Historical and current debates in social sciences mirror the reality of human existence. However, the reality and facts of human existence are also different from each other. At the same time, these phenomena in social sciences are multidimensional. In this sense, some of the human cases were included in this study. Besides, historical and current analyses in this study have been examined in other social science studies. The multidimensional perspective of the field of social science encourages re-examining the topics covered and revealing different trends. In this context, this study aimed to clarify light on the dark points in the field of social science by reconsidering the discussed or not discussed issues.
From Beijing to Seattle, women's movements within academe and in local-global communities are growing at an unprecedented rate, raising pointed questions about paradigms of Western feminism, development, global trade, and scholarship. Despite this growing visibility, the perspectives of far too many women, especially from the Global South, are still excluded from mainstream U.S. scholarship. Presented with the task of preparing students for life in this new and rapidly shrinking world, many scholars have found themselves overwhelmed by the need to cross disciplinary and geographic borders. But some faculty are leading the way -- often in defiance of academic traditions and prejudices -- to a curriculum that reflects consequences of globalization. Encompassing Gender is the long-awaited anthology of more than 40 essays by 60 scholars, many of them working in curriculum-transformation groups that cut across the humanities, the sciences, and the social sciences, all of them committed to an interdisciplinary approach to internationalizing the curriculum.
This book systematically investigates the past accomplishments and future agendas of contemporary comparative-historical analysis. Its core essays explore three major issues: the accumulation of knowledge in the field over the past three decades, the analytic tools used to study temporal process and historical patterns, and the methodologies available for making inferences and for building theories. The introductory and concluding essays situate the field as a whole by comparing it to alternative approaches within the social sciences. Comparative Historical Analysis in the Social Sciences will serve as an invaluable resource for scholars in the field, and it will represent a challenge to many other social scientists - especially those who have raised skeptical concerns about comparative-historical analysis in the past.
The essays in Knowing Southeast Asian Subjects ask how the risingpreponderance of scholarship from Southeast Asia is de-centering Southeast Asian studies in the United States. The contributions address recent transformations within the field and new directions for research, pedagogy, and institutional cooperation.
World history has expanded dramatically in recent years, primarily as a teaching field, and increasingly as a research field. Growing numbers of teachers and Ph.Ds in history are required to teach the subject. They must be current on topics from human evolution to industrial development in Song-dynasty China to today's disease patterns - and then link these disparate topics into a coherent course. Numerous textbooks in print and in preparation summarize the field of world history at an introductory level. But good teaching also requires advanced training for teachers, and access to a stream of new research from scholars trained as world historians. In this book, Patrick Manning provides the first comprehensive overview of the academic field of world history. He reviews patterns of research and debate, and proposes guidelines for study by teachers and by researchers in world history.
Social science from Western countries continues to have the greatest global influence, but the field is expanding rapidly in Asia and Latin America, particularly in China and Brazil. In sub-Saharan Africa, social scientists from South Africa, Nigeria andKenya produce 75% of academic publications. In South Asia, barring some centres of excellence in India, social sciences as a whole have low priority. These are a few of the findings from World Social Science Report, 2010: Knowledge divides. Produced by the International Social Science Council (ISSC) and co-published with UNESCO, the Report is the first comprehensive overview of the field in over a decade. Hundreds of social scientists from around the world contributed their expertise to the publication. Gudmund Hernes, President of the ISSC, Adebayo Olukoshi, Director of the United Nations African Institute for Economic Development and Planning (IDEP), Hebe Vessuri, Director, Venezuelan Institute for Scientific Research (IVIC), and François Héran, Director of Research, National Institute for Demographic Studies (INED), France, are among the experts who presented the Report during its official launch at UNESCO Headquarters in Paris on 25 June 2010.
Research on history education and historical thinking is becoming increasingly relevant internationally. The need for a renewal of history education is not only justified by the epistemology of history itself, but also by the demand for a methodological change in education in general, making students active protagonists in the construction of their learning and based on the development of competencies. Further study on the potential use of gamification within social studies and humanities education is required to understand its benefits and challenges. Cases on Historical Thinking and Gamification in Social Studies and Humanities Education proposes and analyzes gamification as a pedagogical innovation that can enable the renewal of the teaching and learning process of history, facilitating the active learning of historical thinking concepts while influencing students' conceptions of history as a discipline and as a school subject. Covering key topics such as historical thinking, social sciences, video games, and mobile learning, this reference work is ideal for historians, policymakers, researchers, scholars, academicians, practitioners, instructors, and students.
"The volume edited by Mark Tessler addresses a set of critical issues confronting all social scientists whose field of inquiry is extra-American. . . . Tessler and his contributors succeed admirably in their goal." —American Historical Review How should scholars construct knowledge about politics, economics, and international relations in major world regions? According to the contributors to this lively volume, the conflicting approaches of regional specialists and discipline-oriented social scientists must be combined to provide a firm foundation for studying the contemporary politics of the Middle East. Contributors are Lisa Anderson, Anne Banda, Laurie A. Brand, Laura Zittrain Eisenberg, John P. Entelis, Clement M. Henry, Magda Kandil, Baghat Korany, Jodi Nachtwey, Augustus Richard Norton, and Mark Tessler.
The latest installment of a digital humanities bellwether Contending with recent developments like the shocking 2016 U.S. Presidential election, the radical transformation of the social web, and passionate debates about the future of data in higher education, Debates in the Digital Humanities 2019 brings together a broad array of important, thought-provoking perspectives on the field’s many sides. With a wide range of subjects including gender-based assumptions made by algorithms, the place of the digital humanities within art history, data-based methods for exhuming forgotten histories, video games, three-dimensional printing, and decolonial work, this book assembles a who’s who of the field in more than thirty impactful essays. Contributors: Rafael Alvarado, U of Virginia; Taylor Arnold, U of Richmond; James Baker, U of Sussex; Kathi Inman Berens, Portland State U; David M. Berry, U of Sussex; Claire Bishop, The Graduate Center, CUNY; James Coltrain, U of Nebraska–Lincoln; Crunk Feminist Collective; Johanna Drucker, U of California–Los Angeles; Jennifer Edmond, Trinity College; Marta Effinger-Crichlow, New York City College of Technology–CUNY; M. Beatrice Fazi, U of Sussex; Kevin L. Ferguson, Queens College–CUNY; Curtis Fletcher, U of Southern California; Neil Fraistat, U of Maryland; Radhika Gajjala, Bowling Green State U; Michael Gavin, U of South Carolina; Andrew Goldstone, Rutgers U; Andrew Gomez, U of Puget Sound; Elyse Graham, Stony Brook U; Brian Greenspan, Carleton U; John Hunter, Bucknell U; Steven J. Jackson, Cornell U; Collin Jennings, Miami U; Lauren Kersey, Saint Louis U; Kari Kraus, U of Maryland; Seth Long, U of Nebraska, Kearney; Laura Mandell, Texas A&M U; Rachel Mann, U of South Carolina; Jason Mittell, Middlebury College; Lincoln A. Mullen, George Mason U; Trevor Muñoz, U of Maryland; Safiya Umoja Noble, U of Southern California; Jack Norton, Normandale Community College; Bethany Nowviskie, U of Virginia; Élika Ortega, Northeastern U; Marisa Parham, Amherst College; Jussi Parikka, U of Southampton; Kyle Parry, U of California, Santa Cruz; Brad Pasanek, U of Virginia; Stephen Ramsay, U of Nebraska–Lincoln; Matt Ratto, U of Toronto; Katie Rawson, U of Pennsylvania; Ben Roberts, U of Sussex; David S. Roh, U of Utah; Mark Sample, Davidson College; Moacir P. de Sá Pereira, New York U; Tim Sherratt, U of Canberra; Bobby L. Smiley, Vanderbilt U; Lauren Tilton, U of Richmond; Ted Underwood, U of Illinois, Urbana-Champaign; Megan Ward, Oregon State U; Claire Warwick, Durham U; Alban Webb, U of Sussex; Adrian S. Wisnicki, U of Nebraska–Lincoln.
