Public Sociology as Educational Practice: Challenges, Dialogues and Counter-Publics.
- Submitting institution
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Queen Margaret University, Edinburgh
- Unit of assessment
- 21 - Sociology
- Output identifier
- 0I/03/21
- Type
- B - Edited book
- DOI
-
-
- Publisher
- Bristol University Press
- ISBN
- 9781529201406
- Open access status
- -
- Month of publication
- -
- Year of publication
- 2020
- URL
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-
- Supplementary information
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-
- Request cross-referral to
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- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- Yes
- Number of additional authors
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0
- Research group(s)
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-
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- The editor's research contribution to this output is both as author and editor. He authored or co-authored six chapters in this book. It constitutes a collection of case studies of original research, pedagogical practice, and activist ethnography analysed using Burawoy’s (1998) ‘extended case method’. The editorial introduction to the book, sole authored by the editor makes the research methodology clear.
To quote: “Public Sociology as Educational Practice ... [incorporates] the reflective analysis of contributors who, in various ways, are participants and observers of their own praxis in public sociology education ....” (page 3)
The editor structured the book in three sections: Publics, Knowledges, and Practices. Within each section a Provocation is followed by case studies whose authors are responding in the context of their own praxis. Each section is completed with a Dialogue to which case study authors were invited to contribute.
The editor's research goal in “Asking these questions in dialogue with case studies [was not] to showcase ‘best practice’, but rather to develop practitioners’ reflexive ethnographic observations of their own work as situated participant-observers, following the extended case method (Burawoy, 1998). In this way the book argues not only that the practice of public sociology education necessitates asking critical questions about the relationship between publics, sociological knowledge, and the practices of sociologists in various institutional and social contexts, but that responding to these questions is a continuous process of excavating, negotiating and resisting structures of oppression, exclusion, and exploitation. This raises further questions about who legitimises public sociology knowledge – and how. Furthermore, the process of discerning and interrogating tentative answers to these problematics is essentially dialogical and derives from key forms of educational praxis.” (page 4)
- Author contribution statement
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- Non-English
- No
- English abstract
- -
