This book brings together recent UK studies into children's experiences and practices around food in a range of contexts, linking these to current policy and practice perspectives. It reveals that food works not only on a material level as sustenance but also on a symbolic level as something that can stand for thoughts, feelings, and relationships. The three broad contexts of schools, families and care (residential homes and foster care) are explored to show the ways in which both children and adults use food. Food is used as a means by which adults care for children and is also something through which adults manage their own feelings and relationships to each other which in turn impact on children's experiences. The book examines the power of food in our daily lives and the way in which it can be used as a medium by individuals to exert power and resistance, establish collective identities and notions of the self and to express moralities about notions of 'proper' family routines and 'good' and 'healthy' lifestyle choices. It identifies inter-generational and intra-generational differences and commonalities in regard to the uses of and experiences around food across a range of studies conducted with children and young people. This book was published as a special issue of Children's Geographies.

This book brings together recent UK studies into children's experiences and practices around food in a range of contexts, linking these to current policy and practice perspectives. It reveals that food works not only on a material level as sustenance but also on a symbolic level as something that can stand for thoughts, feelings, and relationships. The three broad contexts of schools, families and care (residential homes and foster care) are explored to show the ways in which both children and adults use food. Food is used as a means by which adults care for children and is also something through which adults manage their own feelings and relationships to each other which in turn impact on children's experiences. The book examines the power of food in our daily lives and the way in which it can be used as a medium by individuals to exert power and resistance, establish collective identities and notions of the self and to express moralities about notions of 'proper' family routines and 'good' and 'healthy' lifestyle choices. It identifies inter-generational and intra-generational differences and commonalities in regard to the uses of and experiences around food across a range of studies conducted with children and young people. This book was published as a special issue of Children's Geographies.

This Reader brings together a generous selection of readings from the original texts of the three major classical sociological theorists: Karl Marx, Max Weber, Emile Durkheim. The readings are deliberately of a substantial length to allow students to gain a full understanding of the texts. Organised in a clear and accessible manner, each reading is introduced by an editorial commentary which explains the importance of the piece within the context of the theorist's other work. The Reader is designed to be both a comprehensive introduction and a sourcebook for all students and teachers of social theory.

Over the years, many textbooks have been written about the troika of sociological geniuses, Marx, Durkheim, and Weber. Too often, however, these works have been mere distillations of the views of the great thinkers. They did not intend nor could they hope to capture the subtleties and nuances of the original texts.

With the publication of Ian McIntosh's "Classical Sociological Theory: A Reader," extracts of the most relevant and noteworthy works of the classical sociological thinkers are available for the first time in a single volume. Here we find lengthy excerpts from Marx's "Communist Manifesto and The German Ideology," Weber's "Protestant Ethic and the Spirit of Capitalism," Durkheim's "The Division of Labour in Society and Suicide: A Study in Sociology." Generous portions of fifteen other texts are included here, as well as selected correspondence of Karl Marx.

Each extract is prefaced by an introduction which provides the reader with essential background information on each author's Weltanschauung, without telling the student what to think or encapsulating the excerpt to follow. Brief biographies of the principals and guides for further reading provide the student with a frame of reference for the texts.

"Classical Sociological Theory: A Reader" is not a replacement for the full texts in the original. It is, however, an enticement, whetting the appetite for further exploration of the masters of sociological thought.

This volume assumes no prior knowledge of Sociology. For students who have never studied Sociology before, it will give an idea of what to expect. For students already studying Sociology at school or college, it will provide a concise but comprehensive learning aid. It covers core topics taught in most Sociology degrees and the transferable skills that students will gain from the study of Sociology and guidance on future employment and careers. Part One introduces Sociology as an academic subject and Part Two outlines ways of theorising and researching the social world. Part Three explores sociological understandings of social change, social problems and social divisions within contemporary society. Part Four tackles the study skills needed at university level and addresses issues such as lectures and workshops; writing skills; essays and examinations. It also provides a glossary of key terms to be found in Sociology.