Research & Theory

  • Up in Nipigon Country

    Anthropology as a Personal Experience

    By Edward J. Hedican     December 2000

    Fieldwork, once regarded as an essential pillar of social anthropology, has come under attack, especially from the post-modern school. Hedigan argues that for many in the discipline, an anthropology without fieldwork would appear to be a hollow, meaningless experience, devoid of its central epistemological value. This book, drawing on the author’s fieldwork experience among Ojibwa people in Northern Ontario, explores post-modernism’s critique of fieldwork and fieldwork’s contribution to modern anthropology.

  • State Theories (Third edition)

    Classical, Global and Feminist Perspectives

    By Murray Knuttila and Wendee Kubik     January 2000

    The Third Edition of State Theories: Classical, Global and Feminist Perspectives formally introduces a new co-author, Wendee Kubik. Since the first edition of State Theories was published thirteen years ago the capitalist system has undergone major transformations. These changes in the “real world” have been accompanied by major new theoretical developments in how scholars attempt to understand the structure, role, and operation of the state in capitalist societies. The revised text includes three new chapters that update both the historical context and recent theoretical developments in the field of state theories. One new chapter examines the rise and fall of the welfare state in the Fordist and post-Fordist eras as the context for understanding recent developments in pluralist and neo-Marxian theory, the recent debates surrounding the relevance and role of the nation state, and the post-modernist critique of so-called totalizing theories. A second new chapter considers the work of major feminist scholars as it addresses issues relating to relationships of women to class, power, and the gendered nature of the liberal democratic state. A new conclusion points to critical weaknesses in existing approaches, and suggests potential new theoretical and research directions.

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  • Reinventing Political Science

    A Feminist Approach

    By Jill Vickers     December 1996

    This book provides an alternate version of political science for students who want to make space for themselves and for the political activities they want to study. Vickers presents a framework which builds bridges between political science and feminism, allowing for a women-centred analysis of both formal and informal politics. It incorporates radical redefinitions of politics which can open up space to study identity politics, oppression, exploitation and the struggles against sexism, racism, ablism and homophobia, as well as women’s attempts to influence state decision-making by conventional means. A survival guide for women and other students trying to reinvent political science on their own.

  • Arguing With Numbers–Workbook

    Statistics for the Social Sciences

    By Paul Gingrich and Victor Thiessen     January 1993

    This book focuses on both constructing-and demolishing-arguments based on numbers. It brings a fresh approach to the study of statistics, one which will have students asking for more rather than avoiding the next statistics course.

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  • Star Wars in Canadian Sociology

    Exploring the Social Construction of Knowledge

    By David A. Nock     January 1993

    “David Nock looks at the theories of prominant sociologists and presents a thoroughly grounded discussion of how this unique brand of sociology has been socially constructed. It is a pleasant, interesting, and informative reader which makes all these topics look just a little bit different than they did before.”-Rich Ogmundson, University of Victoria

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  • Feminist Pedagogy

    An Autobiographical Approach

    By Anne-Louise Brookes     December 1991

    It has been suggested that my work is not about feminist pedagogy. I have decided that I will not argue this point. Rather, I would like to share with you why I chose this title. I know that I could not have produced this book without the help of scholars learning to work from theoretical perspective and teaching practices defined as feminist. Moreover, it was not accidental that I learned to feel safe enough to confront my experiences of abuse in an environment where scholars offered a universal and coherent analysis of, and alternative to, male-organized educational and social practices. I know that I could not have written my thesis without this analysis. Thus, I use the term feminist pedagogy to refer to the practices which enabled me to write this text. My aim is to illustrate why I think feminist practices are key for many, if not most, students.