Canadian Journal of Sociology-Cahiers Canadiens De Sociologie最新文献_第4页

Davies, William, Nervous States: How feeling took over the world. 戴维斯，威廉，《紧张的国家：感觉是如何主宰世界的》。

IF 0.7 4区社会学

Canadian Journal of Sociology-Cahiers Canadiens De Sociologie Pub Date : 2019-12-29 DOI: 10.29173/cjs29631

Kayla Preston

引用次数: 0

Growing up African Canadian in Vancouver: Racialization, Gender and Sexuality 在温哥华长大的非裔加拿大人：种族化、性别和性

IF 0.7 4区社会学

Canadian Journal of Sociology-Cahiers Canadiens De Sociologie Pub Date : 2019-12-29 DOI: 10.29173/cjs29456

G. Creese

引用次数: 4

We’ll Deal with it Later: African Nova Scotian Women’s Perceptions and Experiences of the Police 我们稍后会处理：非裔新斯科舍妇女对警察的看法和经验

IF 0.7 4区社会学

Canadian Journal of Sociology-Cahiers Canadiens De Sociologie Pub Date : 2019-12-29 DOI: 10.29173/cjs29473

Jessica Bundy

引用次数: 14

Lee, Robyn, The Ethics and Politics of Breastfeeding: Power, Pleasure, Poetics. 《母乳喂养的伦理与政治:权力、愉悦、诗学》。

IF 0.7 4区社会学

Canadian Journal of Sociology-Cahiers Canadiens De Sociologie Pub Date : 2019-12-29 DOI: 10.29173/cjs29629

Patricia Hamilton

引用次数: 0

Les jeunes d’origine haïtienne au Cégep : un rapport aux études marqué par le genre ? Cégep的海地裔青年：与性别研究的关系？

IF 0.7 4区社会学

Canadian Journal of Sociology-Cahiers Canadiens De Sociologie Pub Date : 2019-12-29 DOI: 10.29173/cjs29492

Gina Lafortune

{"title":"Les jeunes d’origine haïtienne au Cégep : un rapport aux études marqué par le genre ?","authors":"Gina Lafortune","doi":"10.29173/cjs29492","DOIUrl":"https://doi.org/10.29173/cjs29492","url":null,"abstract":"Cet article presente des resultats preliminaires d’une recherche menee dans deux cegeps montrealais et ayant documente l’experience aux etudes de jeunes d’origine haitienne entre janvier 2017 et juin 2018. Des entretiens individuels ont ete realises avec une trentaine d’etudiantes et etudiants ainsi qu’avec une vingtaine de membres du personnel des colleges (N=53). Bien que l’objectif de la recherche ne fut pas d’analyser explicitement les effets de l’appartenance de genre sur le rapport aux etudes, ces enjeux ont rapidement emerge du discours des participants, qui relevent des differences marquees dans les comportements et pratiques des etudiantes et etudiants sur le plan de l’orientation, de la mobilisation dans les etudes et de la sociabilite. Les jeunes femmes se distingueraient par leur niveau eleve d’engagement et un fort volontarisme, tandis que leurs pairs masculins sont presentes comme etant moins motives, moins perseverants et plus portes sur la sociabilite. Nous discutons des hypotheses evoquees par les membres du corps etudiant et du corps professionnel pour expliquer ces comportements differencies selon le genre. Nous mettons en evidence les effets croises du genre, de l’ethnicite et du milieu social sur la perseverance aux etudes postsecondaires des etudiantes et etudiants.","PeriodicalId":46469,"journal":{"name":"Canadian Journal of Sociology-Cahiers Canadiens De Sociologie","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2019-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44056246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Beer, David, Georg Simmel’s Concluding Thoughts: Worlds, Lives, Fragments. 比尔，大卫，格奥尔格·西梅尔的总结思想：世界，生活，碎片。

IF 0.7 4区社会学

Canadian Journal of Sociology-Cahiers Canadiens De Sociologie Pub Date : 2019-12-29 DOI: 10.29173/cjs29630

A. Frank

引用次数: 1

Special Issue: African Canadians, Gender, and Sexuality/ Édition spéciale: Les afro-canadiens, le genre et la sexualité 特别版：非裔加拿大人、性别和性

IF 0.7 4区社会学

Canadian Journal of Sociology-Cahiers Canadiens De Sociologie Pub Date : 2019-12-29 DOI: 10.29173/cjs29627

Johanne Jean-Pierre, Lance T. McCready

引用次数: 2

Livne, Roi, Values at the End of Life: The Logic of Palliative Care. 《生命末期的价值:缓和疗护的逻辑》。

IF 0.7 4区社会学

Canadian Journal of Sociology-Cahiers Canadiens De Sociologie Pub Date : 2019-12-29 DOI: 10.29173/cjs29632

Courtney R. Petruik

引用次数: 0

Adapting, Disrupting, and Resisting: How Middle School Black Males Position Themselves in Response to Racialization in School 适应、颠覆和反抗：中学黑人男性如何应对学校种族化

IF 0.7 4区社会学

Canadian Journal of Sociology-Cahiers Canadiens De Sociologie Pub Date : 2019-12-29 DOI: 10.29173/cjs29518

C. James

{"title":"Adapting, Disrupting, and Resisting: How Middle School Black Males Position Themselves in Response to Racialization in School","authors":"C. James","doi":"10.29173/cjs29518","DOIUrl":"https://doi.org/10.29173/cjs29518","url":null,"abstract":"Studies of Black students’ schooling experiences and educational outcomes have consistently shown that compared to their peers, they – especially males – tend to underperform academically, be more athletically engaged, and be streamed into non-academic educational programs. These studies tend to focus on high school students, but what of middle school students: is the situation any different? Using a combination of critical race theory and positioning theory, this article presents the results of a 2018 focus group of middle school male students residing in an outer suburb of the Greater Toronto Area. The findings reveal how the nine participants positioned themselves, and were positioned by their teachers, for an education that would enable them to enter high school and become academically successful. Some participants felt that teachers had constructs of them as underperformers, athletes, and troublemakers; others believed teachers saw them as ‘regular students’ and treated them accordingly by supporting their academic and extracurricular activities. How these students read educators’ perceptions of them informed their positioning responses: some adjusted and others resisted. Our findings highlight the urgent need to support Black students in culturally relevant ways during the transition schooling years so that they enter high school ready to meet the social, academic, and pedagogical challenges they will face, graduate, and realize their post high school ambitions.","PeriodicalId":46469,"journal":{"name":"Canadian Journal of Sociology-Cahiers Canadiens De Sociologie","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2019-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.29173/cjs29518","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41337389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Power, Space, and Place in Early Childhood Education 幼儿教育中的权力、空间和位置

IF 0.7 4区社会学

Canadian Journal of Sociology-Cahiers Canadiens De Sociologie Pub Date : 2019-09-30 DOI: 10.29173/cjs29596

Cory Jobb

{"title":"Power, Space, and Place in Early Childhood Education","authors":"Cory Jobb","doi":"10.29173/cjs29596","DOIUrl":"https://doi.org/10.29173/cjs29596","url":null,"abstract":"This paper addresses early childhood educators’ perceptions on how power relations are shaped by interactions between themselves, children, and the material environment. In a qualitative three-phase case study I explored educators’ perceptions on how power relations are enacted within one preschool classroom in Southern Ontario, and how power relations are affected when educators conceptualize the environment through the perspective of space and place. Drawing on reconceptualist theory in early childhood education, children’s spatialities, and Michel Foucault’s work on power in society, I suggest that power circulates between bodies and spatialities, in the complex interactions between individuals and the physical spaces they encounter. The findings suggest that while early childhood educators may understand intuitively the demarcation between space and place, external constraints – real or perceived – are barriers to change. I argue that shifting philosophical and pedagogical stances in early childhood education have resulted in two binarized positions, where philosophy and pedagogy are frequently understood as either child-centred, or teacher-directed orientations and that troubling the binary by thinking with place can help refigure power relations between educators and young children. The conceptual distinction between thinking of early childhood classrooms as space or place is significant and I argue that viewing the environment as place is one possible way educators can reconceptualize traditionally hierarchical and binarized power dynamics between themselves and young children.","PeriodicalId":46469,"journal":{"name":"Canadian Journal of Sociology-Cahiers Canadiens De Sociologie","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.29173/cjs29596","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44512794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 24