Toward a Sociology of Being: The Humanistic Potential

Glass, John F.

doi:10.2307/3710228

Cited by 10 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Through a series of surveys, a picture could emerge of how these people coped and dealt with the challenges and tribulations. Thus, might begin an inquiry into what Glass (1971) termed 'a sociology of being'. Such a study might take a 'serious leisure perspective' (Stebbins, 2009b) inquiring into the hobbies, pastimes and external interests of school leaders.…”

Section: The Emerging Research Agendamentioning

confidence: 99%

Leadership of ‘messy, tense International Schools’: the potential scope for a fresh, positive lens of inquiry

Bunnell

2019

International Journal of Leadership in Education

View full text Add to dashboard Cite

Section: The Emerging Research Agendamentioning

confidence: 99%

Leadership of ‘messy, tense International Schools’: the potential scope for a fresh, positive lens of inquiry

Bunnell

2019

International Journal of Leadership in Education

View full text Add to dashboard Cite

“…Such an approach takes a ‘positive sociology’ (Stebbins, 1979) stance, looking at how individuals cope and survive. This approach involves looking into the social reality of actors through examining and interrogating their daily lives; such an approach takes us towards picturing a ‘sociology of being’ (Glass, 1971). Rather than focusing on how teachers are affected by precarity and insecurity, we also need to know how they deal with it and cope, maybe even thrive.…”

Section: Methodsmentioning

confidence: 99%

The social reality of working overseas in the ‘Chinese Internationalised School’: Exploring cliques as a precarity and insecurity coping strategy

Bunnell,

Poole

2024

Jnl of Research in Internatl Education

View full text Add to dashboard Cite

The number of international schools hit the 6,000-mark in 2012, and the 13,000-mark in 2022. In spite of continuous growth and diversity of provision, paradoxically some literature continues to paint a largely negative sociological imagination, associating the arena with micro-politics, high turnover, and increasing precarity. At the same time, the social reality of working in the arena remains under-reported and under-theorised. The largest number of international schools are now in China, where two-thirds are of the ‘non-traditional’ type. Our paper focuses on the experiences of two expatriate teachers in that relatively new field. In order to address the questions of ‘how do teachers cope?’, and ‘what strategies do they adopt?’, our paper delves into the under-reported social reality of ‘cliques’. By adopting a ‘positive sociology’ lens of inquiry, we begin to address the role that cliques-formation might have in dealing with precarity and insecurity, especially that of ‘friendship precarity’ caused by constant transitions and short-term contracts. It can be seen that cliques offer a natural, quick, and practical solution to addressing precarity, helping over time to create resilience, and should not be viewed solely within a negative sociological imagination.

show abstract

“…"Humanistic sociology is concerned with a critical analysis of the values and institutions of society from the normative position that whatever contributes to the liberation of the human mind and spirit and the enhancement of human potentialities is good" John F Glass (1971) "Inside-Out is a humanitarian manifesto, a breeding ground for hope and action." An incarcerated Inside-Out student As John Glass suggests in the above quote, a humanistic approach to sociology involves exploring ideas and courses of action that might enhance the human condition.…”

Section: Introductionmentioning

confidence: 99%

Inside-Out as Humanistic Pedagogy

DelSesto

Sellers

2022

Humanity & Society

View full text Add to dashboard Cite

Pedagogy can be a humanistic way of engaging social realities in the current era of persistent social marginalization, racial injustice, and political polarization. This article explores one particular community-based pedagogy known as Inside-Out, which brings incarcerated students together with students from a college campus to study together at a local prison or jail. From the student and instructor perspective, the article looks at the ways that Inside-Out catalyzes humanistic thought and action—from within the social-historical context of prisons and universities. It explores how, if processes of racism or criminalization position social groups against each other, a humanistic pedagogy has the potential to meaningfully bring people together across social divides to reckon with dehumanizing social realities. Conclusions are offered on some key elements of an Inside-Out pedagogy that embody a humanistic approach and are relevant to other pedagogical contexts.

show abstract

Toward a Sociology of Being: The Humanistic Potential

Cited by 10 publications

References 0 publications

Leadership of ‘messy, tense International Schools’: the potential scope for a fresh, positive lens of inquiry

Leadership of ‘messy, tense International Schools’: the potential scope for a fresh, positive lens of inquiry

The social reality of working overseas in the ‘Chinese Internationalised School’: Exploring cliques as a precarity and insecurity coping strategy

Inside-Out as Humanistic Pedagogy

Contact Info

Product

Resources

About