Showing papers on "Field (Bourdieu) published in 1986"

Recent developments in role theory

Abstract: Role theory Concerns One of the most important features of social life, characteristic behavior patterns or roles. It explains roles by presuming that persons are members of social positions and hold expectations for their own behaviors and those of other persons. Its vocabulary and concerns are popular among social scientists and practitioners, and role concepts have generated a lot of research. At least five perspectives may be discriminated in recent work within the field: functional, symbolic interactionist, structural, organizational, and cognitive role theory. Much of role research reflects practical concerns and derived concepts, and research on four such concepts is reviewed: consensus, conformity, role conflict, and role taking. Recent developments suggest both centrifugal and integrative forces within the role field. The former reflect differing perspectival commitments of scholars, confusions and disagreements over use of role concepts, and the fact that role theory is used to analyze various forms of social system. The latter reflect the shared, basic concerns of the field and efforts by role theorists to seek a broad version of the field that will accommodate a wide range of interests.

The rise and fall of international organization as a field of study

Abstract: Have scholars properly understood, anticipated, predicted, and in any way helped to shape international organization developments since 1945? Or have they merely reported on events as they unfolded, shifting their research foci from one momentary concern to another in response to the ebb and flow of conditions in the world around them? One pattern that characterizes the maturation of the field of international organization in the postwar era is the steady disengagement of international organization scholars from the study of organizations, so that today one must question whether such a field exists any longer except in name only. The discussion traces the rise and fall of international organization as a field of study, first describing the origins and the evolution of the field, then analyzing the failure of international organization scholars generally to anticipate or shape international organization developments, and finally offering some suggestions for reviving the field and the institutions themselves which are its raison d'etre.

Institutional sources of intellectual poverty in communication research

Abstract: Why has the field of communication failed to define itself, its intellectual focus, and its mission in a coherent way? This essay explores reasons for this failure, focusing especially on the institutional use of the field's central terms and concepts. Incoherence has been the price of institutional success. What defines communication's unique identity as a field is also what maintains its conceptual confusions. The field is compared to a nation-state. The essay places the field's emergence in the context of the history of the social sciences in order to help illuminate its current crises and to explore how we might find new ways of conceiving the field's intellectual task.

What is a Text

Abstract: What is a text? At first glance, this question may seem curious to some. After all, we are concerned with mathematics textbooks for school here, and it would seem that one knows what a mathematical text in a textbook is, indeed, we have made that assumption throughout Chapter 4. Our relations towards an object, a field of objects, or to reality, however, are not determined by these realities alone, and they are not determined by these realities in a direct way, but indirectly by way of the (conceptual or other) ideas we form of these realities.

Multicultural education : principles and practice

Abstract: This introduction to the field presents a practical approach to the implementation of multicultural education in schools and other educational establishments in Britain.

Cross-cultural Field Supervision: Implications for Social Work Education

Abstract: This paper examines racial and power dynamics that may affect supervisory relationships. An exploratory study of cross-cultural field supervisory dyads revealed that although field instructors and students have experienced few actual problems, they identify many potential areas of concern. The role of the field liaison in resolving difficulties is discussed and suggestions are given for enhancing learning and communication between field instructors and students in cross-cultural field situations.

The Individualization of the Social and the Desocialization of the Individual: Floyd H. Allport’s Contribution to Social Psychology

Abstract: For the majority of professionally trained, that is, academic, psychologists, as well as for most educated laymen interested in the field, psychology has become known as the scientific study of individual experience and behavior or action. Whether explicitly stated, as in most definitions of the field, or merely presupposed, it is the experiencing and acting individual on whom psychological theories and research have focused.

The King through Ironic Eyes: Biblical Narrative and the Literary Reading Process

Abstract: To understand a literary work, we have, in the course of reading, to answer a series of such questions as: What is the represented situation? What is happening, and why? What is the connection between what is taking place at this particular moment and what went before, and how do both relate to what will probably come after? What are the motives and designs of this or that character, and to what extent is he aware of them? How does he view other characters figuring in the same work? It is the set of answers that is given that enables the reader to reconstruct the field of reality is representedin the text to make sense of the fictive world.

Learning About Teaching Through Clinical Supervision

Abstract: This is the first book which draws together the writings of classroom practitioners, staff developers and researchers in the field of clinical supervision.

The ‘Subject’ in Social Work

Abstract: SUMMARY Theories of social work are usually defined by reference to their oppositions regarding the subject in social work and the aims of practice. This position connects up with a dominant view of theories of social work which regards them as opponents engaged in a struggle to dominate the field. This paper characterizes this view as a 'gladiatorial paradigm'. It assays the validity of this paradigm, lists the main defects, and sets out the case for a structuralist approach to social work.

Summary of the Survey of Fundamental Concerns Confronting the LD Field

Abstract: Not surprisingly, respondents cited improvement in the quality of theoretical analyses as essential to upgrading research. In turn, better theory and research were seen as providing the foundation for improving practice, training, and policy, and as the key to maintaining the integrity of the field. For the majority, defining LD (e.g., arriving at conceptual and operational consensus of just what constitutes a learning disability) was of primary concern in efforts to advance the field. At the same time, the difficulty of arriving at consensus was reflected in the conflicting views of those who want the definition broadened versus those who want it narrowed. Also expressed were the need for (a) more and better programs to enhance public awareness, (b) improved legislation, and (c) less politicization of the field. With regard to who might provide guidance in resolving current problems and issues, it was implied that much of the field's future is in the hands of those working for government agencies, major research groups, the leaders of professional and lay organizations, and journal editors and editorial boards. A sample of some of the specific concerns raised by respondents is provided here. For a more detailed presentation, see the original report in JLD.

An Examination of Three Theoretical Perspectives on Supervision: Perceptions of Preservice Field Supervision.

Abstract: In the face of massive criticism about the teacher preparation enterprise, there can be little doubt that we agree on at least one aspect of the processthe field-based (clinical) component. Citing a litany of references, Zeichner notes, \"... there is one component in preservice teacher education'that until fairly recently has escaped the attacks of the critics. field-based (clinical) experiences.\"' Other scholars validate this point. Joyce, Yarger, and Howey survey current practice, concluding that educationists, lay people, and students alike confirm field experiences as necessary and useful program components Conant's review cites student teaching as \"indisputably essential,\" and Lortie reflects teacher reports on the centrality of field experience to the process of becoming a teacher.' With such overwhelming consensus on the value of field experiences and the recent national trends toward increasing the amount of field contact, we might assume that our knowledge about the nature and purpose of these experiences has increased concomitantly. Such does not appear to be the case. According to Howey, \"research and development into teacher education , practice Is rare in most of the institutions that prepare teachers \"I Haberman laments the nature of student teaching inquiry as \"meager, diverse, and trivial.\" Sprinthall and Thies-Sprinthall summarize the noticeable lack of theories or even promising conceptual frameworks for teacher education,' Shutes

Bargaining power among potential allies: negotiating the North Atlantic Treaty, 1948–49

Abstract: Bargaining power is a somewhat neglected concept in the study of international negotiations. Who comes on top in the negotiating process and why, i.e. its power or influence aspect, has never been a central perspective of negotiation theorists. The ‘classical’ negotiation theorists of the 1960s1 make only passing references to the effects of differences in power resources on international negotiations, and even though more recent works pay considerably more attention to such variables,2 they can hardly be said to be central to the field. Nor has bargaining as a particular instance of the exercise of power been an important preoccupation of power theorists. Perhaps for these very reasons, the concept has remained a rather tricky one, often being used as an ad hoc or residual factor to ‘explain’ what cannot otherwise be accounted for. However, Christer Jonsson has argued that ‘focussing on bargaining power promises to be… an avenue to further clarification of the perennially elusive concept of power’.3 To what extent what he calls the ‘bridge-building and cross-fertilization between power analysis and bargaining studies’4 may also contribute to a better understanding of international negotiations, is an empirical question to which this article will attempt to give at least a preliminary answer.

Rational Behaviour and Bargaining Equilibrium in Games and Social Situations

Abstract: This is a paperback edition of a major contribution to the field, first published in hard covers in 1977. The book outlines a general theory of rational behaviour consisting of individual decision theory, ethics, and game theory as its main branches. Decision theory deals with a rational pursuit of individual utility; ethics with a rational pursuit of the common interests of society; and game theory with an interaction of two or more rational individuals, each pursuing his own interests in a rational manner.

The Talking Cure : Essays in Psychoanalysis and Language

Abstract: This book addresses itself to the problem of understanding the relations between psychoanalysis and language not only in terms of contemporary linguistic and philosophical conceptions of language but also in relation to the wider field of the human sciences.

Stepping Inside: On Participant Experience and Bodily Presence in the Field.

Abstract: In this article the author argues for participant experience as a research method which is dialogically based on respect for the child The researcher steps inside the landscape of the child to sha

Field instruction based on a social development practice model: the example of Sri Lanka

Abstract: Marion Bogo, MSW, Adv Dip SW, is practice professor on the Faculty of Social Work, University of Toronto in Canada. Winnifred Herington, MSW, is professor of social work at the University of Toronto. The acquisition of skills and knowledge, as well as the demonstration of competence in practice, are universal expectations of professional education in all fields. Much has been written by sociologists (Friedson, 1973; Greenwood, 1957; Hall, 1969; Toren, 1972; Vollmer and Mills, 1966) about the professions and their attributes, development and social structures. Included in this sociological literature is considerable discussion and analysis of the process of professionalization and how students are socialized into a profession. Reference is made to the function of field practice or internships in this socialization process. Field work is described as the primary area in a professional education programme where professionalization takes place, namely, the incorporation of professional values, attitudes and behaviours as well as the learning of professional skills for practice. From the earliest days of formal education in social work, field practice has been a major element in virtually all programmes. Aase George (1982) states: