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Posts Tagged ‘globalisation’

Globalisation and the Digital World: Revision Stuff

Saturday, April 21st, 2018

Colourful PowerPoint Presentation summarising the OCR Globalisation and the Digital World Unit, plus a range of 6 / 9 mark exam practice questions.

It’s somehow typical that you see nothing about this OCR A-Level Sociology Unit for months and then, just as you’ve posted a “6 week course” guide, you stumble across a couple of PowerPoint Presentations that actually complement this quite well.

The first is a Big, Bold and Colourful Revision Presentation by Marc Addison that covers:

• What is the relationship between globalisation and digital forms of communication?
• Developments in digital forms of communication in a global society
• The Marxist Perspective
• The Feminist Perspective
• The Postmodernist Perspective
• The Impact of Digital Communications
• What is the relationship between globalisation and Conflict and Change?
• Cultural homogenisation, hybridity or resistance?

The second is neither Big, Bold nor Colourful because it doesn’t aim to be. It just wants to do its job quietly, efficiently and with the minimum of fuss. So, if you want to give your students some practice 6 and 9 mark questions, based around the PEEL mnemonic, this Presentation should fit the bill nicely.

Globalisation and the Digital World Resource Pack

Friday, April 20th, 2018

A “6 week course”, built around a variety of PowerPoint Presentations and supporting documents, designed to help you teach the Globalisation and the Digital World Unit of the OCR Specification.

I found this set of documents buried on my hard drive the other day and I know very little about where I found it, its creator (J. Ellison who may or may not work at Langley Park School for Boys) or creation (circa 2016). That aside, I do know the title refers to a section on the latest (2017) OCR A-level Sociology Specification called, spookily-enough, “Globalisation and the Digital World”.

More-interestingly, the pack of materials I’ve managed to somehow acquire refers to it being a “6 week course” which, taking this at face-value, means it’s a set of resources and activities specifically designed to teach this section of the course – potentially a huge time-saver, even if you decide to customise the base PowerPoints to the needs of your particular students (you may want / need to do this because some, if not all, of the supporting materials may well be a little too advanced for some students – and then some. The Castells article, for example, is likely to prove well beyond a lot of a-level students so you might want to think about replacing it or summarising it).

The only alterations I’ve made to the original slides are:

1. Removing specific references to textbook pages (because there’s no indication as to which textbook they refer). You may want to edit the PowerPoints to include specific references to the textbook/s you use with your students.

2. Changed YouTube links to play inside the Presentation.

In addition, you may want to add slides containing activities, notes and so forth you currently use in your classes. My way of thinking about this resource is to use it as the base for materials you normally include in your teaching – a basic structure, in other words, around which you can hang whatever resources / activities you normally use / do.

(more…)

Sociology Revision PowerPoints: Crime and Deviance

Saturday, March 24th, 2018

The second part of the Crime and Deviance Revision series (the first, if you missed it,  involves revision booklets) is devoted to a range of PowerPoint Presentations that I’ve collected from various places. Just have a look at the document properties if you want to know who created them.

The quality of the Presentations is “variable” at times so it’s probably a case of having a look at any that take your fancy to see if they’re something you can use. You also need to keep in mind the date when some of these were created (again, just check the document properties).

Although most of the Presentations are just a relatively simple mix of text and graphics, some include links to YouTube videos (which you can, of course, edit accordingly if you want) and some are a little more interactive in terms of their content (posing questions, setting short exercises and the like).

Although I’ve signposted the Presentations as a revision resource there’s no reason why you couldn’t incorporate some of these into your everyday teaching if you like to use PowerPoint. They can, of course, be edited to your particular requirements.

The Presentations (all 25 of them…) are as follows:

(more…)

Sociology Revision Booklets: 3. Mass Media

Wednesday, March 21st, 2018

The third in our occasional series covering free revision resources on the web looks at the Mass Media (as you’ve probably guessed from the title).

The number of resources is substantially less than previous offerings on Theory and Methods and Beliefs in Society but what they lack in number is more than made-up for by the depth of their content.

Possibly.

I may just have been making that up.

Anyway, you can see for yourself by downloading any, or indeed all, of the following:

1. Media Revision Pack [Word version | Pdf version]: Although I’ve called this a Revision Pack (because that’s what it is…) it wasn’t originally created in that form. Rather, it’s an amalgam I’ve put together of a range of media revision documents, authored by Mark Gill, that cover:

• Ownership and Control
• New Media
• Representations
• Audiences
• Social Construction of News

Part of the reason for making the Pack available in different formats is that if you’d prefer to break the document down into its constituent parts it’s a fairly simple job to do this in Word. It’s possible to do this with a pdf document but that would mean faffing around with software that splits pdf files and you’re probably much too busy to bother with stuff like that.

The Notes themselves are coherent and competent, with good coverage of the major Specification areas (although it’s aimed at AQA there are parts that apply to other Specifications). (more…)

Sociology Revision Days with Dr Steve Taylor

Wednesday, March 7th, 2018

Crime & Deviance: updated to 21st Century

Dr Steve Taylor, University of London & ShortCutstv

Examiners reward students for writing about contemporary society but there are very few examples of contemporary theory & research on crime in the textbooks. This Workshop aims to fill that gap by linking the ‘familiar’ with the new.

Approaches to Crime & Deviance: Key theories & concepts, consolidated, compared & evaluated.

New Research: clear, easy to understand, up to date research examples to illustrate approaches.

Globalisation & Crime: green, organised & state crime made accessible & illustrated with up to date examples.

Theory & Method: simplified & illustrated.

Handouts: include concise summarises of research examples used.

Exam technique guidance, including introducing newer material into exam questions.

Brand new free video “Sociological Theories of Crime” included.

What Teachers say
Our students came away inspired and were talking about the session for the rest of the year
David Gunn, Camden School
Excellent Day. He brings in contemporary evidence and great links to exam skills
Ann-Marie Taylor, Coleg Cambria
The students loved it. I’d recommend Steve to any teacher wanting to organise a revision day.
Ian Luckhurst, Bridgewater College

Cost (inclusive & regardless of no. of students):
Day: £500
Half Day £300

For more information:
Email: steve@shortcutstv.com
Call: 07771-561521

Knowledge Organiser Updates

Monday, March 5th, 2018

For those of you who just can’t get enough of free Knowledge Organisers, Learning Tables or Activity Mats, here’s a quick update on new materials.

The Hectic Teacher has added 30 new Beliefs in Society “Topic Summary Sheets” to the existing KO’s on Education, Family and Crime. This is for the AQA Specification, but a lot of the information can be applied to OCR, Eduqas or CIE (but this will obviously involve a bit of work on your part…).

These are all in pdf format but if you contact her and ask nicely they should be available as PowerPoint slides that can be edited to your particular lesson requirements.

Miss C Sociology on the other hand has been busy producing a new range of Organisers for both

A-level (Socialisation, culture and identity, Research Methods, Researching inequality, Globalisation and the digital world, Crime and deviance – all aimed at the OCR Specification but, once again, there is a degree of information cross-over with other Specs.) and GCSE (Key Concepts, Families and Households added thus far, with many more promised).

These are all available as PowerPoint Slides should you want to edit them in any way.

Knowledge Organisers: Media and Methods and Education

Tuesday, February 20th, 2018

Back by popular demand and with a brand-spanking new set of Tables covering media, methods and education. Each Unit is by a different author and the quality is, at times, variable.

Media

These are pdf files so unless you’ve got a programme that will edit them you’re stuck with the information they have to offer. That said, they’re fairly recent (2015) and so are probably reasonably up-to-date and in line with the latest Specifications. There is, unfortunately, no indication of authorship…

Ownership of the mass media
New media, globalisation and popular culture
Selection and presentation of news and moral panics
Mass media and audiences
Representations of the body
Representations of ethnicity age and class

Methods

These are a little older (2009) and again authorship is a little hazy. On the plus side they’re in Word format so they can be easily edited if necessary.

Experiments and Questionnaires
Interviews
Observation and Secondary Sources

Previous Tables you might find useful:

Table 1.

Table 2.

Table 3.

Education

Again, not sure who created these or indeed when they were created. However, they are in Word format if you want to edit them.

Functionalism and Marxism
Feminism, New Right, Interactionism
Cultural and Material Factors

Previous Tables you might find useful:

Table 1.

Table 2.

 

Learning Tables: Beliefs in Society | 2

Tuesday, December 19th, 2017

For this second batch of “Beliefs” Learning Tables the focus is, once again, on religion (although a couple of the Tables cover areas like Science and Ideology if that’s your main area of interest).

The Tables were created by a variety of authors and although the basic principle is the same – present information concisely to cover areas like advantages / disadvantages or analysis and evaluation – the execution is somewhat different and, not to put too fine a point on things, variable.

While the design of some of these Tables is a thing of beauty, others can fairly be described as basic (if we were being kind to “basic”, probably because its nearly Xmas and that’s the sort of generosity one extends this time of year. Apparently).

The other variable dimension – and I’ll leave you to decide about the quality of the specific content – is the amount of information that’s included with each Table: while some authors try to stick rigidly to the “everything condensed onto one page” format, others take a more relaxed view, with content laid-out across 2 or 3 pages. Personally, this doesn’t bother me too much as long as the overall Table design is strong, although if it does bother you I’ve left the files in their original Word format for ease of editing.

This may also be useful if you want to edit the files to remove outdated or irrelevant information (the Tables were probably designed for the AQA Spec. and are a few years old in some instances). You may, therefore, want to remove stuff that’s no-longer useful (or even add bits that are newly-relevant). The same is pertinent if you follow a different Specification – there may be areas you want to edit out or edit in.

Another thing you’ll notice with this batch is that some of the Tables duplicate the previous set of Tables, at least in terms of title, if not necessarily design and content.

On the downside this means having to trawl through two sets of Tables to decide which you – and your students – prefer.

On the upside you’re getting two sets of Tables for the price of none, so a little bit of compare-and-contrast is probably not too high a price to not pay. Or something.

Anyway, I’ve grouped the following Tables by creator rather than topic. Feel free to download them here. Or not, as the case may be:

New Religious Movements (Georgia Banton)
Religion and Social Change (Georgia Banton)
Religion and Social Groups (Georgia Banton)
Types of Religious Organisation (Georgia Banton)

Functionalism 1 (KevII)
Functionalism 2 (KevII)
Marxism / Feminism (KevII)
Marxism (KevII)
Science and Ideology (KevII)
Religion and Science as Belief Systems (KevII)

Types of Religious Organisation (MYeadon)

Feminism (S Zaheer)
Religion in a Global context: Fundamentalism and Globalisation (S Zaheer)

13 | Youth: Part 2

Thursday, September 28th, 2017

The notion of “youth” as a fairly recent (i.e. modernist) phenomenon leads to the question of exactly why this type of life-stage geminates in the transition from pre-modernity to modernity and comes into full-flower in late-modern / postmodern societies? In other words, what Is the role played by youth culture / subcultures in society?

The answer, as you’re probably half-expecting, is one that largely depends on your sociological approach – and the first part of this chapter is given-over to an outline and evaluation of four broad sociological approaches to – and explanations of – youth.

1. Functionalist
2. Marxist
3. Feminist
4. Postmodernist

The final two parts look more-specifically at gender and ethnic relationships, partly as a means of redressing the traditional emphasis on the central role of white males in (spectacular) youth subcultures and partly as a way of examining post-subcultural, post-racial and post-feminist approaches to understanding youth behaviour:

1. Issues relating to gender expands and applies feminist and postmodernist views on youth.
2. Issues relating to ethnicity addresses the ethnocentrism inherent in some approaches to explaining youth behaviours.

12 | Youth: Part 1

Tuesday, September 26th, 2017

It’s probably fair to say the topic of Youth is one of the roads less travelled when it comes to a-level sociology, but I always found it an interesting area to teach / study, particularly because it also links neatly with a couple of the more popular a-level Units in education and deviance.

This initial chapter covers key concepts and the social construction of youth and is largely a definitional one that lays the ground for looking at ideas about youth cultures / subcultures in more detail in later chapters (hard to believe, I know, but there was a certain logic at work here) and it covers:

• The social construction of youth
• The concept of youth culture
• The concept of youth subcultures (both spectacular and mundane…).

The content is aimed specifically at OCR Sociology but there may be bits-and-pieces on areas like education and deviance that apply to other Specifications.

Global Crime Lesson Resource

Sunday, May 14th, 2017

If you’re not familiar with the work of Dr. Jill Swale the easiest way to describe it is that she brings a creative dimension to sociology teaching and learning through the application of critical thinking. This fusion has, over the years, produced some very interesting and innovative ways to teach a-level sociology, particularly the sociology of crime and deviance.

As luck would have it I’ve come across some of the stuff Jill produced for the ATSS journal Social Science Teacher (and yes, it was in the filing cabinet, in case you were wondering). Once I’ve discovered a way of turning the scanner up to 11, I should be able to crank some of it out for your greater delectation. And teaching.

Anyway, the first example is a resource that provides a series of ways to explore and investigate different types of crime – state, green, corporate, etc. – related to globalisation.

The stimulus material was created around 2007 with a stated rationale of “updating the teaching of crime and deviance by incorporating examples from recent news”, so if you decide to use the resource you’ll need to add some more up-to-date material to the stuff supplied. Having said this, the supplied materials have both historical and contemporary relevance and probably just require a little tweaking rather than a radical reappraisal.

(more…)

Global Sociology Stuff

Friday, November 18th, 2016

globalstuffToday’s dose of “Sociology Stuff” is a complete Global Development chapter (or “World Sociology” as it was when these notes were written) originally created by Mark Peace and cobbled together from pages in my possession and those shared by Bridget Gray. Because of the somewhat arbitrary recreation of the chapter some of the initial pages / numbers aren’t strictly sequential but they should still make sense…

While it’s not the most popular of a-level options there are areas in the chapter – such as global inequalities and the nature of social changes – that those teaching and learning other areas of the Specification might find helpful.

Having said that, these notes are around 10 years old and the pace of global change has increased markedly over this time period, so you probably need to approach the statistical content with care – the more-theoretical areas, such as theories of development, are probably more-robust in terms of their long-term relevance.

Modernity and Sociological Theory

Wednesday, September 14th, 2016

modernity_coverThis is the first part of a two-part series looking at the relationship between modernity, postmodernity and the development of sociological theory.

This set of Notes focuses on:

  1. Identifying the basic economic, political and cultural characteristics of modernity
  2. Relating these characteristics to the development of Consensus and Conflict Structuralism.

Download pdf version of Modernity and Sociological Theory

(more…)

Global Culture Teaching Notes

Monday, September 12th, 2016

global-culture-coverNature and Extent

Although the idea of global influences on local and national cultural behaviours is not particularly new (different cultural practices and products have influenced “British culture” for many hundreds of years) what is new is the scope and speed of cultural diversity and change – processes hastened by technological developments such as cheap air travel in the mid-20th century and the Internet in the 21st century.

Download of Global Culture to cut-out-and-keep

(more…)

ATSS Teacher Support Materials

Monday, July 11th, 2016

Those of you with long memories may recall the ATSS (Association for the Teaching of Social Science), an organisation that was eventually folded iatss_logonto the British Sociological Association and lives on (sort-of) in their Teaching Group.

Anyway, a while back (probably 10 years or so?) ATSS produced a range of Teacher Support booklets, some of which I’ve rediscovered on one of my many hard drives and now present to you “as is” on the off-chance you might find them useful (or you may be able to update and adapt them to your current needs…).

Deviancy Amplification (part 1)

Is sociology a science?

AS Sociological Methods

Globalisation

 

Globalisation Booklet

Monday, June 27th, 2016

global_coverIf you prefer your globalization notes in a handy, easily-reproduced, pdf format (and, let’s face it, who doesn’t?) then this handy, easily-reproduced, pdf-format booklet is probably just what you’ve been searching for (although it has, of course, been here all along, just in a not-very-handy, difficult to reproduce, blog format).

(more…)

Globalisation: Part 4 – Changing Cultural interrelationships

Wednesday, June 22nd, 2016

As with their political counterpart, we need to keep in mind that cultural interrelationships are frequently related to economic relationships and that these, in turn, inform cultural connections and relationships. This is particularly pertinent when we talk about culture industries like television, film and print, where reference is often made to the cultural hegemony (or “leadership”) of Western society and the USA in particular.

Such hegemony, it’s often argued, goes hand-in-glove with the “global dominance” of the English language as a ‘common cultural language’, although it’s perhaps pertinent to note what we might term a “reflexive relationship” (where one influences the other) between the hegemony of culture industries and the hegemonic status of English; that is, it’s difficult to disentangle one from the other. Does the English language dominate because of the hegemony of culture industries or does the hegemony of these industries necessitate consumers developing an understanding of English in order to consume such products?

(more…)

Globalisation: Part 3 – Changing Political interrelationships

Tuesday, June 21st, 2016

Conventionally, political relationships operate between nation states in three general areas:

  1. Trade: The development of transnational trading blocs (in North/South America, Asia and Europe, for example) involves some measure of political interrelationship. In the case of Europe, economic interrelationships have developed alongside a range of political interrelationships – the European Union has an elected parliament, bureaucratic structure and single European currency, although member countries may opt out of specific parts of political agreements (the UK, for example, is not currently part of the single European currency).

On a global level, world trade agreements relating to the movement of goods, access to markets and the like provide some form of regulatory framework for economic activity. In some instances, these agreements override national law (as in the case of the European Union, for example, and the provision for the free movement of labour across national boundaries).

  1. International law: Political relationships between societies also exist at the legal level, not just in terms of trade agreements (which can be legally enforced and tested), but also in terms of areas like extradition treaties, cross-border policing (in the European Union, for example), membership of the United Nations and the like.
  2. Military: How different countries relate to one another in military terms (through cooperation or antagonism, for example) also represents a political dimension to the interrelationship between societies. (more…)

Globalisation: Part 2 – Changing Economic Interrelationships

Monday, June 20th, 2016

The first dimension of globalisation we can outline and examine is the changing nature of economic relationships, based around the idea of trade; this involves the production, distribution and exchange of goods and services focused around manufacturing, financial instruments and, increasingly, knowledge industries.

In the context of globalisation, a key idea here is the concept of mobility, something that has two main dimensions:

a. capital mobility, whereby companies and investments move into and out of different countries as profitability and economic policy dictates.

b. labour mobility, where workers can move with relative freedom between nation states.

(more…)

Globalisation: Part 1 – Definition

Friday, June 17th, 2016

As Sklair (1999) suggests, globalisation provides a context for understanding the relationship between societies in the contemporary world because it represents a process that both reflects and contributes to change – the idea that how nations relate to each other is different now compared to even the very recent past. In this respect, therefore, we need to understand what globalisation is – how it can be initially defined – before we can apply it to an understanding of changing economic, political and cultural relationships.

Although we can refer, in vague terms, to globalisation as ‘a process’, it’s much harder to pin down a definition that’s broadly recognised and accepted within the sociology of development. It is with good reason, therefore, that Rosamond and Booth (1995) refer to globalisation as a contested concept – one whose meaning is nebulous, fluid and hotly debated.

(more…)

Podcasts for AS and A-level Sociology

Tuesday, May 17th, 2016

With the growth of video, podcasts seem to have fallen out of fashion in recent years which is a bit of a shame because they can be useful teaching / learning aids. From a production point-of-view they’re also cheap to create and easy to distribute so it’s perhaps surprising that more aren’t made.

Be that as it may, one accusation that can’t be levelled at AQA is jumping on a bandwagon before the train has left the station; so, a little late admittedly, comes these podtastic offerings for your listening pleasure. Atm there are only 4 casts (3 if you discount the “Overview”) and whether there will be any more is anyone’s guess (and mine, for what little it’s worth, is that there won’t be, but I’m prepared to be surprised).

(more…)

Crime, Deviance and Labelling

Tuesday, April 12th, 2016

The Guardian: Smash the mafia elite: we should treat offshore wealth as terrorist finance

Aside from the issues it raises about globalisation, social class and social inequality, this article is also useful as a contemporary example of labelling theory. How, for example, the label attached to something, such as “taxation” and “welfare benefits”, changes both our perception of – and behaviour towards – it.

(more…)

Sociology Review

Sunday, August 2nd, 2015

Like its A-level Psychology counterpart, Sociology Review offers good-quality articles and support materials designed to help students gain a deeper knowledge and understanding of both Sociology and the requirements of the A-level exam.

The publishers, Hodder Education, have started to develop a strong web presence for the print magazine, part of which involves offering some nice freebies related to each issue’s content, which you can check-out here:

Sample Magazine – actually, if you know where to look (and we do…), 4 free online sample magazines with articles based around the following themes:

  1. Family
  2. Culture and Identity
  3. Globalisation and Inequality
  4. Crime

Free Resources  include activities, supplementary notes, posters and podcasts (but, unlike our more-privileged psychological cousins, there are no short video clips).

Globalisation: Homogeneity or Diversity Exercise

Wednesday, April 29th, 2015

Applying concepts of McDonaldisation and Disneyfication to contemporary cultural products helps students get to grips with the concept of globalisation (particularly its cultural form, but also its economic form). These concepts also provide a relatively easy way for students to explore some of the effects of globalisation in terms of cultural homogenisation and diversity theories.

The Exercise

In small groups, using the following table as a template choose a category, such as film (or add your own) and identify any common cultural products for your age group that you think conform to the idea of McDonaldisation and/or Disneyfication.

Once you’ve done this, repeat the process – but this time identify cultural products that don’t conform to McDonaldisation and/or Disneyfication.

   Television  Music  Film  Web sites
McDonaldisation Cartoons

 

Pop [bands are manufactured to appeal to certain age and gender group]  Romantic comedies [follow standard themes and developments]  

 

 

Disneyfication

 

 

 

 

 

     

Teachers can use this exercise to introduce:

  1. Globalising processes.
  2. Globalising effects.
  3. Concepts of globalisation / glocalisation.

New Media: 1. Features

Friday, April 24th, 2015

This short series of blog posts looks at various dimensions of new media, beginning with a broad overview of some key distinquishing features:

As Socha and Eber-Schmid (2012) argue “Part of the difficulty in defining New Media is that there is an elusive quality to the idea of new”. This “elusive quality” can, perhaps, be best captured by thinking about how Crosbie (2002) suggests three features of new media make them qualitatively different to old media:

  • They can’t exist without the appropriate (computer) technology.
  • Information can be personalised; individualised messages tailored to the particular needs of those receiving them can be simultaneously delivered to large numbers of people.
  • Collective control means each person in a network can share, shape and change the content of the information being exchanged.

As an example Crosbie suggests “Imagine visiting a newspaper website and seeing not just the bulletins and major stories you wouldn’t have known about, but also the rest of that edition customized to your unique needs and interests. Rather than every reader seeing the same edition, each reader sees an edition simultaneously individualized to their interests and generalized to their needs”.

A further feature of new media is its capacity to be truly global in scope and reach. While older technologies like TV and film have global features – the American and Indian film industries, for example, span the globe – they are fundamentally local technologies; they are designed to be consumed by local audiences that just happen to be in different countries while new media, such as web sites or social networks, are global in intent. They enable global connections through the development of information networks based on the creation and exchange of information. A significant aspect of these global features is the ability to create and share text, images, videos and the like across physical borders through cyberspace.

(more…)

New Media 3: Implications – digital optimism

Tuesday, April 21st, 2015

The development of new media has led to a general debate about the implications of changing technologies and their impact on economic, political and cultural life, polarised around two opposing views – the first of which can be characterised as:

digital optimism

From this viewpoint the defining characteristic of new media is a form of digital liberation based, for Negroponte (1995), on four processes:

These processes impact on society in a range of ways:

In economic terms we see the development of new models of production, distribution and exchange, particularly “free” or “gifting” models where the consumer pays nothing to use a medium. One significant new model is the development of open economic systems where software, for example, is developed collaboratively to take advantage of wide creative pools of talent – an idea Tapscott and Williams (2008) call “Wikinomics” to reflect the pioneering collaborative efforts of Wikipedia.

Producers, especially large corporations, have to be more responsive to consumer demands because the ability to act as a global crowd, passing information swiftly from individual to individual, means corporate behaviour is continually being monitored, evaluated and held to account. Surowiecki (2005) argues digital technology facilitates crowd-sourcing, a process based on “the wisdom of crowds”; if you ask enough people their opinion a basic “crowd truth” will emerge.

Politically, the global flow of information weakens the hold of the State over individuals and ideas. Repressive State actions are much harder to disguise or keep secret when populations have access to instant forms of mass communication, such as Twitter. The Internet also makes it harder for the State to censor or restrict the flow of information and this contributes to political socialisation by way of greater understanding of the meaning of issues and events.

Culturally, behaviour can be both participatory and personalised, processes that in cyberspace can be complementary. The global village combines collectivity with individuality; cooperation flourishes while people simultaneously maintain what Negroponte calls the “Daily Me” – the personalisation of things like news and information focused around the specific interests of each individual. Personalisation contributes to participation through the development of a diverse individuality that leads to the development of new ways of thinking and behaving. The ability to be anonymous on the web encourages both freedom of speech and whistle-blowing.

Taken from:

Cambridge International AS and A Level Sociology Coursebook (UK)

ciebook

Cambridge International AS and A Level Sociology Coursebook (USA)

Global Development

Monday, May 5th, 2014

An interesting article that might usefully be discussed in class in relation to the aid debate…

Social Inequality: Missing the Bus?

Saturday, April 19th, 2014

Grasping the full extent of social inequality on a global scale can be a daunting prospect, but a recent Oxfam report uses a double-decker bus analogy to help students get to grips with the full extent of global wealth disparities…