American Sociological Association

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  1. Location, Location, Location: Liberatory Pedagogy in a University Classroom

    In this article, we explore the practice, promise, and contradictions of introducing liberatory practice into a higher education classroom. Freire introduced liberatory education in response to the hierarchical transfer of knowledge, “banking” concept of education that has dominated educational institutions. The banking approach to education demands that students memorize and repeat top-down “official” knowledge in order to achieve success.
  2. The Weberian Presuppositional Analytic

    This article offers an account of a conceptual framework in Max Weber’s writings offering leverage on empirical, normative, and theoretical questions. Weber relied on the notion of Voraussetzung—presupposition—across his work to distinguish the criteria of concepts of empirical phenomena, accounts of such phenomena, and conditions shaping evaluative stands among alternative courses of action. Weber also refers to Denkvoraussetzungen—presuppositions of thought—which refer to sets of fundamental principles structuring experience.
  3. On the Ambivalence of the Aphorism in Sociological Theory

    Sociologists have long been taken by certain pithy expressions from the founders of the discipline. We propose here both a new explanation for the endurance of these statements as well as an analysis of the power, limitations, and possibilities of aphorisms. By drawing from the critical scholarship concerned with aphorisms, we demonstrate that some of the allure of the classical sociological texts derives from their form, and particularly their reliance on the relative autonomy of the aphorism.
  4. On Assemblages and Things: Fluidity, Stability, Causation Stories, and Formation Stories

    This article conducts a dialogue and creates a new synthesis between two of the most influential ontological discourses in the field of sociology: assemblage theory and critical realism. The former proposes a focus on difference, fluidity, and process, the latter a focus on stability and structure. Drawing on and assessing the work of Deleuze, DeLanda, and Bhaskar, we argue that social ontology must overcome the tendency to bifurcate between these two poles and instead develop an ontology more suited to explaining complex social phenomena by accommodating elements of both traditions.
  5. ASA Statements

    Periodically ASA issues or signs on to statements or letters on particular issues.

  6. 2018

    December 2018

    Kathleen M. Fallon, Stony Brook University, $7,828, Gender, Development, and the State: The Case of the United States. This project bridges a gap in two distinct literatures addressing gender policy: 1) gender and the state, and 2) gender and international development. Studies on gender and the state tend to focus on gender policy application domestically, whereas studies addressing gender and development tend to focus on gender policy application internationally.

  7. Fund for the Advancement of the Discipline: Past Recipients

    Most Recent FAD Awards

    June 2019

    Miriam Abelson, Portland State University, $8,000, Survival of Rural LGBTQ People Amidst Far-Right Organizing in the U.S. Northwest. While both sociological literature and the popular imagination often associate queer and transgender life with cities, a growing body of research shows that LGBTQ people do live and even thrive in rural spaces.

  8. Letter from Science Societies Opposing Proposed Embargo Change

    ASA has joined several other scientific societies in writing a letter to President Trump encouraging his Administration to engage with a broad array of stakeholders to collaboratively ensure openness and reliability in research and development. Read the full letter here.

  9. Liberal Individualism and the Globalization of Education as a Human Right: The Worldwide Decline of Early Tracking, 1960–2010

    This article examines global changes in tracking policies over the post–World War II period. Using a newly constructed quantitative panel data set of 139 countries from 1960 to 2010, I show that a majority of countries around the world have shifted away from sharply tracked institutions at the junior secondary level toward more formally “open” and “comprehensive” ones.