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"Particular attention is paid to arguments developed by Beck and Giddens concerning individualization, and he shows how the redrawing of individual relations is tied in to the remaking of social classes in complex and largely unrecognized ways. This book brings together recent empirical research on class and should be of interest to students of social science wishing to learn about the debates on class analysis."--BOOK JACKET.
Few themes have been as central to sociology as 'class' and yet class remains a perpetually contested idea. Sociologists disagree not only on how best to define the concept of class but on its general role in social theory and indeed on its continued relevance to the sociological analysis of contemporary society. Some people believe that classes have largely dissolved in contemporary societies; others believe class remains one of the fundamental forms of social inequality and social power. Some see class as a narrow economic phenomenon whilst others adopt an expansive conception that includes cultural dimensions as well as economic conditions. This 2005 book explores the theoretical foundations of six major perspectives of class with each chapter written by an expert in the field. It concludes with a conceptual map of these alternative approaches by posing the question: 'If class is the answer, what is the question?'
The study of class structure is crucial to the understanding of society and social transformation, as these are based on class relations and class struggle. This work presents a class analysis approach to the study of society and social relations. The book provides a critical analysis of major theories of inequality, an analysis of class structure in different societies, and the relationship between class, race, and gender.
First Published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.
Inequality in its many forms is becoming an ever greater problem in modern society. The revised edition of this popular book explains why it is so important to understand class and stratification, and how the tools used to analyse these divisions can help us to understand and confront problems of inequality. This third edition of Class and Stratification has been extensively revised, expanded and updated, incorporating discussions of contemporary economic and social change. It includes discussions of political and economic neoliberalism and its impacts as well as developments in social theory, such as the emphasis on 'individualization' and the 'cultural turn'. New to this edition is a chapter focusing on 'cultural' approaches to class analysis, which together with established approaches are used to explore new developments in social mobility, educational opportunity, and social polarization. The book will be essential reading for upper-level undergraduate and postgraduate students in the social sciences seeking to understand the changing face of social inequality. By highlighting the damage increasing inequality is causing to the social fabric, the book reveals the important part class continues to play in our lives today.
Contemporary public policy assumes that the achievement gap between black and white students could be closed if only schools would do a better job. According to Richard Rothstein, "Closing the gaps between lower-class and middle-class children requires social and economic reform as well as school improvement. Unfortunately, the trend is to shift most of the burden to schools, as if they alone can eradicate poverty and inequality." In this book, Rothstein points the way toward social and economic reforms that would give all children a more equal chance to succeed in school. This book features: a summary of numerous studies linking school achievement to health care quality, nutrition, childrearing styles, housing stability, parental economic security, and more ; aA look at erroneous and misleading data that underlie commonplace claims that some schools "beat the demographic odds and therefore any school can close the achievement gap if only it adopted proper practices." ; and an analysis of how the over-emphasis of standardized tests in federal law obscures the true achievement gap and makes narrowing it more difficult.
Class Counts combines theoretical discussions of the concept of class with a wide range of comparative empirical investigations of class.
This collection advances contemporary debates in class analysis by offering a range of new empirical research on emergent forms of social stratification and by re-thinking the intersection between economic change, social polarization, and the remaking of class relations. It is edited by leading sociologists of class, and brings together outstanding British and international writers.
This lively new collection from one of America's leading sociologists covers a wide range of theoretical problems of interest to radical social scientists and political activists. The book opens with a fascinating autobiographical essay exploring the challenges and benefits of being a Marxist scholar in the present era. Following this is a discussion of various issues in class analysis, with particular attention being paid to two overarching themes: class and inequality, and the relationship between class and power. The second section of the book engages the problem of socialism as a possible future to capitalism. Wright attempts to clarify the conceptual status of socialism, and discusses why certain reforms such as basic income grants may ultimately require the introduction of some form of socialism for their full realization. Interrogating Inequality concludes by examining the general problem of Marxism as a tradition of radical social theory. Three issues in particular are discussed: the central principles of "analytical Marxism" as a strategy for reconstructing Marxism as a social scientific theory; the relationship between Marxism and feminism as emancipatory social theories; and the prospects for Marxism in the aftermath of the collapse of communist regimes.
First published in 1983, Problems in Class Analysis presents a coherent theory of labour’s domination by capital, based upon the notion of the capitalist nature of both the product relations and of the productive forces themselves, including science and technology. The author demonstrates that all knowledges are a product, direct or indirect, of economic relations, so that different knowledges will be the product of different social classes as determined by their position within economic production relations. By posing and re-solving fundamental problems in class analysis, Dr. Carchedi forms a bridge between the theory of the production process and contemporary debates in economics, sociology and epistemology.