Category Index

RN Reports – RN30 Youth and Generation

2019, issue 43, Sanna Aaltonen: At the moment of writing this report the most recent mid-term conference of the RN30 Youth and Generation organised in Serbia between 13th and 16th of September 2018 is still fresh in the mind. The title of the conference, “Being Young in context. Concepts, contexts and comparisons in youth studies”, was designed to invite youth sociologists to direct their research gaze to sociological practices, diversity of contexts, relevance of concepts and the specificities of a comparative approach.

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RN Reports – RN28 Society and Sports

2019, issue 43, Honorata Jakubowska and Alessandro Porrovecchio: Sport plays a central role in contemporary societies and thus continues to fire the sociological imagination. It has a long history of uniting people, of overcoming differences, of teaching norms and values while participating in teams and in clubs, of inspiring young people to set goals and follow their dreams, and of stimulating older people to remain physically active.

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RN Reports – RN11 Sociology of Emotions

2019, issue 43, Jonathan G. Heaney: An Emotions Lens on the World – The sociology of emotions has grown since the 1970’s to become a vital and dynamic field within the discipline of Sociology. With strong roots in the classical tradition, it has taken an increasingly central place within contemporary Sociology and makes important contributions to general sociological theorising, as well as to specific sub-fields such as the sociology of culture, politics, organisations, social movements, intimate and family life, the body, the economy, digital sociology, social change, migration, and more.

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PhD Summer School Paris 2018

2019, issue 43, Nilay Cabuk Kaya: ‘I found it very useful, and also thank you for providing the opportunity of the Summer School in the first place’ – The ESA PhD Summer School has a long tradition. This annual event is strongly supported among PhD students. In 2018, the PhD Summer School was held in Paris.

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President's Message

2019, issue 43, Sue Scott: I find it hard to believe that it is almost two years since I was elected President of the ESA and that this role will come to an end very soon. It has been such a busy period and the time has flown by. Unlike the UK Government the ESA has done a good deal in recent months, with the upcoming conference being the major achievement.

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The Past in Action: Memories of 1968 in the Italian and Spanish Student Movements

2018, issue 42, Lorenzo Zamponi: 1968 was a crucial year in the history of student contention. Both in Italy and in Spain, the end of the 1960s was the apex of longer waves of mobilisation that marked the political upbringing of a whole generation. Nevertheless, the memory of 1968 is significantly different in the two countries, and this has considerable consequences on the capacity of contemporary student movements to appropriate it and use it.

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May 68: The Debate Continues!

2018, issue 42, Michel Wieviorka: May 68 continues to be the subject of countless discussions, three of which deserve special consideration by sociologists. The first issue is the global or international nature of the movement. If we agree that its first expressions were in Berkeley in 1964 and that it was a very real phenomenon in 1968 in numerous countries in Europe, Africa, Japan, the United States of America and Latin America, we must also admit that its meanings were very different.

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Resistance, Transgression, Freedom

2018, issue 42, Csaba Szaló: One can think about freedom in order to formulate principles; nevertheless, we can also recall events in which freedom shows itself as a phenomenon. The events of the year 1968, from Paris to Prague, can exhibit freedom as it was present in the experience of their participants, that is, for students, workers, peace activists, journalists, reserves, veterans, etc.

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Permanent Reflection and Inclusion Boosts. The Heritage of the Generation of 1968

2018, issue 42, Armin Nassehi: What do we mean, when we speak of “1968”? At first sight it is the year between 1967 and 1969, but in the public self-description of Western society “1968” is a cipher for a respective change in society after World War II in the U.S., in Western Europe, in Japan, not to forget the ČSSR. Especially in Germany, the student protest movement from the summer of 1967 until 1969 is something we can call a very important marker of public memory.

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1968 - Revolution of Perception

2018, issue 42, Ingrid Gilcher-Holtey: Despite the internal diversity of the movement of ’68, the protests were all aimed at creating a different society in Western countries. The social imaginary associated with it came with new concepts: “Être libre en 1968”, could be read on a staircase of Sciences Po, “c’est participer” [To be free in 1968 means to participate – ed.]. In 1968, freedom was associated with an expanded concept of democracy, the democratisation of all areas of life.

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1968 in 2018: The Resonance of a Rebellious Year

2018, issue 42, Donatella della Porta: At each of the anniversaries of 1968, the memory of that year has been influenced by the specific current historical context, with the emphasis on violence in 1978, the impact of a pragmatic decade in 1988, the dominance of an aggressive neoliberalism in 1998, and of its crisis in 2008 with the emergence of new student protests. However, never as much as in 2018, has there been a perception that, notwithstanding the many differences, there is a strong resonance with 1968.

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"1968" in Finland

2018, issue 42, Risto Alapuro: Finland, as any other country that encountered the youth revolt in the 1960s, experienced it in its own, specific way. The particularity of the Finnish case goes back to the Finnish civil war in 1918. Then a political culture was established, in which a strong domestic communist movement was coupled with an extremely anti-communist intelligentsia and educated class.

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Peer Reviewing for Journals: How to Do it Efficiently and Effectively

2018, issue 42, Alan Warde: Peer review is the foundation for the legitimacy of academic knowledge, a process without which modern science could not function. Yet, in my experience, no one is ever taught explicitly how to do it. It is one of the many aspects of professional practice which we pick up on the job, a product of tacit understanding and contingent exposure rather than focused learning.

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