Relevant bibliographies by topics / Social sciences Critical theory

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Social sciences Critical theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Social sciences Critical theory"

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Rehbein, Boike. "Critical theory and social inequality." Tempo Social 30, no. 3 (2018): 49–65. http://dx.doi.org/10.11606/0103-2070.ts.2018.145113.

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This paper argues that social inequality is possibly the core topic of any critical theory in the social sciences – for epistemological as well as ethical reasons. As the social scientist is part of the scientific object, namely society, the project of science is interdependent with its object. For this reason, the structure of society itself influences the shape of social science. At the same time, the processes and results of the scientific project have an impact on society. Science changes its own object. Epistemological issues are therefore tied to the ethical questions about the social organization of the scientific project, access to science, the structure of society and inequality. If access to science is unequal and if science contributes to inequality, this has to be legitimized scientifically.
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Pryce, Everton. "The Social Sciences as Critical Theory." Caribbean Quarterly 36, no. 1-2 (1990): 1–15. http://dx.doi.org/10.1080/00086495.1990.11829468.

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Sydie, R. A., Tim Dant, and Roger Sibeon. "Critical Social Theory." Canadian Journal of Sociology / Cahiers canadiens de sociologie 30, no. 1 (2005): 125. http://dx.doi.org/10.2307/4146164.

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Bohman, James. "Toward a critical theory of globalization." Concepts and Transformation 9, no. 2 (2004): 121–46. http://dx.doi.org/10.1075/cat.9.2.05boh.

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One of the central ideas of both Critical Theory social theory and of pragmatist theories of knowledge is that epistemic and normative claims are embedded in some practical context. This “practical turn” of epistemology is especially relevant to the social sciences, whose main practical contribution, according to pragmatism, is to supply methods for identifying and solving problems. The problem of realizing the democratic ideal under modern social conditions is not only an instance of pragmatist inspired social science, pragmatists would also argue that it is the political context for practical inquiry today, now all the more pressing with the political problems of globalization. Despite weaknesses in the pragmatist idea of social science as the reflexive practical knowledge of praxis, a pragmatic interpretation of critical social inquiry is the best way to develop such practical knowledge in a distinctly critical or democratic manner. That is, the accent shifts from the epistemic superiority of the social scientist as expert to something based on the wider social distribution of relevant practical knowledge; the missing term for such a practical synthesis is what I call “multiperspectival theory.” As an example of this sort of practical inquiry, I discuss democratic experiments involving “minipublics” and argue that they can help us think about democracy in new, transnational contexts.
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Lovin, C. Laura. "Intersectionality as Critical Social Theory." Feminist Encounters: A Journal of Critical Studies in Culture and Politics 5, no. 2 (2021): 33. http://dx.doi.org/10.20897/femenc/11170.

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Carbado, Devon W., and Daria Roithmayr. "Critical Race Theory Meets Social Science." Annual Review of Law and Social Science 10, no. 1 (2014): 149–67. http://dx.doi.org/10.1146/annurev-lawsocsci-110413-030928.

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Renault, Emmanuel. "Critical Theory and Processual Social Ontology." Journal of Social Ontology 2, no. 1 (2016): 17–32. http://dx.doi.org/10.1515/jso-2015-0013.

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AbstractThe purpose of this article is to bridge the gap between critical theory as understood in the Frankfurt school tradition on the one hand, and social ontology understood as a reflection on the ontological presuppositions of social sciences and social theories on the other. What is at stake is the type of social ontology that critical theory needs if it wants to tackle its main social ontological issue: that of social transformation. This paper’s claim is that what is required is neither a substantial social ontology, nor a relational social ontology, but a processual one. The first part of this article elaborates the distinction between substantial, relational and processual social ontologies. The second part analyzes the various ways in which this distinction can be used in social ontological discussions. Finally, the third part focuses on the various possible social ontological approaches to the issue of social transformation.
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Sydie, R. A. (Rosalind Ann). "Critical Social Theory, and: Rethinking Social Theory (review)." Canadian Journal of Sociology 30, no. 1 (2005): 125–29. http://dx.doi.org/10.1353/cjs.2005.0031.

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Sadian, Samuel. "Consumer studies as critical social theory." Social Science Information 57, no. 2 (2018): 273–303. http://dx.doi.org/10.1177/0539018418764850.

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A fundamental concern of all critical social theory has been relating economic action to socio-political action when explaining social change. Along with critical theories of socio-political praxis and critical theories of production and reproduction, critical consumer studies has at times sought to demonstrate how narrowly productivistic solutions to this problem can be updated or supplemented to fit better with observable historical events. However, consumer studies itself lacks conceptual coherency and is split between extending and rejecting major productivistic assumptions, making the wider significance of this literature difficult to identify. I argue that consumption and production are best understood conceptually as related moments in the material and symbolic circulation of value in circuits of market exchange, redistribution and reciprocity. Whether consumer action functions to reproduce anterior productive arrangements is a matter of historical contingency. The real benefit of consumer studies is the capacity to question and modify existing historical narratives, while serving also to generate its own insights. Consumer studies can help to systematically reveal the extent to which collective social action is patterned by class divisions, but it can also identify forms of collective association that do not reveal a basically class logic. Likewise, consumer action may reinforce the ‘distinction’ that Pierre Bourdieu has helped to theorize, but it can equally create the ‘mutuality of being’ of which Marshall Sahlins speaks. Moreover, consumer demand may indeed reproduce certain productive arrangements, as consumer critiques have always pointed out, but production is often a response to prior consumer demand, and rises or falls in relation to this. Instead of a priori assumptions about the manipulability of consumer demand, which make it easy to evade this enormous problem, situated analyses of specific fields of consumption are required that show how, when and where consumer action leads to reproduction or to real historical novelty.
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Reid, Herbert G., Daniel R. Sabia, and Jerald Wallulis. "Changing Social Science: Critical Theory and Other Critical Perspectives." Contemporary Sociology 14, no. 2 (1985): 262. http://dx.doi.org/10.2307/2070221.

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Dissertations / Theses on the topic "Social sciences Critical theory"

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Hicks, Martin Cyr. "The politics of resistance, an approach to post-colonial cultural and critical theory." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0015/MQ46754.pdf.

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Akdenizli, Dilek. "Critical Theory, Deliberative Democracy And International Relations Theory." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606881/index.pdf.

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In the 20th century, Critical Theory has been very influential on every discipline of social sciences including international relations. According to Critical IR Theory, traditional theories are problem solving and try to explain repetition and recurrence, rather than change
however, the main subject matter of an IR theory should be the change itself. The idea of change is also constitutive of Habermasian political thought. Jü
rgen Habermas, as a critical theorist, has developed the model of Deliberative Democracy to provoke a change in the political life of the Western countries towards a more ethical politics. According to Habermas, such a change will eliminate the legitimacy crisis occurred in Western democracies. Therefore, Habermas aims at strengthening the moral basis of democratic understanding in order to make masses participate actively in decision making processes. According to him, rational consensus must be at the centre of democracy, and it can be reached, only if every part of the deliberation has the opportunity to express their arguments equally. Once the idea of rational consensus becomes a regulative rule of democracy, it is possible to change the nature of politics, including international politics
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Kovacevic, Filip. "Liberating Oedipus? : psychoanalysis as critical theory /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074417.

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Kwong, Siu-po Eve. "The use of variation theory in developing students' critical thinking skills." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3554207X.

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Wigginton, Sheridan L. "El negro detras de la oreja : a critical theory approach to Dominican ethnicity through textbooks /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3075413.

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Antalffy, Nikó. "Antimonies of science studies: towards a critical theory of science and technology." Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/27367.

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Thesis (PhD) -- Macquarie University, Division of Society, Culture, Media and Philosophy, Dept. of Sociology, 2008.
Bibliography: p. 233-248.
Academic vessels: STS and HPS -- SSK : scientism as empirical relativism -- Latour and actor-network-theory -- Tensions and dilemmas in science studies -- Kuhn - paradigm of an uncritical turn -- Critical theory of technology: Andrew Feenberg -- Critical theory and science studies: Jürgen Habermas -- Concluding remarks: normativity and synthesis.
Science Studies is an interdisciplinary area of scholarship comprising two different traditions, the philosophical History and Philosophy of Science (HPS) and the sociological Science and Technology Studies (STS). The elementary tension between the two is based on their differing scholarly values, one based on philosophy, the other on sociology. This tension has been both animating the field of Science Studies and complicating its internal self-understanding. --This thesis sets out to reconstruct the main episodes in the history of Science Studies that have come to formulate competing constructions of the cultural value and meaning of science and technology. It tells a story of various failed efforts to resolve existing antimonies and suggests that the best way to grapple with the complexity of the issues at stake is to work towards establishing a common ground and dialogue between the rival disciplinary formations: HPS and STS. --First I examine two recent theories in Science Studies, Sociology of Scientific Knowledge (SSK) and Actor-Network Theory (ANT). Both of them are found to be inadequate as they share a distorted view of the HPS-STS divide and both try to colonise the sociology of science with the tools of HPS. The genesis of this colonizing impulse is then traced back to the Science Wars which again is underpinned by a lack of clarity about the HPS-STS relationship. This finding further highlights the responsibility of currently fashionable theories such as ANT that have contributed to this deficit of understanding and dialogue.
This same trend is then traced to the work of Thomas Kuhn. He is credited with moderate achievements but recent re-evaluations of his work point to his culpability in closing the field to critical possibilities, stifling the sociological side and giving rise to a distorted view of the HPS-STS relationship as seen in SSK and ANT. Now that the origins of the confused and politically divided state of Science Studies is understood, there is the urgent task of re-establishing a balance and dialogue between the HPS and the STS sides. --I use two important theoretical threads in critical theory of science and technology to bring clarity to the study of these interrelated yet culturally distinct practices. Firstly I look at the solid line of research established by Andrew Feenberg in the critical theory of technology that uses social constructivism to subvert the embedded values in the technical code and hence democratize technology. --Secondly I look at the work of Jürgen Habermas's formidable Critical Theory of science that sheds light on the basic human interests inside science and technology and establishes both the limits and extent to which social constructivism can be used to study them. --Together Feenberg and Habermas show the way forward for Science Studies, a way to establish a common ground that enables close scholarly dialogue between HPS and STS yet understands and maintains the critical difference between the philosophical and the sociological approaches that prevents them from being collapsed into one indistinguishable entity. Together they can restore the HPS-STS balance and through their shared emancipatory vision for society facilitate the bringing of science and technology into a democratic societal oversight, correcting the deficits and shortcomings of recent theories in the field of Science Studies.
Mode of access: World Wide Web.
vii, 248 p
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Frayne, David. "Critical social theory and the will to happiness : a study of anti-work subjectivities." Thesis, Cardiff University, 2011. http://orca.cf.ac.uk/18497/.

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It can be argued that we live in a ‘work-centred’ society, since not only has society witnessed a massive quantitative expansion of paid-work, but many also accept that, at this present historical moment, the tasks, relationships and time-structures of work occupy a central place in people’s sense of well-being. Critical social theorists have advanced an alternative perspective and undertaken a critique of work, responding to the interlinked social problems of mass unemployment, inequality, environmental degradation, and low well-being, by promoting an anti-productivist politics which calls for a decentralisation of work in everyday life. Theorists such as André Gorz have suggested that such proposals resonate with a cultural disenchantment with work, as well as growing desire for non-material goods such as autonomy, free-time, good-health and conviviality. Such claims, however, have rarely been explored on an empirical level. One of the central questions that remain unanswered is whether and how it is actually possible for people to live with significantly lower levels of work. In response to this gap in the literature, the present study undertakes a qualitative investigation into the lives of a diverse sample of people, each of whom has chosen to work less or to give up working altogether. In-depth interviews explore the work experiences and moral priorities that informed the participant’s lifestyle changes. Also explores are the trials of working less, including how participants coped with less money, and how they coped with the stigmas attached to working less, in the midst of a society that continues to attach moral significance to having a job. Are the participants deviants, malingerers, and failures, or might society learn something positive and inspiring from their actions and choices?
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Kinville, Michael Robert. "Inequality, education and the social sciences." Doctoral thesis, Humboldt-Universität zu Berlin, Kultur-, Sozial- und Bildungswissenschaftliche Fakultät, 2017. http://dx.doi.org/10.18452/17687.

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Die konzeptionelle Verbindung zwischen Bildung und Gesellschaft, die im 19. Jahrhundert deutlich gemacht und wissenschaftlich begründet wurde, wird oft als selbstverständlich betrachtet. Diese veraltete Verbindung bildete aber die Basis für Bildungsreformen im Sekundärbereich in Deutschland und Indien in der zweiten Hälfte des 20. Jahrhunderts. Diese Arbeit unternimmt den Versuch, zum Verständnis dieser Verzögerung zwischen den Ideen und den Reformen, die sie einrahmten, beizutragen, indem sie eine geeignete Theorie der Verbindung zwischen Bildung und einer komplexen Gesellschaft aufstellt. Grundsätzliche Annäherungen an Gesellschaft und Bildung treten in Dialog mit post-kolonialen und kritischen Theorien. Universalistische Annahmen werden problematisiert, und eine offene Lösung für die Vorstellung zukünftiger Reformen wird präsentiert. Nationale Bildungsreformen in Indien und Deutschland nach ihren „Critical Junctures“ von 1947/1945 werden eingehend und chronologisch verglichen, um einen spezifischen Charakter historisch- und bildungs-bedingter Reproduktion beider Länder herauszuarbeiten sowie einen gemeinsamen Lernprozess zu ermöglichen. Abschließend wird eine Lösung des Problems in der Form offener Bildung präsentiert. Bildung als öffentliches Gut muss nicht zwangsläufig nur auf soziale Probleme reagieren, stattdessen kann sie verändert werden, um sozialen Wandel voran zu treiben.
The conceptual link between education and society, forged in the 19th Century, is often taken for granted. This seemingly outdated connection, however, has guided reforms in secondary education in India and Germany throughout the second half of the 20th Century. This study attempts to understand this lag between underlying ideas and the reforms they framed by synthesizing a viable theory for imagining the connection between education and a complex society. Foundational approaches to society and education are brought into dialogue with post-colonial and critical theories. Universalistic assumptions are problematized, and an open-ended solution for theorizing new connections is presented. National educational reforms in India and Germany subsequent to their critical junctures of 1947/1945 are exhaustively and chronologically compared in order to conceptualize a generic character of historical-educational reproduction for each country and to facilitate a process of mutual learning. Finally, a solution to the problems associated with educational reproduction is presented. Education as a public good does not need to simply be reactive to social problems. Instead, it can be reconfigured so as to drive social change.
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Fook, Janis. "Developing an integrated framework for critical reflection : from practice, to theory, towards research." Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/339973/.

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Critical reflection is increasingly regarded as a necessary requirement of professional practice. Yet there are many differing perspectives on what it is, and how it should be taught in professional education, and it is not easy to see how they all relate. This is often confusing for students and educators. This potentially leads to poor standards of reflection, and little rigorous research or development of critical reflection. This thesis aims to address this problem by developing an integrated understanding of critical reflection. It draws together the different perspectives on critical reflection (including reflective practice, the concept of reflexivity, postmodernism and critical perspectives), and shows how these different understandings can be integrated under the rubric of learning from experience. Although the idea of learning from experience in fact underpins early understandings of critical reflection, this thesis demonstrates how later formulations add to and develop this conception. In doing this, the thesis traces the practical and theoretical development of critical reflection into a framework which might be used as a basis for researching professional practice experience. The thesis begins with an introduction which outlines the context of my thinking about social work knowledge, in which my thinking about critical reflection is located. The body of the thesis traces how I have developed these frameworks, from a mix of practical experience, theorizing from different perspectives, and reviews of literature, into the potential for its use as a research method. The concluding section of the thesis returns to the original outline of social work knowledge, and shows how this integrated understanding of critical reflection is also congruent with basic principles of social work. In this sense, the development of thinking about critical reflection is also a contribution to the development of social work knowledge.
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Burke, Benjamin M., Davina Quichocho, and Mallory Lucier-Greer. "From Theory to Practice: A Theory-Informed, Critical Review of Research on Military Marriages." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/secfr-conf/2018/schedule/18.

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Military marriages may be particularly vulnerable to marital distress and dissolution due to the unique challenges associated with military service. To better understand the research regarding military marriages, a critical literature review was conducted. Fifteen peer-reviewed, published articles were critically reviewed based on their theoretical applications and empirical findings. Articles were categorized according to stage in marriage and primary theoretical orientation. Results suggest that military marriages are at risk due to military factors, but they are also mostly stable. Results also indicate that theories are rarely made explicit in military marriage literature. Future research would benefit from providing clearer links from theory to hypothesis testing. Finally, empirical findings are translated into practical implications at the macro-level and micro-levels of intervention.
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Books on the topic "Social sciences Critical theory"

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Elliott, Anthony. Critical visions: New directions in social theory. Rowman & Littlefield, 2003.

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Yanis, Varoufakis, ed. Game theory: A critical introduction. Routledge, 1995.

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Heap, Shaun Hargreaves. Game theory: A critical text. 2nd ed. Routledge, 2004.

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1954-, Brown David D., ed. Critical theory and methodology. Sage Publications, 1994.

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Critical social theory: Culture, society and critique. SAGE, 2003.

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Stauth, Georg. Critical theory and pre-Fascist social thought. Dept. of Sociology, National University of Singapore, Republic of Singapore, 1991.

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Interrogating culture: Critical perspectives on contemporary social theory. Sage Publications, 1998.

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R, Howarth David, ed. Logics of critical explanation in social and political theory. Routledge, 2007.

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Axel Honneth: A critical theory of the social. Polity Press, 2015.

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Continental philosophy of social science: Hermeneutics, genealogy, critical theory. Cambridge University Press, 2006.

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Book chapters on the topic "Social sciences Critical theory"

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Chandler, Jennifer L. S., and Robert E. Kirsch. "Exploring Movement and Direction in Social Sciences." In Critical Leadership Theory. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96472-0_4.

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Watts, Lynelle, and David Hodgson. "Critical Social Science and Critical Theory." In Social Justice Theory and Practice for Social Work. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3621-8_6.

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Elliott, Anthony. "Conclusion: Psychoanalysis as Critical Social Science." In Psychoanalytic Theory. Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-30084-3_8.

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Deranty, Jean-Philippe. "Hegelian Recognition, Critical Theory, and the Social Sciences." In Recognition Theory as Social Research. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137262929_3.

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Outhwaite, William. "Realism and Critical Theory." In New Philosophies of Social Science. Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-18946-5_6.

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Marinopoulou, Anastasia. "Critical Theory: Epistemological Content and Method." In Handbook of Research Methods in Health Social Sciences. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-5251-4_58.

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Marinopoulou, Anastasia. "Critical Theory: Epistemological Content and Method." In Handbook of Research Methods in Health Social Sciences. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-2779-6_58-1.

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Thompson, Michael J. "Critique as the Epistemic Framework of the Critical Social Sciences." In The Palgrave Handbook of Critical Theory. Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-55801-5_11.

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Dinerstein, Ana Cecilia. "The Radical Subject and Its Critical Theory: An Introduction." In Social Sciences for an Other Politics. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47776-3_1.

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Bohman, James. "Critical Theory as Practical Knowledge: Participants, Observers, and Critics." In The Blackwell Guide to the Philosophy of the Social Sciences. Blackwell Publishing Ltd, 2008. http://dx.doi.org/10.1002/9780470756485.ch4.

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Conference papers on the topic "Social sciences Critical theory"

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Thapa, Devinder, and Dan Harnesk. "Rethinking the Information Security Risk Practices: A Critical Social Theory Perspective." In 2014 47th Hawaii International Conference on System Sciences (HICSS). IEEE, 2014. http://dx.doi.org/10.1109/hicss.2014.397.

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Pinto Albuquerque, Cristina, Marta Vaz Ferreira, and Marta Mascarenhas. "Critical Analysis of Public Policies Implementation: Michael Lipsky’s Theory Revisited." In The 4th Human and Social Sciences at the Common Conference. Publishing Society, 2016. http://dx.doi.org/10.18638/hassacc.2016.4.1.212.

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Rakowski, Roman. "Critical Theory, Normativity and Positivism." In Proceedings of the 2nd International Conference on Education Science and Social Development (ESSD 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/essd-19.2019.131.

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Xu, Zhen. "On Homo-sociality: Sedgwickrs Critical Theory." In 2018 International Conference on Education, Economics and Social Science (ICEESS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/iceess-18.2018.17.

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Song*, Aimeng. "Geneva School and Its Critical Theory." In 7th International Conference on Humanities and Social Science Research (ICHSSR 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210519.019.

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Borena, Berhanu, France Belanger, and Dejene Egigu. "Information Privacy Protection Practices in Africa: A Review through the Lens of Critical Social Theory." In 2015 48th Hawaii International Conference on System Sciences (HICSS). IEEE, 2015. http://dx.doi.org/10.1109/hicss.2015.420.

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"Research on the Tactics of Critical Thinking Skills Cultivation in Spoken English Teaching Based on Meta Cognition Theory." In 2018 International Conference on Education Technology and Social Sciences. Francis Academic Press, 2018. http://dx.doi.org/10.25236/etsocs.2018.35.

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Pirinen, Rauno, and Jyri Rajamaki. "Mechanism of critical and resilient digital services for design theory." In 2015 Second International Conference on Computer Science, Computer Engineering, and Social Media (CSCESM). IEEE, 2015. http://dx.doi.org/10.1109/cscesm.2015.7331874.

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Marambio Carrasco, Cecilia Alejandra, and Carla Lobos Stevens. "Situational map: A strategy to develop critical thinking in the teaching of scientific research." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.04041m.

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The objective of the study is to support students in the rational, logical, and analytical process that they perform when faced with a scientific problem. This study uses qualitative methodology as its purpose is to present the strategy as learning stemming from the process of analysis, which is rooted on how to detect scientifically the research problem in the field of social sciences. A statistical analysis is made on the use and application of the diagram in a sample of 27 undergraduate students who have used the situational map in the elaboration of their theses. The trend shows that 92.6% of respondents achieved concluding their research processes of thesis work, at the planned time, and their results were consistent with their hypothesis and/or purposes. The creation of this strategy is a support for students, who have not developed their ability to think critically and establish relationships between concepts and theories in the execution of scientific research.
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Marambio Carrasco, Cecilia Alejandra, and Carla Lobos Stevens. "Situational map: A strategy to develop critical thinking in the teaching of scientific research." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.04041m.

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The objective of the study is to support students in the rational, logical, and analytical process that they perform when faced with a scientific problem. This study uses qualitative methodology as its purpose is to present the strategy as learning stemming from the process of analysis, which is rooted on how to detect scientifically the research problem in the field of social sciences. A statistical analysis is made on the use and application of the diagram in a sample of 27 undergraduate students who have used the situational map in the elaboration of their theses. The trend shows that 92.6% of respondents achieved concluding their research processes of thesis work, at the planned time, and their results were consistent with their hypothesis and/or purposes. The creation of this strategy is a support for students, who have not developed their ability to think critically and establish relationships between concepts and theories in the execution of scientific research.
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Reports on the topic "Social sciences Critical theory"

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Byron, Amanda. Storytelling as Loving Praxis in Critical Peace Education: A Grounded Theory Study of Postsecondary Social Justice Educators. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.245.

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Bhatt, Mihir R., Shilpi Srivastava, Megan Schmidt-Sane, and Lyla Mehta. Key Considerations: India's Deadly Second COVID-19 Wave: Addressing Impacts and Building Preparedness Against Future Waves. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/sshap.2021.031.

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Since February 2021, countless lives have been lost in India, which has compounded the social and economic devastation caused by the second wave of COVID-19. The sharp surge in cases across the country overwhelmed the health infrastructure, with people left scrambling for hospital beds, critical drugs, and oxygen. As of May 2021, infections began to come down in urban areas. However, the effects of the second wave continued to be felt in rural areas. This is the worst humanitarian and public health crisis the country has witnessed since independence; while the continued spread of COVID-19 variants will have regional and global implications. With a slow vaccine rollout and overwhelmed health infrastructure, there is a critical need to examine India's response and recommend measures to further arrest the current spread of infection and to prevent and prepare against future waves. This brief is a rapid social science review and analysis of the second wave of COVID-19 in India. It draws on emerging reports, literature, and regional social science expertise to examine reasons for the second wave, explain its impact, and highlight the systemic issues that hindered the response. This brief puts forth vital considerations for local and national government, civil society, and humanitarian actors at global and national levels, with implications for future waves of COVID-19 in low- and middle-income countries. This review is part of the Social Science in Humanitarian Action Platform (SSHAP) series on the COVID-19 response in India. It was developed for SSHAP by Mihir R. Bhatt (AIDMI), Shilpi Srivastava (IDS), Megan Schmidt-Sane (IDS), and Lyla Mehta (IDS) with input and reviews from Deepak Sanan (Former Civil Servant; Senior Visiting Fellow, Centre for Policy Research), Subir Sinha (SOAS), Murad Banaji (Middlesex University London), Delhi Rose Angom (Oxfam India), Olivia Tulloch (Anthrologica) and Santiago Ripoll (IDS). It is the responsibility of SSHAP.
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Saville, Alan, and Caroline Wickham-Jones, eds. Palaeolithic and Mesolithic Scotland : Scottish Archaeological Research Framework Panel Report. Society for Antiquaries of Scotland, 2012. http://dx.doi.org/10.9750/scarf.06.2012.163.

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Why research Palaeolithic and Mesolithic Scotland? Palaeolithic and Mesolithic archaeology sheds light on the first colonisation and subsequent early inhabitation of Scotland. It is a growing and exciting field where increasing Scottish evidence has been given wider significance in the context of European prehistory. It extends over a long period, which saw great changes, including substantial environmental transformations, and the impact of, and societal response to, climate change. The period as a whole provides the foundation for the human occupation of Scotland and is crucial for understanding prehistoric society, both for Scotland and across North-West Europe. Within the Palaeolithic and Mesolithic periods there are considerable opportunities for pioneering research. Individual projects can still have a substantial impact and there remain opportunities for pioneering discoveries including cemeteries, domestic and other structures, stratified sites, and for exploring the huge evidential potential of water-logged and underwater sites. Palaeolithic and Mesolithic archaeology also stimulates and draws upon exciting multi-disciplinary collaborations. Panel Task and Remit The panel remit was to review critically the current state of knowledge and consider promising areas of future research into the earliest prehistory of Scotland. This was undertaken with a view to improved understanding of all aspects of the colonization and inhabitation of the country by peoples practising a wholly hunter-fisher-gatherer way of life prior to the advent of farming. In so doing, it was recognised as particularly important that both environmental data (including vegetation, fauna, sea level, and landscape work) and cultural change during this period be evaluated. The resultant report, outlines the different areas of research in which archaeologists interested in early prehistory work, and highlights the research topics to which they aspire. The report is structured by theme: history of investigation; reconstruction of the environment; the nature of the archaeological record; methodologies for recreating the past; and finally, the lifestyles of past people – the latter representing both a statement of current knowledge and the ultimate aim for archaeologists; the goal of all the former sections. The document is reinforced by material on-line which provides further detail and resources. The Palaeolithic and Mesolithic panel report of ScARF is intended as a resource to be utilised, built upon, and kept updated, hopefully by those it has helped inspire and inform as well as those who follow in their footsteps. Future Research The main recommendations of the panel report can be summarized under four key headings:  Visibility: Due to the considerable length of time over which sites were formed, and the predominant mobility of the population, early prehistoric remains are to be found right across the landscape, although they often survive as ephemeral traces and in low densities. Therefore, all archaeological work should take into account the expectation of Palaeolithic and Mesolithic ScARF Panel Report iv encountering early prehistoric remains. This applies equally to both commercial and research archaeology, and to amateur activity which often makes the initial discovery. This should not be seen as an obstacle, but as a benefit, and not finding such remains should be cause for question. There is no doubt that important evidence of these periods remains unrecognised in private, public, and commercial collections and there is a strong need for backlog evaluation, proper curation and analysis. The inadequate representation of Palaeolithic and Mesolithic information in existing national and local databases must be addressed.  Collaboration: Multi-disciplinary, collaborative, and cross- sector approaches must be encouraged – site prospection, prediction, recognition, and contextualisation are key areas to this end. Reconstructing past environments and their chronological frameworks, and exploring submerged and buried landscapes offer existing examples of fruitful, cross-disciplinary work. Palaeolithic and Mesolithic archaeology has an important place within Quaternary science and the potential for deeply buried remains means that geoarchaeology should have a prominent role.  Innovation: Research-led projects are currently making a substantial impact across all aspects of Palaeolithic and Mesolithic archaeology; a funding policy that acknowledges risk and promotes the innovation that these periods demand should be encouraged. The exploration of lesser known areas, work on different types of site, new approaches to artefacts, and the application of novel methodologies should all be promoted when engaging with the challenges of early prehistory.  Tackling the ‘big questions’: Archaeologists should engage with the big questions of earliest prehistory in Scotland, including the colonisation of new land, how lifestyles in past societies were organized, the effects of and the responses to environmental change, and the transitions to new modes of life. This should be done through a holistic view of the available data, encompassing all the complexities of interpretation and developing competing and testable models. Scottish data can be used to address many of the currently topical research topics in archaeology, and will provide a springboard to a better understanding of early prehistoric life in Scotland and beyond.
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4

HEFNER, Robert. IHSAN ETHICS AND POLITICAL REVITALIZATION Appreciating Muqtedar Khan’s Islam and Good Governance. IIIT, 2020. http://dx.doi.org/10.47816/01.001.20.

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Ours is an age of pervasive political turbulence, and the scale of the challenge requires new thinking on politics as well as public ethics for our world. In Western countries, the specter of Islamophobia, alt-right populism, along with racialized violence has shaken public confidence in long-secure assumptions rooted in democracy, diversity, and citizenship. The tragic denouement of so many of the Arab uprisings together with the ascendance of apocalyptic extremists like Daesh and Boko Haram have caused an even greater sense of alarm in large parts of the Muslim-majority world. It is against this backdrop that M.A. Muqtedar Khan has written a book of breathtaking range and ethical beauty. The author explores the history and sociology of the Muslim world, both classic and contemporary. He does so, however, not merely to chronicle the phases of its development, but to explore just why the message of compassion, mercy, and ethical beauty so prominent in the Quran and Sunna of the Prophet came over time to be displaced by a narrow legalism that emphasized jurisprudence, punishment, and social control. In the modern era, Western Orientalists and Islamists alike have pushed the juridification and interpretive reification of Islamic ethical traditions even further. Each group has asserted that the essence of Islam lies in jurisprudence (fiqh), and both have tended to imagine this legal heritage on the model of Western positive law, according to which law is authorized, codified, and enforced by a leviathan state. “Reification of Shariah and equating of Islam and Shariah has a rather emaciating effect on Islam,” Khan rightly argues. It leads its proponents to overlook “the depth and heights of Islamic faith, mysticism, philosophy or even emotions such as divine love (Muhabba)” (13). As the sociologist of Islamic law, Sami Zubaida, has similarly observed, in all these developments one sees evidence, not of a traditionalist reassertion of Muslim values, but a “triumph of Western models” of religion and state (Zubaida 2003:135). To counteract these impoverishing trends, Khan presents a far-reaching analysis that “seeks to move away from the now failed vision of Islamic states without demanding radical secularization” (2). He does so by positioning himself squarely within the ethical and mystical legacy of the Qur’an and traditions of the Prophet. As the book’s title makes clear, the key to this effort of religious recovery is “the cosmology of Ihsan and the worldview of Al-Tasawwuf, the science of Islamic mysticism” (1-2). For Islamist activists whose models of Islam have more to do with contemporary identity politics than a deep reading of Islamic traditions, Khan’s foregrounding of Ihsan may seem unfamiliar or baffling. But one of the many achievements of this book is the skill with which it plumbs the depth of scripture, classical commentaries, and tasawwuf practices to recover and confirm the ethic that lies at their heart. “The Quran promises that God is with those who do beautiful things,” the author reminds us (Khan 2019:1). The concept of Ihsan appears 191 times in 175 verses in the Quran (110). The concept is given its richest elaboration, Khan explains, in the famous hadith of the Angel Gabriel. This tradition recounts that when Gabriel appeared before the Prophet he asked, “What is Ihsan?” Both Gabriel’s question and the Prophet’s response make clear that Ihsan is an ideal at the center of the Qur’an and Sunna of the Prophet, and that it enjoins “perfection, goodness, to better, to do beautiful things and to do righteous deeds” (3). It is this cosmological ethic that Khan argues must be restored and implemented “to develop a political philosophy … that emphasizes love over law” (2). In its expansive exploration of Islamic ethics and civilization, Khan’s Islam and Good Governance will remind some readers of the late Shahab Ahmed’s remarkable book, What is Islam? The Importance of Being Islamic (Ahmed 2016). Both are works of impressive range and spiritual depth. But whereas Ahmed stood in the humanities wing of Islamic studies, Khan is an intellectual polymath who moves easily across the Islamic sciences, social theory, and comparative politics. He brings the full weight of his effort to conclusion with policy recommendations for how “to combine Sufism with political theory” (6), and to do so in a way that recommends specific “Islamic principles that encourage good governance, and politics in pursuit of goodness” (8).
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5

The COVID Decade: understanding the long-term societal impacts of COVID-19. The British Academy, 2021. http://dx.doi.org/10.5871/bac19stf/9780856726583.001.

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The British Academy was asked by the Government Office for Science to produce an independent review on the long-term societal impacts of COVID-19. This report outlines the evidence across a range of areas, building upon a series of expert reviews, engagement, synthesis and analysis across the research community in the Social Sciences, Humanities and the Arts (SHAPE). It is accompanied by a separate report, Shaping the COVID decade, which considers how policymakers might respond. History shows that pandemics and other crises can be catalysts to rebuild society in new ways, but that this requires vision and interconnectivity between policymakers at local, regional and national levels. With the advent of vaccines and the imminent ending of lockdowns, we might think that the impact of COVID-19 is coming to an end. This would be wrong. We are in a COVID decade: the social, economic and cultural effects of the pandemic will cast a long shadow into the future – perhaps longer than a decade – and the sooner we begin to understand, the better placed we will be to address them. There are of course many impacts which flowed from lockdowns, including not being able to see family and friends, travel or take part in leisure activities. These should ease quickly as lockdown comes to an end. But there are a set of deeper impacts on health and wellbeing, communities and cohesion, and skills, employment and the economy which will have profound effects upon the UK for many years to come. In sum, the pandemic has exacerbated existing inequalities and differences and created new ones, as well as exposing critical societal needs and strengths. These can emerge differently across places, and along different time courses, for individuals, communities, regions, nations and the UK as a whole. We organised the evidence into three areas of societal effect. As we gathered evidence in these three areas, we continually assessed it according to five cross-cutting themes – governance, inequalities, cohesion, trust and sustainability – which the reader will find reflected across the chapters. Throughout the process of collating and assessing the evidence, the dimensions of place (physical and social context, locality), scale (individual, community, regional, national) and time (past, present, future; short, medium and longer term) played a significant role in assessing the nature of the societal impacts and how they might play out, altering their long-term effects.
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