This volume illustrates how much the study of social anthropologists has encompassed other, non-primitive societies: rural Italy, urban Africa, village politics in India and the smaller ex-colonial territories of Fiji and Mauritius are just some of the areas covered by the book. The position and contribution of British community studies is also examined, illustrating how micro-sociology can be made relevant to macro-sociology. Originally published 1966.
This volume illustrates how much the study of social anthropologists has encompassed other, non-primitive societies, illustrating how micro-sociology can be made relevant to macro-sociology.
In Social Networks of Meaning and Communication, Jan A. Fuhse offers a coherent theory of social structures as networks of relations interwoven with meaning. Drawing upon and extending the relational sociology of Harrison White and Charles Tilly, Fuhse seeks to establish a theory of social networks. Using a broad range of classic and contemporary social theory, he reconceptualizes social networks as constituted in patterns of expectations that form, reproduce, and change over the course of communicative events. These events, he argues, are the basic building blocks of the social world. They lead to expectations about the behavior of actors and their interaction with others the meaning structure making for observable regularities of communication in social networks. Social Networks of Meaning and Communication lays out a relational and constructivist perspective of social networks, highlighting a number of implications for social relationships, groups, and collective actors, as well as ethnic categories and cultural differences, roles and institutions, gender and family relations, and methods of social network analysis. Its framework bridges the gap in social network research between technically sophisticated analyses and complex, elusive theorizing.
Provides a theoretical explanation of how prehistoric Cahokia became a stratified society Considering Cahokia in terms of class struggle, Pauketat claims that the political consolidation in this region of the Mississippi Valley happened quite suddenly, around A.D. 1000, after which the lords of Cahokia innovated strategies to preserve their power and ultimately emerged as divine chiefs. The new ideas and new data in this volume will invigorate the debate surrounding one of the most important developments in North American prehistory.
Inclusion conjures images of children with special educational needs and disabilities (SEND) learning in classes alongside peers in a mainstream school. For pupils in the UK with high-level SEND, who have an Education, Health and Care Plan (formerly a Statement), this implies an everyday educational experience similar to that of their typically-developing classmates. Yet in vital respects, they are worlds apart. Based on the UK’s largest observation study of pupils with high-level SEND, The Inclusion Illusion exposes how attendance at a mainstream school is no guarantee of receiving a mainstream education. Observations of nearly 1,500 lessons in English schools show that their everyday experience of school is characterised by separation and segregation. Furthermore, interviews with nearly 500 pupils, parents and school staff reveal the effect of this marginalisation on the quality of their education. The way schools are organised and how classrooms are composed creates a form of ‘structural exclusion’ that preserves mainstream education for typically-developing pupils and justifies a diluted pedagogical offer for pupils with high-level SEND. Policymakers, not mainstream schools, are indicted over this state of affairs. This book prompts questions about what we think inclusion is and what it looks like. Ultimately, it suggests why a more authentic form of inclusion is needed, and how it might be achieved. Praise for The Inclusion Illusion 'This timely book presents clear challenges to the limits placed on progress for children with SEND in mainstream schools. It stands alongside calls, back to Warnock’s vision of every teacher being a teacher of SEN, for an end to “exclusion within inclusion”. It urges us to develop all staff to fulfil their roles with pupils with SEND. Acknowledging the value of TAs, it urges schools to ensure children who most need a teacher, get the teacher. Based on rigorous research, it rightly calls for bravery. For honesty. For action.' Professor Maggie Atkinson, Safeguarding consultant, adviser and leader, and Children’s Commissioner for England (2009–2015)'This is an important and valuable book which … has the potential to improve the educational experiences of pupils with significant learning and related difficulties. It combines an insightful account of the many issues and difficulties surrounding inclusion with a rigorous analysis of the outcomes and implications of large scale empirical work.' Professor Paul Croll, University of Reading 'I love this book! It tackles the structural challenges of inclusion head on and sets out what must change to create a fairer future for children with SEND. This is essential reading for all evidence-led school leaders, teachers and policymakers who believe in better.' Margaret Mulholland, SEND and Inclusion Policy Specialist, Association of School and College Leaders 'Rob Webster has deepened our understanding of how mainstream schools fail to address the needs of children with SEND. Distilling the crucial insights from years of work, he has thrown down a challenge to policymakers that for many children with SEND, simply having a mainstream placement is not the same as inclusion. This book is essential reading for anyone interested in what needs to change to ensure better futures for children with SEND in mainstream schools.' Brian Lamb OBE, Visiting Professor of Special Educational Needs and Disability, Derby University "This book brilliantly demonstrates the kind of education children with special educational needs in mainstream classroom, with the legal entitlement of an Education, health and care Plan actually experience. Despite talk of inclusion the classroom settings and organisation ensure that the children are excluded and marginalised from actual mainstream teaching. The over- use of Teaching Assistants, however well intentioned, is no substitute for the attention of qualified teachers. There is a separation in mainstream classes that ensures that inclusion is indeed an illusion. The book should be read by all teachers, parents and policy makers who care about the education of all children, not just those who are regarded as 'typical' or non-problematic." Professor Sally Tomlinson PhD FRSA
What does the collapse of India’s tea industry mean for Dalit workers who have lived, worked and died on the plantations since the colonial era? Plantation Crisis offers a complex understanding of how processes of social and political alienation unfold in moments of economic rupture. Based on long-term ethnographic fieldwork in the Peermade and Munnar tea belts, Jayaseelan Raj – himself a product of the plantation system – offers a unique and richly detailed analysis of the profound, multi-dimensional sense of crisis felt by those who are at the bottom of global plantation capitalism and caste hierarchy. Tea production in India accounts for 25 per cent of global output. The colonial era planation system – and its two million strong workforce – has, since the mid-1990s, faced a series of ruptures due to neoliberal economic globalisation. In the South Indian state of Kerala, otherwise known for its labour-centric development initiatives, the Tamil speaking Dalit workforce, whose ancestors were brought to the plantations in the 19th century, are at the forefront of this crisis, which has profound impacts on their social identity and economic wellbeing. Out of the colonial history of racial capitalism and indentured migration, Plantation Crisis opens our eyes to the collapse of the plantation system and the rupturing of Dalit lives in India's tea belt.
Social Structures is a book that examines how structural forms spontaneously arise from social relationships. Offering major insights into the building blocks of social life, it identifies which locally emergent structures have the capacity to grow into larger ones and shows how structural tendencies associated with smaller structures shape and constrain patterns of larger structures. The book then investigates the role such structures have played in the emergence of the modern nation-state. Bringing together the latest findings in sociology, anthropology, political science, and history, John Levi Martin traces how sets of interpersonal relationships become ordered in different ways to form structures. He looks at a range of social structures, from smaller ones like families and street gangs to larger ones such as communes and, ultimately, nation-states. He finds that the relationships best suited to forming larger structures are those that thrive in conditions of inequality; that are incomplete and as sparse as possible, and thereby avoid the problem of completion in which interacting members are required to establish too many relationships; and that abhor transitivity rather than assuming it. Social Structures argues that these "patronage" relationships, which often serve as means of loose coordination in the absence of strong states, are nevertheless the scaffolding of the social structures most distinctive to the modern state, namely the command army and the political party.
This richly documented work focuses on the parentela (extended family), including Epitacio's, to illustrate the role bonds of blood, marriage, and friendship played in formal politics at local, state, and national levels throughout the Old Republic (1889-1930). Originally published in 1987. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.
This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1982.
