Gordon Marshall Knihy

Exploring the connection between social class and social justice, this study integrates contemporary normative theories with empirical research on education and social mobility. It offers groundbreaking insights into the dynamics of class and justice, making it a significant resource for sociologists and political theorists. The authors address pressing questions relevant to both public discourse and academic inquiry, ensuring its relevance for future discussions on these critical issues.

From anomy to Zeitgeist , this is the most authoritative and up-to-date dictionary of sociology available in a single volume. Designed to meet the needs of those new to the subject, it will also be invaluable to more advanced students. Over 2,500 clear, jargon-free entries give internationalcoverage of terms, methods, and concepts, including biographical entries on major figures, and related terms for psychology, economics, anthropology, philosophy, and political science.

Examining the enduring significance of social class, this book challenges the notion that it has diminished in importance. It argues that class remains a crucial element in understanding the dynamics of late twentieth-century industrial societies, just as it was in earlier decades. Through this exploration, the author sheds light on the reasons for the persistence of class as a powerful social force, providing insights into its impact on contemporary society.

A dictionary of sociology which is aimed at advanced students and teachers.

This book addresses the cognitive, social, and psychological dimensions that shape students’ mathematics experience to help students become more capable, cooperative, and confident in the process of engaging mathematics. In these ways they can have a more valuable and enjoyable mathematics experience, and become more valued participants in society. The book focuses on the mathematics classroom for students grades six to twelve and how students can become more successful mathematical thinkers, in addition to how the curriculum could be presented so as to provide a more engaging mathematics experience.