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" "The sociology of knowledge showed, two generations ago, how major world-views are based on the interests and experiences of major social groups. Research on the sociology of science, giving fascinating glimpses of laboratory life and prestige hierarchies among scientists, has revealed the social relations underpinning knowledge in the natural sciences. The point is reinforced by Michel Foucault's celebrated researches on 'power-knowlege', the intimate interweaving of new sciences (such as medicine, criminology, and sexology) with new institutions and forms of social control (clinics, prisons, factories, psychotherapy).
Raewyn W. (R.W.) Connell (born 3 January 1944) is an Australian sociologist, and Professor Emeritus at the and known for the concept of hegemonic masculinity and southern theory. The prime focus of her research is through gender studies, masculinity studies, and transgender studies.
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Research is something that everyone can do, and everyone ought to do. It is simply collecting information and thinking systematically about it. The word ‘research’ carries overtones of abstruse statistics and complex methods, white coats and computers. Some social research is highly specialised but most is not; much of the best research is logically very straightforward. Useful research on many problems can be done with small resources, and should be a regular part of the life of any thoughtful person involved in social action.
Gender is a way in which social practice is ordered. In gender processes, the everyday conduct of life is organized in relation to a reproductive arena, defined by the bodily structures and processes of human reproduction. This arena includes sexual arousal and intercourse, childbirth and infant care, bodily sex difference and similarity.
The scouting movement celebrated the frontier, but it was actually a movement for boys in the metropole. Here it took its place in a long series of attempts to foster particular forms of masculinity among boys. Other moments in this history include the nineteenth-century reform of the British elite public school, in the period after Dr Arnold; the Church of England Boys' Brigade directed at working-class youth; the German youth movement at the turn of the century; the Hitler Youth, turned into a mass institution when the Nazis came to power in Germany; and widespread attempts at military training of secondary school boys through army cadet corps, still operating in Australia when I was in high school in 1960.