Sociology Books

Book SynopsisThis book brings together social scientists to create an interdisciplinary dialogue on the topic of social change as a cultural process. Culture is as much about novelty as it is about tradition, as much about change as it is about stability. This dynamic tension is analysed in collective protests, intergroup dynamics, language, mass media, science, community participation, art, and social transitions to capitalism, among others contexts. These diverse cases illustrate a number of key factors that can propel, slow-down and retract social change. An emancipatory and integrative social science is developed in this book, which offers a new explanatory model of human behaviour and thought under conditions of institutional and societal change.

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Book SynopsisThis book provides a state-of-the-art assessment of citizen participation practice and research in the United States. With contributions from a stellar group of scholars, it provides readers an overview of a field at the heart of democratic governance. Individual chapters trace shifts in participation philosophy and policy, examine trends at different government levels, analyse technology/participation interactions, identify the participation experiences of minority populations, and explore the impact of voluntary organisations on this topic. A five-chapter section illustrates innovative cases. Another section explores the role of various methodologies in advancing participation research. The scope, depth, and timeliness of the coverage fills two voids in the public administration literature. First, the book provides a unique collection of articles for graduate courses in citizen participation and democratic governance. The volume also offers an excellent compendium for researchers who are at the frontline of participation research and practice.

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Book SynopsisThis book provides a state-of-the-art assessment of citizen participation practice and research in the United States. With contributions from a stellar group of scholars, it provides readers an overview of a field at the heart of democratic governance. Individual chapters trace shifts in participation philosophy and policy, examine trends at different government levels, analyse technology/participation interactions, identify the participation experiences of minority populations, and explore the impact of voluntary organisations on this topic. A five-chapter section illustrates innovative cases. Another section explores the role of various methodologies in advancing participation research. The scope, depth, and timeliness of the coverage fills two voids in the public administration literature. First, the book provides a unique collection of articles for graduate courses in citizen participation and democratic governance. The volume also offers an excellent compendium for researchers who are at the frontline of participation research and practice.

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Book SynopsisIn studying public leadership we are interested in the use of the voice to motivate, inspire, and organise public action. The focus is the leadership that stimulates co-ordinated response to the problems that the public accepts. Public leadership pulls a group of people (a society) together and co-ordinates their response to their world. This book presents topical research in the study of public leadership, including police organisation and leadership; brand leadership in a public sector context; leadership compensation in subsidiaries; exploring the public leadership performance of faith-based healthcare organisation; and educational leadership.

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Book SynopsisThis continuing series presents original leading edge research results in the field of sociology. Each chapter has been carefully selected in an attempt to present substantial advances across a broad spectrum. Included in this compilation are topics such as police practices and their impact on society; routine mobility and urban inequality; motives behind volunteerism; human sexuality education among medical students; and others.

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Book SynopsisIn this book, the authors examine Kenya''s current political, social and environmental issues. Topics discussed in this compilation include the mitigation and impacts of forest degradation in Kenya; fish biomanipulation of Kenyan lakes; the political and social dimensions associated with biotechnology regulation in Kenya; the developmentally disabled population in Kenya; status of Kenya''s environmental management and protection challenges; and economic development and food security in Kenya.

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Book SynopsisSexuality can be defined as a process of integrating emotional, somatic, and intellectual and social aspects in ways that enhance one''s own self. It incorporates intimacy, romance, sensuality, eroticism and relationships, and is an important contributing factor to an individual''s quality of life and sense of well-being. In this book, the authors explore perspectives, issues and the role in society of sexuality. Topics discussed in this compilation include the functional measurement to cognitive mechanisms underlying attitudes toward sexuality and intellectual disability; the impact of rheumatic disease on sexual function; adolescent sexual behaviour; queer sexuality and online pedagogy; sexual upbringing and sexual satisfaction; and sexuality and ageing within correctional facilities.

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Book SynopsisSociety consists of numerous interconnected, interacting, and interdependent groups, which invariably differ in both power and status. Inequality and conflict between social groups entails economic as well as sociological and political factors. The tensions that arise between these groups are the root of society''s most difficult problems sometimes, the root of its disintegration. Ethnic and minority conflict is an inherent part of social life. The study of specific ethnic and minority groups reflects the fact that people live in very powerful competitive modern or traditional societies; also, that group conflict and inequality is generally the social norm rather than the exception.

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Book SynopsisIn many ways, this book is very different from almost all other books on this topic, not because this book does not depend on any individual case, personal sufferings, anecdotes and secret documents, but because its analyses and conclusions are different. For example, the analysis shows that Mao Zedong had no need to launch the Cultural Revolution to defeat Liu Shaoqi because Mao Zedong had many options; the Cultural Revolution was well-designed, well-prepared, well-organised, and well-controlled because ; Why the Cultural Revolution was so brutal because ; Most surprisingly, the analysis suggests that Mao Zedong and Deng Xiaoping might co-design the Cultural Revolution because. . Finally, this book discusses the pros for and cons against the reoccurrence of Cultrual Revolution in the future.

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Book SynopsisThis book is perhaps the first systematic treatment of politics from the perspective of cultural psychology. Politics is a complex that psychology usually fails to understand- as it assumes a position in society that attempts to be free of politics itself. Politics is associated both with an everyday practice, and the dynamics of globalization; with the way group conflicts, ideologies, social representations and identities, are lived and co-constructed by social actors. The authors of the book address these issues through their research grounded in different parts of the world, on democracy and political order, the social representation of power, gender studies, the use of metaphors and symbolic power in political discourse, social identities and methodological questions. The book will be used by social and political psychologists but is also of interest to the other social sciences: political scientists, sociologists, anthropologists, educationalists, and it is at a level where sophisticated lay public would be able to appreciate its coverage. Its use in upperlevel college teaching is possible, and expected at graduate/postgraduate levels.

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Book SynopsisThis book is perhaps the first systematic treatment of politics from the perspective of cultural psychology. Politics is a complex that psychology usually fails to understand- as it assumes a position in society that attempts to be free of politics itself. Politics is associated both with an everyday practice, and the dynamics of globalization; with the way group conflicts, ideologies, social representations and identities, are lived and co-constructed by social actors. The authors of the book address these issues through their research grounded in different parts of the world, on democracy and political order, the social representation of power, gender studies, the use of metaphors and symbolic power in political discourse, social identities and methodological questions. The book will be used by social and political psychologists but is also of interest to the other social sciences: political scientists, sociologists, anthropologists, educationalists, and it is at a level where sophisticated lay public would be able to appreciate its coverage. Its use in upperlevel college teaching is possible, and expected at graduate/postgraduate levels.

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Book SynopsisThis book brings to cultural psychology the focus on phenomenology of everyday life. Whether it is in the context of education, work, or exploration of life environments, the chapters in this book converge on the need to give attention to complex realities of everyday living. Thus, a description of pre-school organisation in Japan would be in its form very different from school organisation in Britain or Colombia—yet the realities of human beings acting in social roles are continuous around the world.

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Book SynopsisThis book brings to cultural psychology the focus on phenomenology of everyday life. Whether it is in the context of education, work, or exploration of life environments, the chapters in this book converge on the need to give attention to complex realities of everyday living. Thus, a description of pre-school organisation in Japan would be in its form very different from school organisation in Britain or Colombia—yet the realities of human beings acting in social roles are continuous around the world.

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Book SynopsisRecently, with the number of students from higher education and K-12 settings committing suicide, it is apparent that homophobia and homophobic bullying are tremendous problems in our schools and universities. However, educators are unclear about an appropriate process for addressing these challenges. In this book, Jones postulates that we must begin exploring the culture of educational environments as they relate to sexual difference, in order to begin conceptualizing ways in which we may begin to address homophobia and heteronormativity. To that end, this book addresses how educators (at all levels) must begin examining how their concepts about different sexual identities are "normalized" through socializing processes and schooling. In doing so, this book examines how individuals construct meanings about homophobia and hate language through "contextual oppositions," how educational environments maintain a ''false tolerance" when claiming to be tolerant of different sexual identities, how a hierarchy of hate language exists in educational environments, among other issues related to creating safe places for all students. In essence, the book attempts to "un"normalize society's constructions of sexual identity by deconstructing the social norms.

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Book SynopsisRecently, with the number of students from higher education and K-12 settings committing suicide, it is apparent that homophobia and homophobic bullying are tremendous problems in our schools and universities. However, educators are unclear about an appropriate process for addressing these challenges. In this book, Jones postulates that we must begin exploring the culture of educational environments as they relate to sexual difference, in order to begin conceptualizing ways in which we may begin to address homophobia and heteronormativity. To that end, this book addresses how educators (at all levels) must begin examining how their concepts about different sexual identities are "normalized" through socializing processes and schooling. In doing so, this book examines how individuals construct meanings about homophobia and hate language through "contextual oppositions," how educational environments maintain a ''false tolerance" when claiming to be tolerant of different sexual identities, how a hierarchy of hate language exists in educational environments, among other issues related to creating safe places for all students. In essence, the book attempts to "un"normalize society's constructions of sexual identity by deconstructing the social norms.

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Book SynopsisThis book analyzes education reform through the eyes of those entrenched in the process - policy makers, administrators, middle managers, principals, and teachers - in the context of care. A senior administrator, who participated in the implementation of an unprecedented series of reforms that flattened the education system in a Canadian province and rebuilt it with a new mandate, examines learning from the shortcomings of the past and provides a critical enquiry that can help determine the success or failure of future reform efforts by shedding light on the obstacles to avoid, problems to correct, and methods to embrace in order to overcome hurt and disappointment in a turbulent environment and foster more caring and effective educational organizations.Few attempts have been made to write a book about women’s work from the perspective of those in senior leadership roles in education; others have written about it but not experienced it firsthand. This book illuminates the controversial debate between women and gender in education and challenges assumptions about equity and the caring and democratic nature of education. It contributes to a broader understanding and knowledge of the complexities of leadership work within education, which in turn can lead to improvement in professional relationships as well as organizational effectiveness. The book contains enlightening and compelling stories about the unique and shared experiences of people navigating turbulence within an organization.Author Mary Green draws on her career spent teaching and learning to provide a unique Canadian perspective and context. She offers a rigorous self, social, historical, and political reflection of educators, who despite experiencing particular challenges, draw purpose from faith in the possibilities and potential of more caring practice in education. The content will prove useful to those committed to infusing more humanity into work in education with reference to individuals, institutions, and the social and political challenges in the field. Specifically, this book is relevant to graduate students in faculties of education, policy makers, principals, other administrators, and organizational leaders. Universal issues of power and politics reveal interconnections between the personal and the global workplace, underscoring the importance of care in the workplace.Series Editors: Jeffrey S. Brooks, University of Idaho, USA; Denise E. Armstrong, Brock University, Canada; Ira Bogotch, Florida Atlantic University, USA; Sandra Harris, Lamar University, USA;Whitney H. Sherman, Virginia Commonwealth University, USA; George Theoharis, Syracuse University, USA.

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Book SynopsisThis book analyzes education reform through the eyes of those entrenched in the process - policy makers, administrators, middle managers, principals, and teachers - in the context of care. A senior administrator, who participated in the implementation of an unprecedented series of reforms that flattened the education system in a Canadian province and rebuilt it with a new mandate, examines learning from the shortcomings of the past and provides a critical enquiry that can help determine the success or failure of future reform efforts by shedding light on the obstacles to avoid, problems to correct, and methods to embrace in order to overcome hurt and disappointment in a turbulent environment and foster more caring and effective educational organizations.Few attempts have been made to write a book about women’s work from the perspective of those in senior leadership roles in education; others have written about it but not experienced it firsthand. This book illuminates the controversial debate between women and gender in education and challenges assumptions about equity and the caring and democratic nature of education. It contributes to a broader understanding and knowledge of the complexities of leadership work within education, which in turn can lead to improvement in professional relationships as well as organizational effectiveness. The book contains enlightening and compelling stories about the unique and shared experiences of people navigating turbulence within an organization.Author Mary Green draws on her career spent teaching and learning to provide a unique Canadian perspective and context. She offers a rigorous self, social, historical, and political reflection of educators, who despite experiencing particular challenges, draw purpose from faith in the possibilities and potential of more caring practice in education. The content will prove useful to those committed to infusing more humanity into work in education with reference to individuals, institutions, and the social and political challenges in the field. Specifically, this book is relevant to graduate students in faculties of education, policy makers, principals, other administrators, and organizational leaders. Universal issues of power and politics reveal interconnections between the personal and the global workplace, underscoring the importance of care in the workplace.Series Editors: Jeffrey S. Brooks, University of Idaho, USA; Denise E. Armstrong, Brock University, USA; Ira Bogotch, Florida Atlantic University, USA; Sandra Harris, Lamar University, USA;Whitney H. Sherman, Virginia Commonwealth University, USA; George Theoharis, Syracuse University, USA.

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Book SynopsisWe perceive a continued lack of attention to intersectionality in education, despite growing interest in popular media and ongoing investment in intersectional-type work in the social sciences. Our collection invites urban educators, and educators in general to ask: “How can our work benefit by incorporating intersectionality theories in research and in practice?” “What might we be able to better see using an intersectional lens?” Though in many ways the literature on intersectionality and education echoes recommendations from studies of diversity over the years, we believe there is the potential for intersectionality to produce a serendipitous effect, revitalizing our theory and praxis around race, class, gender, and other identity axes in urban education. In addition, intersectionality can help and support theories based on a social justice by further illuminating research analysis, including shining a light on nuances that often remain in the shadow during analysis. We hope to engage readers with a range of possibilities for applying intersectionality theories in their own educational settings; urban or otherwise.In urban education, “urban” is a floating signifier that is imbued with meaning, positive or negative by its users. “Urban” can be used to refer to both the geographicalcontext of a city and a sense of “less than,” most often in relation to race and/or socioeconomic status (Watson, 2011). For Noblit and Pink (2007), “Urban, rather, is a generalization as much about geography as it is about the idea that urban centers have problems: problems of too many people, too much poverty, too much crime and violence, and ultimately, too little hope” (p. xv). Recently, urban education scholars such as Anyon (2005), Pink and Noblit (2007), Blanchett, Klinger and Harry (2009), and Lipman (2013) have elucidated the social construction of oppression and privilege for urban students, teachers, schools, families, and communities using intersectionality theories. Building on their work, we see the need for an edited collection that would look across the different realms of urban education - theorizing identity markers in urban education, education in urban schools and communities, thinking intersectionally in teacher education & higher education, educational policies & urban spaces - seeking to better understand each topic using an intersectional lens. Such a collection might serve to conceptually frame or provide methodological tools, or act as a reference point for scholars and educators who are trying to address urban educational issues in light of identities and power. Secondly, we argue that education questions and/or problems beg to be conceptualized and analyzed through more than one identity axis. Policies and practices that do not take into account urban students’ intertwining identity markers risk reproducing patterns of privilege and oppression, perpetuating stereotypes, and failing at the task we care most deeply about: supporting all students’ learning across a holistic range of academic, personal, and justice-oriented outcomes.Can educational policies and practices address the social justice issues faced in urban schools and communities today? We argue that doing intersectional research and implementing educational policies and practices guided by these frameworks can help improve the “fit.” Particular attention needs to be paid to intersectionality as a lens for educational theory, policy, and practice. As urban educators we would be wise to consider the intertwining of these identity axes in order to better analyze educational issues and engage in teaching, learning, research, andpolicymaking that are better-tuned to the needs of diverse students, families, and communities.

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Book SynopsisWe perceive a continued lack of attention to intersectionality in education, despite growing interest in popular media and ongoing investment in intersectional-type work in the social sciences. Our collection invites urban educators, and educators in general to ask: “How can our work benefit by incorporating intersectionality theories in research and in practice?” “What might we be able to better see using an intersectional lens?” Though in many ways the literature on intersectionality and education echoes recommendations from studies of diversity over the years, we believe there is the potential for intersectionality to produce a serendipitous effect, revitalizing our theory and praxis around race, class, gender, and other identity axes in urban education. In addition, intersectionality can help and support theories based on a social justice by further illuminating research analysis, including shining a light on nuances that often remain in the shadow during analysis. We hope to engage readers with a range of possibilities for applying intersectionality theories in their own educational settings; urban or otherwise.In urban education, “urban” is a floating signifier that is imbued with meaning, positive or negative by its users. “Urban” can be used to refer to both the geographicalcontext of a city and a sense of “less than,” most often in relation to race and/or socioeconomic status (Watson, 2011). For Noblit and Pink (2007), “Urban, rather, is a generalization as much about geography as it is about the idea that urban centers have problems: problems of too many people, too much poverty, too much crime and violence, and ultimately, too little hope” (p. xv). Recently, urban education scholars such as Anyon (2005), Pink and Noblit (2007), Blanchett, Klinger and Harry (2009), and Lipman (2013) have elucidated the social construction of oppression and privilege for urban students, teachers, schools, families, and communities using intersectionality theories. Building on their work, we see the need for an edited collection that would look across the different realms of urban education - theorizing identity markers in urban education, education in urban schools and communities, thinking intersectionally in teacher education & higher education, educational policies & urban spaces - seeking to better understand each topic using an intersectional lens. Such a collection might serve to conceptually frame or provide methodological tools, or act as a reference point for scholars and educators who are trying to address urban educational issues in light of identities and power. Secondly, we argue that education questions and/or problems beg to be conceptualized and analyzed through more than one identity axis. Policies and practices that do not take into account urban students’ intertwining identity markers risk reproducing patterns of privilege and oppression, perpetuating stereotypes, and failing at the task we care most deeply about: supporting all students’ learning across a holistic range of academic, personal, and justice-oriented outcomes.Can educational policies and practices address the social justice issues faced in urban schools and communities today? We argue that doing intersectional research and implementing educational policies and practices guided by these frameworks can help improve the “fit.” Particular attention needs to be paid to intersectionality as a lens for educational theory, policy, and practice. As urban educators we would be wise to consider the intertwining of these identity axes in order to better analyze educational issues and engage in teaching, learning, research, andpolicymaking that are better-tuned to the needs of diverse students, families, and communities.

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Book SynopsisStreetWays: Chronicling the Homeless in Miami is a collection of interviews with 28 homeless individuals living in downtown Miami and Miami Beach. Besides extensive photographs of these people and their lives on the street, the book also includes interviews with social service providers, as well as a detailed analysis of homelessness in the United States and more specifically in Miami. The work concludes with a policy analysis and suggestions for addressing issues of homelessness in Miami and the nation.StreetWays attempts to make clear how and why homelessness occurs, and what the actual lives and experiences of the homeless are about. Through extensive interviews and extensive documentary photographs, a selected group of homeless Miamians lose their invisibility as their experiences, needs and aspirations are reported. The book calls for a better understanding of the experience of homelessness places such as Miami, and of the need to understand homelessness as an issue of diversity and human rights.

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Book SynopsisStreetWays: Chronicling the Homeless in Miami is a collection of interviews with 28 homeless individuals living in downtown Miami and Miami Beach. Besides extensive photographs of these people and their lives on the street, the book also includes interviews with social service providers, as well as a detailed analysis of homelessness in the United States and more specifically in Miami. The work concludes with a policy analysis and suggestions for addressing issues of homelessness in Miami and the nation.StreetWays attempts to make clear how and why homelessness occurs, and what the actual lives and experiences of the homeless are about. Through extensive interviews and extensive documentary photographs, a selected group of homeless Miamians lose their invisibility as their experiences, needs and aspirations are reported. The book calls for a better understanding of the experience of homelessness places such as Miami, and of the need to understand homelessness as an issue of diversity and human rights.

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Book SynopsisFor social studies teachers reeling from the buffeting of top-down educational reforms, this volume offers answers to questions about dealing with the Common Core State Standards (CCSS). Each chapter presents and reviews pertinent standards that relate to the social studies. Each chapter also deals with significant topics in the social studies from various social sciences to processes such as inquiry to key skills needed for success in social studies such as analysis and literacy.The most important aspect of these chapters though is the array of adaptable activities that is included in each chapter. Teachers can find practical approaches to dealing with CCSS across the social studies panorama. The multiple authorships of the various chapters mean a variety of perspectives and viewpoints are presented. All of the authors have fought in the trenches of K-12 public education.Their activities reflect this in a way that will be useful to novice or veteran teachers.

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Book SynopsisThis book is about machines: those that have been actualized, fantastical imaginal machines, to those deployed as metaphorical devices to describe complex social processes. Machines argues that they transcend time and space to emerge through a variety of spaces and places, times and histories and representations. They are such an integral fabric of daily reality that their disappearance would have immediate and dire consequences for the survival of humanity. They are part and parcel to our contemporary social order. From labor to social theory, art or consciousness, literature or television, to the asylums of the 19th century, machines are a central figure; an outgrowth of affective desire that seeks to transcend organic limitations of bodies that whither, age and die.Machines takes the reader on an intellectual, artistic, and theoretical journey, weaving an interdisciplinary tale of their emergence across social, cultural and artistic boundaries. With the deep engagement of various texts, Machines offers the reader moments of escape, alternative ways to envision technology for a future yet to materialize. Machines rejects the notion that technological innovations are indeed neutral, propelling us to think differently about those “things” created under specific economic or historical paradigms. Rethinking machines provides a rupture to our current technocratic impetus, shining a critical light on possible alternatives to our current reality. Let us sit back and take a journey through Machines, holding mechanical parts as guides to possible alternative futures.

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Book SynopsisThis book is about machines: those that have been actualized, fantastical imaginal machines, to those deployed as metaphorical devices to describe complex social processes. Machines argues that they transcend time and space to emerge through a variety of spaces and places, times and histories and representations. They are such an integral fabric of daily reality that their disappearance would have immediate and dire consequences for the survival of humanity. They are part and parcel to our contemporary social order. From labor to social theory, art or consciousness, literature or television, to the asylums of the 19th century, machines are a central figure; an outgrowth of affective desire that seeks to transcend organic limitations of bodies that whither, age and die.Machines takes the reader on an intellectual, artistic, and theoretical journey, weaving an interdisciplinary tale of their emergence across social, cultural and artistic boundaries. With the deep engagement of various texts, Machines offers the reader moments of escape, alternative ways to envision technology for a future yet to materialize. Machines rejects the notion that technological innovations are indeed neutral, propelling us to think differently about those “things” created under specific economic or historical paradigms. Rethinking machines provides a rupture to our current technocratic impetus, shining a critical light on possible alternatives to our current reality. Let us sit back and take a journey through Machines, holding mechanical parts as guides to possible alternative futures.

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Book SynopsisIn this book, the authors discuss the stereotypes and myths, psychology and role of culture in masculinity and femininity gender issues. Topics include student teachers'' changing perceptions of gender advantages and disadvantages in the New Zealand primary school environment; the performance of black masculinity in Michael Jackson''s "Bad" video; masculinity among Latino men in the wake of Arizona''s 1070 Senate bill; changing masculinity norms in China and India from advertising-based observations; "Mulan" and western military mothers; gendered attitudes, beliefs and behaviors of Latino and Caucasian men; the effect of culture and gender on the relationship between justice and organizational outcomes in Korea and Malaysia; measuring gender myths and gender-sensitive research in experimental psychology; and the influence of perceived masculinity upon college males'' health and wellness.

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Book SynopsisThe year 2016 marks the fiftieth anniversary of the National Historic Preservation Act, the cornerstone of historic preservation policy and practice in the United States. The act established the National Register of Historic Places, a national system of state preservation offices and local commissions, set up federal partnerships between states and tribes, and led to the formation of the standards for preservation and rehabilitation of historic structures. This book marks its fiftieth anniversary by collecting fifty new and provocative essays that chart the future of preservation.The commentators include leading preservation professionals, historians, writers, activists, journalists, architects, and urbanists. The essays offer a distinct vision for the future and address related questions, including, Who is a preservationist? What should be preserved? Why? How? What stories do we tell in preservation? How does preservation contribute to the financial, environmental, social, and cultural well-being of communities? And if the “arc of the moral universe . . . bends towards justice,” how can preservation be a tool for achieving a more just society and world?Trade ReviewI see this book as being a requirement in the library of any preservation professional. It certainly will become an instant textbook for the many preservation programs across the country—at both the undergraduate and the graduate level.""—Anthony C. Wood, author of Preserving New York: Winning the Right to Protect a City’s Landmarks

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Book SynopsisFor many Americans, the emergence of a “porno chic” culture provided an opportunity to embrace the sexual revolution by attending a film like Deep Throat (1972) or leafing through an erotic magazine like Penthouse. By the 1980s, this pornographic moment was beaten back by the rise of Reagan-era political conservatism and feminist anti-pornography sentiment.This volume places pornography at the heart of the 1970s American experience, exploring lesser-known forms of pornography from the decade, such as a new, vibrant gay porn genre; transsexual/female impersonator magazines; and pornography for new users, including women and conservative Christians. The collection also explores the rise of a culture of porn film auteurs and stars as well as the transition from film to video. As the corpus of adult ephemera of the 1970s disintegrates, much of it never to be professionally restored and archived, these essays seek to document what pornography meant to its producers and consumers at a pivotal moment.In addition to the volume editors, contributors include Peter Alilunas, Gillian Frank, Elizabeth Fraterrigo, Lucas Hilderbrand, Nancy Semin Lingo, Laura Helen Marks, Nicholas Matte, Jennifer Christine Nash, Joe Rubin, Alex Warner, Leigh Ann Wheeler, and Greg Youmans.Trade ReviewThis much-needed collection takes films, publications, and people that have previously existed on the periphery of porn history and places them front and center with essays that are rigorously researched and well written.""—Lynn Comella, coeditor of New Views on Pornography: Sexuality, Politics, and the Law.

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Book SynopsisThis book presents current research on new developments and policies in the American Indian population in the United States. Topics discussed in this compilation include federal income taxation of Indian tribes and members; an overview of the Indian Tribal Governmental Tax Status Act; Indian tribal civil jurisdiction''s reach over non-Indians; child custody proceedings under the Indian Child Welfare Act (ICWA); child support enforcement and tribal programs; profiles of partnerships between tribal education departments and local education agencies; and Indian education policies in five Northwest region states.

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Book SynopsisNo More Hate! All Are Welcome! “Stigma” is a simple two-syllable word, yet it carries the weight of negative and often unfair beliefs that we hold about those who are different from us. Stigmas lock people into stereotyped boxes and deny us all the right to be our authentic and whole selves. Dr. Pernessa Seele, a longtime public health activist who started one of the first AIDS education programs in the 1980s, has crafted a proven method to address stigma. This powerful book confronts stereotype development, shows how to undo the processes and effects of stigma, and explains how we can radically change cultural thinking on the individual, interpersonal, and societal levels to put an end to stigmatization once and for all.

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Book SynopsisThis book attempts to unravel the fundamental assumptions of social philosophy and how its different concepts and theories make sense of human aging. The book explores how biomedical ageing dominated thoughts on ageing until social understandings from different disciplines came about that highlighted that ageing could be understood in terms of social class, gender and ethnicity. A key debate in recent years has been the critical approach versus positive approach. The final two chapters of the book explore Foucauldian philosophy applied to instances of the ageing process; whilst the final chapter advocates a focus on personhood and self-actualisation.

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Book SynopsisThis original book explores the nature and extent of global aging in contemporary society. It examines the impact of populational aging on different continents in the world. The book then moves its attention to exploring aging in China. In particular, it reviews the implications of urbanisation for Chinese older people. It draws from social theory to illuminate a perceptual framework to examine rapid social change.

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Book SynopsisThis book explores the relevance of key thinkers in social science from historical traditions to contemporary philosophers and the nature of modern society and how theories and concepts can be used to shed light on trends and inequalities around the world in which these thinkers lived. History is fast moving. The book attempts to explore the works of Weber, Durkheim, and Marx in the first three chapters to illustrate how their varieties of social science gave intimation about the social world in terms of social disorder and the remedies and actions needed to bring about social justice. The latter three chapters explore arguably the three most influential thinkers in social science of the 20th Century: Parsons, Foucault and Habermas. These thinkers in different ways gave a number of diagnoses of modern society. Some arguing for more balance between individuals and society as best regulated by institutions such as the family (Parsons), others argued for a more sophisticated understanding of power and how it plays out for social groups in modern society (Foucault) whilst for others critical social scientists should be focusing on defending the enlightenment ideals of reason and rationality as we go further into the 21st century. The book raises questions and provides many examples to stimulate thoughtful reflection about all our yesterdays, todays and tomorrows.

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Book SynopsisThis book examines the concept of aging. It interrogates how it has been co-opted and absorbed by bio-medical approaches to gerontology. The book explores how the concept of risk is a major feature of how aging has been constructed and positioned by bio-medical experts, a transition to a "risk society" and the implications of populational aging in global society.

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