This paper describes how critical realism was operationalized to provide an explanatory framework for a small-scale qualitative study in the field of teacher education in a sub-Saharan African context. Critical realism combines a realist ontology (there is something to find out about) with a relativistic epistemology (different people will come to…

This article is based on an empirical study of the importance of a symmetrical relationship between higher education institutions (HEIs) and cognate industry in Ghana. Using social capital theory as the theoretical underpinning of the study, the authors investigate how social structure and networks serve to explain HEI-industry relationships. The…

This article deals with questions relating to the role of education and especially Higher Education in the reproduction of class division in society. Social classes and how they are formed and reproduced has always been one of the greatest challenges for Marxism and social theory in general. The questions regarding the role of education, and…

The nature of engagement between American campuses and communities is contested. This article is an invitation to reconsider why community-campus partnerships often look so different and have diverse and sometimes negative outcomes. Using a cultural theory approach (Thompson, Ellis, & Wildavsky, 1990) to elucidate the four main cultural frames…

Theorist William J. Wilson proposes that the increasing problems of inner-city minority groups stem not from a ghetto culture of poverty, as some contend, but from growing social isolation of poor Blacks and Hispanics and from changes in the economy. (MSE)

Introduces the anti-colonial discourse as a guiding framework for forming alliances and partnerships among anti-oppression activists in academia and the larger society. Asserts that the anti-colonial discourse seeks to reclaim a new independent space strongly connected to other theories, such as Marxist, feminist, and deconstructionist. Describes…

This study examined the experiences of faculty members in the first year of a new university. Twelve faculty at the new institution were interviewed and observed during the 1995-96 academic year. The analysis presented in this paper is based on one particular interview. Overall, six concrete universals were found during the analysis: (1) the…

Presents an interpretive study of the Armenian genocide of 1915 based on Israel Charny's societal-forces model. Argues genocides follow a pattern of long discriminatory relationships between a dominant and a dominated group. Cites the economic achievements of dominated groups as the basis. Shows the global pattern of genocide. (NL)

Maintains that most students learn how sociologists study social stratification in introductory sociology courses. Presents a content analysis of 15 introductory college textbooks to determine whether they use distributional or relational approaches as the basis for their treatment of social class. Finds that depictions of class are…

Maintains that sociology must reconceptualize the meaning of multiethnic societies and regions and also advance theories about how such social organizations came into being and transform themselves through conflicting and peaceful processes. Briefly reviews traditional approaches and outlines new areas of study. (MJP)

Examines common assumptions concerning the interrelationship between power and knowledge, and considers four ways that the power/knowledge argument can go awry: power as the cause of social inequity, categorization as discrimination, reason as repression, and the system as responsible. The paper encourages greater thoughtfulness in talking about…

Contends that questions about power and who has it dominated U.S. political and social discourse. Discusses five aspects of power and art: (1) three power/art relationships; (2) the struggle between individuals and systems; (3) power applications; (4) current power contexts; and (5) major futures issues. (CFR)