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Interdisciplinary research has much to offer scholars of different fields – widening perspectives and opening up avenues to new research. The burgeoning field of the geography and sociology of religion is one such field. As the global economy and increased migration result in more complex and rich societies, so the resultant intersections of cultures and faiths from across the world become more interesting and multifaceted.
In this Wiley-Blackwell Virtual Issue encompassing “Religion and Place”, we have sought to bring together articles from across a wide scope of journals and fields of research, which tackle how religion and place intersect and influence one another. A variety of religions, old and new, from all across the world are engaged with in this Virtual Issue, and the articles range from philosophical discussions to statistical analyses and intricate discussions of social policies and political strategies. Whether you are a geographer or a religious studies scholar, someone interested in international migration or sociology and anthropology, we hope that this Virtual Issue will inspire you and open up new ideas and encourage new debates across all disciplines.
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A careful understanding of epigenetic mechanisms allows sociologists to include a new biological perspective into research designs – when it is incorporated carefully and not used casually or blindly as a deus ex machina explanatory device that is.
Epigenetics provides us with one of several “mechanisms by which social influences become embodied” (Kuzawa and Sweet 2008: 2). A promising place for sociologists to enter into this research or use it fruitfully is to examine how social environments and inequalities become embodied as epigenetic imprints, altering gene expression and consequently affecting a wide array of health outcomes. Additionally, while mapping the epigenome, epigeneticists are exploring differences in the plasticity of particular alleles at various points in the lifecourse. Could the inclusion of epigenetic biomarkers in sociological work allow for the separation of early life events from cumulative ones?
These mechanistic stories are bound to be messy, but such feedback loops and the enmeshment of social and biological processes are inescapable. With the knowledge and technology available today, we are far beyond oversimplified nature versus nurture debates. Many biologists who do epigenetic work realize that in order to get a complete, complex mapping of these mechanisms, the social needs to be included. These biologists view sociological and cultural variables as more of a signal rather than just contextual noise. Sociologists should not only collaborate with such researchers, but also help shape what these projects look like.
Further, sociologists should be aware of developing epigenetic discourse and how it is being received in the media. Over the past year or so, non-scientific magazines from Time to Newsweek have picked up on epigenetic findings, publishing articles for the general public on the topic. However, not all of this reporting clearly emphasizes epigenetics’ softening of geneticization’s hard line determinism. Further, some of it mistakenly over-emphasizes our agency in the changing of our own and our future generations’ genetic code. Sociologists should be aware of such reporting, lest it follow the route of the powerful, persuasive, and pervasive hold the narrative of geneticization has in everyday, non-scientific talk (Chaufan 2007) – especially since general understandings of genetic findings often easily allow genetics to take the stage as a deus ex machina of causal efficacy despite findings that clearly prove otherwise.
DNA: How You Can Control Your Genes, Destiny
In his newest book, Elijah Anderson turns his micro-sociological attention to those places in the modern US city that foster racial understanding and harmony. In The Cosmopolitan Canopy Anderson claims that a pluralistic embrace of social difference is supported most readily by the titular “canopies” that he explores in contemporary Philadelphia. Over the span of an astounding thirty years of observation, Anderson attempts to convey an image of how people “live race” (xvi) in ways that challenge old forms of inequality.
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It is only hours since President Obama announced the killing of Osama bin Laden, resulting in celebrations across the United States (in the streets, on Facebook and elsewhere). I want to point the Sociological Lens at this spontaneous and widespread cultural celebration not to argue that it is wrong or right to cheer for death, but to ask, in these first few hours, why. Beyond the obvious points surrounding Bin Laden’s involvement with the events on September 11th, 2001, I think he symbolized much more. Ultimately, what people are cheering about is the momentary return of the familiar black-and-white world of good and evil that we understand.
Gidden’s and others have discussed how our modern world is becoming increasignly unknowable and Bauman discusses ethics based on some universal good and evil as out of date. Gone are the days of World War II where we went to war against the “bad guys” and when you killed them you won. September 11th, 2001 sparked a “war on terror,” a war on an ideology rather than a country, that has been unending and unclear. It is also unclear for many why we went to Iraq -a conflict that has dragged on without clear objectivies and metrics for victory. About all the United States as a country could agree on is that Osama bin Laden is a bad guy and should be captured and/or killed, but even this dragged on for years with many wondering if we would ever capture him. This all creates a listless feeling of confusion about war and geopolitics that upsets Americans used to the Hollywood version: we know who is good and evil and the winner is clear.
This pent up confusion was cathartically relieved last night when the news broke. The world finally succumbed to the movie script where there is a bad guy and there is some clear result. However, this brief moment of clarity will pass and we will quickly move back into a world where geopolitics is confusing, winning and losing won’t be clear and neither will be just who we are fighting and why. After Bin Laden, who will be the new symbol to ground our naive presumption that the world, who is good and who is evil, is simple and knowable? (more…)
As is often the case with graduate students, I just spent several months in a dissertation-induced haze and only recently had a chance to go through the latest issues of Gender & Society. Among these was the February 2011 issue that included a symposium on Paula England’s 2010 article on the “uneven/stalled gender revolution.” England’s over-reliance on the structural and institutional aspects of gender was underscored by several savvy pieces of Sociology, including a response by Sara Crawley that emphasizes the cultural and micro-level pieces of the puzzle. Crawley takes England and other scholars to task for the assumption that institutionally-derived identity frames (such as mother, principal, or senator) are more specific and organized than those identities not bound directly to a single institution (i.e. race, class, gender, sexuality, subculture—or, “cultural identities”). The latter identity projects may be more diffuse but are arguably omni-relevant: their meaning is embedded in all social action.
The Black Keys are one of the most familiar bands in rock music right now. In addition to being popular and well-liked in indie rock and hipster circles, their moody sound is ubiquitously present in an array of TV ads (like Zales and Cadillac) and film (Twilight Saga: Eclipse) soundtracks. In a recent Fresh Air episode (January 31, 2011) host Terry Gross asks the two members of The Black Keys, Dan Auerbach and Patrick Carney, if they had been accused of “selling out” as a result of their willingness to allow their music to be used in the hocking of commercial products like underwear or big budget vampire films. What struck me as Sociologically interesting in this question is the assumption that The Black Keys, as opposed to Sting or Katy Perry, should experience the commercialization of their music as problematic.
Isn’t Every Crime a Hate Crime?: The Case for Hate Crime Laws
Randy Blazak
VIDEO ABSTRACT:
ARTICLE ABSTRACT:
The process to create hate crime laws in the United States has wrestled with the core issues of freedom of speech and greater harm. This article looks at the evolution of bias crime laws, culminating with President Obama’s signing of the Matthew Shepard and James Byrd, Jr. Hate Crimes Prevention Act in 2009. The constitutionality of the laws is ‘discussed and suggestions for sociological research are made. Four elements of hate crime laws are discussed; criminality, intent, perception, and protected statuses. The logic of hate crime laws is based on the argument that hate crimes are a form of terrorism, designed to intimidate large groups of people. Readers should be familiar with the basic case for the existence of such laws.
Bill Gates’ address to the National Governor’s Association last month was an ode to excellent teaching. Except that it wasn’t.
What we have to do, Gates chirped (to the tune of former DC Public Schools Chancellor Michelle Rhee), is “measure, develop, and reward excellent teaching…We have to identify great teachers, find out what makes them so effective, and transfer those skills to others.”
But excellent teaching –as sociologists Lori Dance (2002) and Sarah Lawrence-Lightfoot (1984) have shown through their research, and as engaged students and teachers everywhere have long known and felt–excellent teaching is about deeply human and humanizing relationships. Excellent teaching is about knowing students as people, knowing where they are when they enter the classroom.
In her classic The Good High School, Harvard Distinguished Professor Lawrence-Lightfoot studies urban and suburban, public and private, privileged and underfunded high schools around the Northeast and Midwest and finds that the one recurrent quality of good teachers is that the good teacher knows his or her students and is engaged in an ongoing practice of reflecting on each student and the students’ needs and acting to try to meet those needs. The good teachers, Lawrence-Lightfoot finds, never stop asking self-critical, self-reflexive questions about their practices in the context of student needs.
Lori Dance’s Tough Fronts, an ethnographic study of Black adolescent boys from low-income communities articulates similar insights. The boys’ most frequent lament about school, Dance observes, is the short supply of teachers who believe in their ability to excel in school – and who show that belief through their willingness to act as mentors and friends, their constant show of (tough! not gushy) empathy and caring, their recognition of the pressures the boys face, and their ability to call students’ bluffs on “hard” postures. The students with whom Dance works are full of praise and ready to learn from and put forth effort for the teachers who are sensitive their needs both in school and out. In other words, the teachers who know students – and who show every day that they want to know students – are the teachers whom students acknowledge to have made a crucial difference in their lives.
Students’ understandings of themselves as students are inevitably shaped by the experiences that they have in school. If teachers and administrators relate to them as test scores, then their ideas about what they can achieve and how they can achieve it will be limited to achievement as pre-defined by the test. As a learning specialist at one “high-achieving” in education scholars’ Linda Valli and Robert Croninger’s (2009) study Test Driven confesses: “I don’t always know them by face, but I know them by data.” Compare that with findings the State of North Carolina and Duke University’s Project Bright Idea: treating every student as a “gifted” student makes students perform like gifted students. The good teachers are the ones who have taken the time to understand what it takes to help students want to share and develop their gifts in the classroom.
Gates has conflated measuring with understanding. And he’s not alone. Michelle Rhee gained fame for talking this talk and walking this walk. And the District of Columbia’s new Chancellor Kaya Henderson, is not entirely willing to concede the relationship between good teaching and the number of students with whom a teacher needs to work to develop relationships (aka “class size”). It would make measuring and transferring the skills of “effective” teachers so much easier if it didn’t.
Taking real humans and real human relationships out of a process is always going to crank out efficient, predictable, calculable, controlled “results” (see McDonalds). But alas teacher-student relationships are not efficient, predictable, calculable or controllable. They can’t be transferred from one technician to another because what makes those relationships “good” and “effective” is not a static, moveable quality. The goodness comes from a relationships sustained by on-going engagement, self-reflexive questioning, and willingness to be for and work with another. Another human being.
Efficiency, Predictability, Calculability, and Control: George Ritzer’s McDonaldization