The Fragmentation of the Social
By (author) Chris Jenks
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Subculture by Chris Jenks
Book Description'A polished piece of work which takes a cool and dispassionate look at subculture...Meticulous and insightful' - Jim McGuigan, Professor of Cultural Analysis, University of Loughborough This illuminating book, which explores the idea of subcultures, traces the concept back to its foundations in the works of Tonnies and Durkheim and, to a lesser degree, Marx and Weber. The discussion moves on to an analysis of subcultures in American urban sociology and criminology, through the traditions of the Chicago School, structural functionalism and systems theory. The ground-breaking work of Stuart Hall and the Birmingham School is evaluated and a case is made for the continuing relevance of the concept for sociology and cultural studies. The book provides: " An unrivalled critical guide to subculture " An assessment of the strengths and weaknesses of the concept in the study of society and culture " A sharp assessment of its relevance and application today. Both an appraisal and a sustained critique of the concept of subculture, the book will be of interest to students of Sociology, Cultural Studies and Urban Studies.
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Book DetailsISBN: 9780761953715
(234mm x 156mm x 9mm)
Imprint: SAGE Publications Ltd
Publisher: SAGE Publications Ltd
Publish Date: 26-Oct-2004
Country of Publication: United Kingdom
Books By Author Chris Jenks
Rationality, Education and the Social Organization of Knowledege, Hardback (December 2011)
The manner in which we come to an understanding of our world presents problems for us all, but the method by which we ought best to acquire such knowledge represents the problem of contemporary education. This book seeks to explore some of the underlying practises and assumptions that go to produce and sustain both sets of activities.
Conceptualising 'Learning' in Applied Linguistics, Hardback (August 2010)» View all books by Chris Jenks
An exciting new collection by world-leading researchers in L2 learning addressing: Why do conceptions of 'learning' vary so much in L2 learning research? Is there a conceptualisation of 'learning' to which members of different schools of SLA can subscribe?
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