Sociology addresses challenging social issues and seeks new ways to understand them. However, much sociological terminology suffers from multiple, vague, or uncertain meanings. This is true of many of the central terms that sociologists use, such as 'power', 'ideology', 'culture', 'social class', and even 'society'. The result is that the conclusions reached by sociological investigations are frequently subject to discrepant interpretations, and their validity is difficult to assess. The chapters in this book address several of the key terms employed by sociologists, examining the concepts associated with them in depth - from both an historical and an analytical perspective. The aim is not to develop an entirely new framework but rather to document the various meanings associated with these terms, and to suggest ways in which they could be refined or developed for the purposes of sociological analysis. Since the concepts addressed are of wide relevance, Troubling Sociological Concepts will be of interest and use to researchers and students across the social sciences.

For 65 years Bowater's paper mills in Kent were served by an extensive 2ft 6in gauge railway system. This connected the original mill at Sittingbourne with the large mill at Kemsley and a private dock at Ridham. Thousands of tons of coal, china clay, recycled paper, wood pulp, logs and finished paper were hauled by a total of sixteen narrow gauge and three standard gauge locos, in a twenty four hour operation to keep the mills running. However, with the dawn of modernisation in 1969 a portion of the route and stock soon became the Sittingbourne and Kemsley Light Railway. Within this bright new volume renowned enthusiast and model maker, Dave Hammersley presents a nostalgic glimpse of the railway in Bowater's days, when the line was well-maintained and working round the clock. Steam locomotives appear around every corner, surrounded by dramatic industrial landscapes. Each of the engines is pictured alongside a concise description, finally concluding with a brief look at the first year of preservation. An entertaining read and a snapshot of an important moment in railway history, this book is a must have for railway enthusiasts nationwide!

This book is available as open access through the Bloomsbury Open Access programme and is available on www.bloomsburycollections.com. This book invites readers to explore the nature of qualitative research, and to recognise the varied and conflicting forms it can take. It examines how these contrast with quantitative work, as well as how they differ from journalism and imaginative literature. The book describes various methodological philosophies that have shaped qualitative work, as well as different types of orientation to be found within it today. It offers clear definitions of key terms and concepts, and also a detailed exploration of recent disputes among qualitative researchers, with a view to showing how differences in practice relate to underlying commitments. This book will be a vital resource for both new and experienced researchers.

This book is available as open access through the Bloomsbury Open Access programme and is available on www.bloomsburycollections.com. Since at least the mid-seventeenth century, the concept of revolution has been an important tool both for those seeking to bring about political change and for those trying to understand it. And it is as relevant today as it has ever been. This volume re-evaluates our understanding of the history of revolutionary thought by examining a selection of key texts. These range from the 17th to the 20th century, and are carefully chosen to include both constitutional documents and theoretical works by figures such as James Harrington, Jean-Jacques Rousseau, Maximilian Robespierre, Peter Kropotkin and Deng Xiaoping Each chapter engages with a particular revolutionary moment via a specific text, usually an extract of around 300 words, and considers the significance of the text for the history of revolutionary thought. The structure of the book allows readers to make connections and comparisons across the different revolutionary texts and moments, thereby providing a broader, deeper and more nuanced understanding of revolutions. Stimulating, accessible and interdisciplinary, Revolutionary Moments will appeal to students and researchers in the history of political thought and intellectual history, and beyond.

When first published this book was one of the first collections of empirical research in the area of the knowledge transmitted in schools and the responses of students to it. It includes studies of the histories of particular school subjects and of how the knowledge they embody is presented in the classroom. Attention is also given to the effects of gender stereotypes among teachers and pupils, both on pupils' selection of courses to study and on their reactions to particular subjects in the classroom. The other major topic in this collection is the way external examinations shape the nature of the school curriculum and how it is taught. There are studies of how pupils and teachers adapt to the exam system, and of how that system and its role in the accountability of schools, have changed in recent years. The articles collected here throw into relief important aspects of what is taught in schools, and they do this on the basis of a solid foundation of empirical research.

Many of us feel that we spend too much time in unproductive meetings when we could be getting on with some 'real' work. Well, meetings are real work and effective meetings are the springboard for great results. "Brilliant Meetings" gives you the tips, tools and techniques to transform all your meetings into positive experiences. It shows you how to: prepare better get more out of meetings when you're there follow up effectively to get the results you need attend only the meetings that matter use meetings to boost your profile and your career

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Physical Geology is a classic introductory text that has helped countless students learn basic physical geology concepts for over 25 years. Students taking introductory physical geology to fulfill a science elective, as well as those contemplating a career in geology, will appreciate the accessible writing style and depth of coverage in Physical Geology.

The book presents a novel examination of urban commons which provides a robust base for education initiatives and future public policy guidance on the protection and use of urban commons as invaluable urban green spaces that offer a diverse cultural and ecological resource for future communities. The book's central argument is that only through a deep understanding of the past and a rigorous engagement with present users, can we devise new futures or imaginaries of culture, well-being and diversity for the urban commons. It argues that understanding the genesis of, and interactions between, the different pressures on urban green space has important policy implications for the delivery of nature conservation, recreational access and other land use priorities. The stakeholders in today’s urban commons, whether land users, policy makers or the public, are the inheritors of a complex cultural legacy and must negotiate diverse and sometimes conflicting objectives in their pursuit of a potentially unifying goal: a secure future for our urban commons. The book offers a unique and strongly interdisciplinary study of urban commons, one that brings together original historical investigation, contemporary legal scholarship, extensive oral history research with user groups, and research examining the imagined futures for the urban common in modern society. It explores the complex social and political history of the urban common, as well as its legal and cultural status today, using four diverse case studies from within England as exemplars of the distinctively urban common. These are Town Moor in Newcastle, Mousehold Heath in Norwich, Clifton and Durdham Downs in Bristol and Valley Gardens in Brighton. The book concludes by looking forward and considering new tools and methods of negotiation, inclusivity and creativity to inform the future of these case studies, and of urban commons more widely. This book will be of great interest to students and scholars of the commons, green spaces, urban planning, environmental and urban geography, environmental studies and natural resource management.

Methodological Concepts: A Critical Guide clarifies many key terms and issues in social research methodology. It outlines the conventional meanings of these terms, but also addresses their contentious character. The aim is to offer interpretations of them that provide a coherent conception of the nature of social science. This book is premised on the idea that more clarity about the meaning of major methodological concepts is essential, and that the disagreements which pervade the field must be addressed. Numerous key terms are discussed across 13 chapters, including 'methodology', 'method', 'inquiry', 'research', 'science', 'truth', 'fact', 'rigour', 'bias', 'objectivity', 'data', 'evidence', 'induction', 'deduction', 'abduction', 'understanding', 'explanation', 'reflexivity', 'triangulation', 'theory', and 'researcher integrity'. These concepts have been implicated in fundamental divisions among social scientists, exemplified by the 'paradigm wars' of the past few decades. The chapters of this book provide an overview of the various meanings given to these terms, whilst also offering distinctive interpretations designed to provide a sound basis for social research. Methodological Concepts: A Critical Guide will be of great use to any student or researcher working in the social sciences.

While the term 'culture' has come to be very widely used in both popular and academic discourse, it has a variety of meanings, and the differences among these have not been given sufficient attention. This book explores these meanings, and identifies some of the problems associated with them, as well as examining the role that values should play in cultural analysis. The development of four, very different, conceptions of culture is traced from the nineteenth century onwards: a notion of aesthetic cultivation associated with Matthew Arnold; the evolutionary view of culture characteristic of nineteenth-century anthropology; the idea of diverse cultures characteristic of twentieth and twenty-first century anthropology; and a conception of culture as a process of situated meaning-making - found today across anthropology, sociology, and cultural studies. These conceptions of culture are interrogated, and a reformulation of the concept is sketched. This book will be of interest to students and scholars across a variety of fields, including anthropology, sociology, cultural studies, and education.

Republicanism is a centuries-old political tradition, yet its precise meaning has long been contested. The term has been used to refer to government in the public interest, to regimes administered by a collective body or an elected president, and even just to systems embodying the values of liberty and civic virtue. But what do we really mean when we talk about republicanism? In this new book, leading scholar Rachel Hammersley expertly and accessibly introduces this complex but important topic. Beginning in the ancient world, she traces the history of republican government in theory and practice across the centuries in Europe and North America, concluding with an analysis of republicanism in our contemporary politics. She argues that republicanism is a dynamic political language, with each new generation of thinkers building on the ideas of their predecessors and adapting them in response to their own circumstances, concerns, and crises. This compelling account of the origins, history, and potential future of one of the world's most enduring political ideas will be essential reading for anyone with an interest in republicanism, from historians and political theorists to politicians and ordinary citizens.

There can be little doubt that pupils' own interpretations of what happens in their schools represent a crucial link in the educational chain. We need to understand how pupils respond to different forms of pedagogy and school organization, and why they respond in the ways they do, in order to increase the effectiveness of our schooling. In the ten years prior to first publication ethnographic studies of pupils in schools had increased in number and importance. They had come to represent a leading area of inquiry which is still of relevance to practising and student teachers today. However, this material was not easily accessible, being widely distributed across educational and sociological journals and books. Originally published in 1984, this book collects together significant contributions to the field in a single volume, and will still be of relevance to practising and trainee teachers, and students of sociology and education.

This stimulating and refreshing study, written by one of the leading commentators in the field, provides novel answers to these crucial questions. "What's Wrong With Ethnography provides a fresh look at the rationale for and distinctiveness of ethnographic research in sociology, education and related fields, and succeeds in slaying a number of currently fashionable sacred cows. Relativism, critical theory, the uniqueness of the case study and the distinction between qualitative and quantitative research are all examined and found wanting as a basis for informed ethnography. The policy and political implications of ethnography are a particular focus of attention. The author compels the reader to reexamine some basic methodological assumptions in an exciting way", Martin Bulmer, London School of Economics.

Originally published 1992 What's Wrong With Ethnography? provides a fresh look at the rationale for and distinctiveness of ethnographic research in sociology, education and related fields. Relativism, critical theory, the uniqueness of the case study and the distinction between qualitative and quantitative research are all examined and found wanting as a basis for informed ethnography. The policy and political implications of ethnography are a particular focus of attention. The author compels the reader to re-examine some basic methodological assumptions in an exciting way.

Originally published in 1989, The Dilemma of Qualitative Method is a stimulating guide to the discussion of qualitative versus quantitative approaches to social research, originated in nineteenth-century debates about the relationship between the methods of history and natural science. One of the key theorists in this area was Chicago sociologist Herbert Blumer. The book analyses the historical context of the dispute and provides a detailed account and systematic analysis Blumer's methodological writings including his doctoral thesis. The strategies for qualitative research advocated by Blumer within the Chicago tradition are reviewed and assessed.

Paradoxes of Democracy, Leadership and Education engages both critically and creatively with important social, political and educational issues, and argues that the organisational forms of contemporary schooling are caught up in politically significant contradictions. Highlighting the inescapable paradoxes that educators must grapple with in their thought and practice as they seek to reconcile democracy and leadership in education, this book addresses the question of whether socially just democratic futures can be realised through education. Divided into two parts, the first part explores theoretical frameworks and concepts, presenting theory and raising issues and questions, while the second shares diverse examples of practice, renewing and reanimating the links between education, leadership and democracy, and providing models of alternatives. Studying a number of global developments that can be seen as potentially threatening, such as a growing inequality in wealth and income and the declining participation and trust in democratic processes, this text is at the forefront of international innovations in educational theory and philosophy. A fascinating and vital read for all researchers and students, Paradoxes of Democracy, Leadership and Education considers the opportunities and challenges that are confronting and threatening education in the modern world.

The English republican tradition and eighteenth-century France offers the first full account of the role played by seventeenth- and eighteenth-century English republican ideas in eighteenth-century France. Challenging some of the dominant accounts of the republican tradition, it revises conventional understandings of what republicanism meant in both Britain and France during the eighteenth century, offering a distinctive trajectory as regards ancient and modern constructions and highlighting variety rather than homogeneity within the tradition. Hammersley thus offers a new and fascinating perspective on both the legacy of the English republican tradition and the origins and thought of the French Revolution. The book focuses on a series of case studies, featuring such colourful and influential characters as John Toland, Viscount Bolingbroke, John Wilkes and the Comte de Mirabeau. This book will thus be of value to all those interested in the fields of intellectual history and the history of political thought, seventeenth and eighteenth-century British history, eighteenth-century French history and French Revolution studies. -- .

Now in its fourth edition, this leading introduction to ethnography has been thoroughly updated and substantially rewritten. The volume offers a systematic introduction to ethnographic principles and practice, and includes a new chapter on 'Ethnography in the digital world'. The authors argue that ethnography is best understood as a reflexive process. This requires recognition that social research is part of the world that it studies, and demands that researchers reflect on how they shape both data and analysis. Starting in Chapter 1 with an outline of the principle of reflexivity, against the background of competing research philosophies, the authors go on to discuss the main features of ethnographic work, including: the selection and sampling of cases the problem of access field relations and observation interviewing the use of documents recording and organizing data the process of data analysis and writing research reports. There is also consideration of the ethical issues involved in ethnographic research. Throughout, the discussion draws on a wide range of illustrative material from classic and more recent studies, within a global context. The new edition of this popular textbook will be an indispensable resource for undergraduate and postgraduate students, and for all researchers using ethnographic methods in the social sciences and the humanities.

Originally published in 1990, Classroom Ethnography examines the interplay between empirical research and methodological reflection. It explores the nature, the methods, the role, and the limitations of ethnographic research on school classrooms. Beginning with examples of Hammersley's empirical research, the book then moves on to a number of reflections about the methodology of ethnographic research, covering such matters as the role of theory and the relative contributions of qualitative and quantitative work. Classroom Ethnography will be of use to those with an interest in educational research methodology and, in particular, of ethnographic research on classrooms.

First published in 1977, this volume brings together a range of viewpoints, informed by reports of empirical research, which bear on the experience of school. Each chapter demonstrates the application of the 'new sociology of education' in its various guises to the world of teachers and pupils. In doing so, they exemplify the fields of investigation opened up by these theoretical developments, and also suggest directions ahead. The tensions in the articles reflect the tensions that existed in the sociology of education. By bringing them together, the aim of this volume is to contribute to a more soundly based sociology of education.

First published in 1977, this volume brings together a range of viewpoints, informed by reports of empirical research, which bear on the experience of school. Each chapter demonstrates the application of the 'new sociology of education' in its various guises to the world of teachers and pupils. In doing so, they exemplify the fields of investigation opened up by these theoretical developments, and also suggest directions ahead. The tensions in the articles reflect the tensions that existed in the sociology of education. By bringing them together, the aim of this volume is to contribute to a more soundly based sociology of education.

The English republican tradition and eighteenth-century France offers the first full account of the role played by seventeenth and eighteenth-century English republican ideas in eighteenth-century France. Challenging some of the dominant accounts of the republican tradition, it revises conventional understandings of what republicanism meant in both Britain and France during the eighteenth century, offering a distinctive trajectory as regards ancient and modern constructions and highlighting variety rather than homogeneity within the tradition. Hammersley thus offers a new and fascinating perspective on both the legacy of the English republican tradition and the origins and thought of the French Revolution. The book is focused around a series of case studies, which focus on a number of colourful and influential characters including John Toland, Viscount Bolingbroke, John Wilkes and the Comte de Mirabeau. This book will thus be of value to all those interested in the fields of intellectual history and the history of political thought, seventeenth and eighteenth-century British history, eighteenth-century French history and French Revolution studies. -- .

First Published in 1990. Routledge is an imprint of Taylor & Francis, an informa company.

Methodological Concepts: A Critical Guide clarifies many key terms and issues in social research methodology. It outlines the conventional meanings of these terms, but also addresses their contentious character. The aim is to offer interpretations of them that provide a coherent conception of the nature of social science. This book is premised on the idea that more clarity about the meaning of major methodological concepts is essential, and that the disagreements which pervade the field must be addressed. Numerous key terms are discussed across 13 chapters, including 'methodology', 'method', 'inquiry', 'research', 'science', 'truth', 'fact', 'rigour', 'bias', 'objectivity', 'data', 'evidence', 'induction', 'deduction', 'abduction', 'understanding', 'explanation', 'reflexivity', 'triangulation', 'theory', and 'researcher integrity'. These concepts have been implicated in fundamental divisions among social scientists, exemplified by the 'paradigm wars' of the past few decades. The chapters of this book provide an overview of the various meanings given to these terms, whilst also offering distinctive interpretations designed to provide a sound basis for social research. Methodological Concepts: A Critical Guide will be of great use to any student or researcher working in the social sciences.