Online: Criminology, a dynamic, continuously updated, online resource designed to provide authoritative guidance through scholarship and other materials relevant to the study and practice of criminology. Oxford Bibliographies Online covers most subject disciplines within the social science and humanities, for more information visit www.aboutobo.com.

Lost in the raging debate over the validity of social construction is the question of what, precisely, is being constructed. Facts, gender, quarks, reality? Ian Hacking’s book explores an array of examples to reveal the deep issues underlying contentious accounts of reality—especially regarding the status of the natural sciences.

This book situates the social construction of crime and criminal behaviour within the philosophical context of phenomenology and explores how these constructions inform, and justify, the policies employed to address them. It is essential reading for academics and students interested in social theory and theories of criminology.

This book takes a fresh look at secondary urban English classrooms and at what happens when students and their teachers explore literature collaboratively. By closely examining what happens in English lessons, minute by minute, it reveals how literary texts function not as a valorised heritage to be transmitted, but as a resource for the students’ work of cultural production and contestation. The reading that is undertaken in classrooms has tended to be construed as either a poor substitute or merely a preparation for other reading, particularly for that paradigmatic literacy event, the absorbed and simultaneously discriminating consumption of the literary text by the independent, private reader. This book argues for a different understanding of what constitutes reading, an understanding that is informed by historical and ethnographic perspectives and by psychological and semiotic theory. It presents the case for a conception of reading as an active, collaborative process of meaning-making and for a fully social model of learning. Drawing extensively on data gathered through classroom observation and filming of English lessons taught over the course of a year by two teachers in a London secondary school, the book explores students’ engagement with literary texts and the pedagogy that facilitates this engagement. The book offers new insights into reading, and reading literature in particular. It challenges the paradigm of reading that is offered in government policy and the assumption, common to much work within the field of ‘new literacies’, that ‘schooled literacy’ is the already-known, the default, against which the alternative literacy practices of homes and communities can be defined. It will be valuable reading for researchers, teachers, teacher educators and postgraduate students, and will have particular appeal for those with an interest in the fields of English studies and literacy.

Innovative readings and blog posts show how sociology can help us understand everyday life.

Examines how schools function as agents and transmitters of moral life in communities.

In this conceptual guided tour of contemporary public administration, Jong S. Jun challenges the limitations of the discipline which, he argues, make it inadequate for understanding today's complex human phenomena. Drawing on examples and case studies from both Eastern and Western countries, he emphasizes critical and interpretive perspectives as a counterforce to the instrumental-technical rationality that reduces the field to structural and functionalist views of management. He also emphasizes the idea of democratic social construction to transcend the field's reliance on conventional pluralist politics. Jun stresses that public administrators and institutions must create opportunities for sharing and learning among organizational members and must facilitate interactive processes between public administrators and citizens so that the latter can voice their problems and opinions. The future role of public administrators will be to transcend the limitations of the management and governing of modern public administration and to explore ways of constructing socially meaningful alternatives through communicative action and the participation of citizens.

The Encyclopedia of Communication Theory provides students and researchers with a comprehensive two-volume overview of contemporary communication theory. Reference librarians report that students frequently approach them seeking a source that will provide them with a quick overview of a particular theory or theorist - just enough to help them grasp the general concept or theory and its relation to the discipline as a whole. Communication scholars and teachers also occasionally need a quick reference for theories. Edited by the co-authors of the best-selling textbook on communication theory and drawing on the expertise of an advisory board of 10 international scholars and nearly 200 contributors from 10 countries, this work finally provides such a resource. More than 300 entries address topics related not only to paradigms, traditions, and schools, but also metatheory, methodology, inquiry, and applications and contexts. Entries cover several orientations, including psycho-cognitive; social-interactional; cybernetic and systems; cultural; critical; feminist; philosophical; rhetorical; semiotic, linguistic, and discursive; and non-Western. Concepts relate to interpersonal communication, groups and organizations, and media and mass communication. In sum, this encyclopedia offers the student of communication a sense of the history, development, and current status of the discipline, with an emphasis on the theories that comprise it.