Dr Stephen Kemp. Seminar Room 6, CMB

Transcription

1 CONTEMPORARY SOCIAL THEORY Semester 2, Course Code: PGSP11276 Course organizer Dr Stephen Kemp Time Semester 2,Weeks 1-10 Tuesdays Place Seminar Room 6, CMB Course description This course explores recent attempts at theorising the social world, introducing students to contemporary social theory through an examination of topics central to social research and the nature of contemporary societies. The intention is to familiarize students with these disputes and to develop the means to make informed assessments of the best way to take the debate forward. The course is aimed at students interested in conceptualising contemporary social phenomena as well as those embarking on projects that use contemporary social theory. The course is also useful to students looking to support their empirical work in these areas with a clearer understanding of relevant theoretical debates. Course Convener Contact Details Dr. Steve Kemp: Rm: 5.09 CMB s.kemp@ed.ac.uk Feedback and Guidance Hours: Thurs 1-3pm Course Secretary Contact Details Nicole Develing-Bogdan: Rm: 1.20 CMB pgtaught.sps@ed.ac.uk Phone:

2 Course at a Glance Date Week Unit/topic Lecturer 16 January 1 Course Introduction: Steve Kemp Realism, Social Constructionism, Performativity 23 January 2 Critique and Capabilities Steve Kemp 30 January 3 Critique, Capital and Steve Kemp Habitus 6 February 4 Critique: Events, Subjects, Truth and Universalism Nathan Coombs 13 February 5 Questioning Critique Steve Kemp 20 February No Class (Festival of Creative Learning) 27 February 6 Knowledge/Power: What Steve Kemp is Knowledge? 6 March 7 Are Knowledge and Steve Kemp Power fundamentally connected? 13 March 8 Knowledge, Power and Steve Kemp Colonialism 20 March 9 Performativity, Gender Steve Kemp and Sex 27 March 10 Performativity, Medicine Steve Kemp and Bodies 3 April 11 Reading week No Class Course Structure The course is structured around contrasts between different positions on key issues in social science. Each contrast is contained within a unit, as listed in the Course at a Glance guide above. Mode of delivery The course will be based on a weekly, two-hour session led by a member of the course team. The precise organisation of the session will vary according to the topic but the usual format will involve a minute lecture, followed by a discussion of the reading. Readings Readings per class are given in the list below. From Weeks 2-10 there is key reading which is essential for participation in the class. Optional further reading is also listed that will be relevant for the essay. 2

3 Learn The course has a Learn page and important information will be uploaded there. Learn will also be the method for uploading submitted essays. You must register for the course to get access to this facility. Learning objectives 1. To develop students' knowledge of conceptual and theoretical debates current in the social sciences 2. To develop students' ability to critically explore the limitations of existing theoretical positions 3. To develop students' capabilities to think critically about the application of theoretical ideas to social scientific research 4. To improve students' abilities to debate issues using concepts discussed in the course 5. To develop students' abilities to write accurately and critically about contemporary theoretical debates Assessment The assessment consists of one essay of between 3000 and 4000 words based on class topics and readings from the course. The aim of the course assessment is to assess the ability of the students to explore a key theoretical debate or issue, as well as their facility in critically engaging with existing arguments in this area. We will post some suggested topics on the course Learn site. You are welcome to propose your own topic but it is important to clear this with the course organizer. Deadline for the essay is: Thursday 12 April 2018 by Noon We are strongly committed to giving you formative feedback on your ideas before you submit your essay for formal evaluation. As such, we require you to submit an essay plan of up to 2 pages so that we can give you feedback prior to you completing and submitting your essay. The plan should be submitted by Monday 19 th March. We aim to give you feedback on your plan by Monday 26 th March. Please send your plan electronically to Steve Kemp at s.kemp@ed.ac.uk Guidance on Essay Writing Do try to read and refer to primary sources, i.e. the works of the particular theorist(s) in question. Reference them specifically if you can provide specific page numbers even when describing their arguments (and, of course, when quoting). This conveys a sense that you have read and engaged with the theorist s work rather than just looked at a secondary discussion of their ideas. You don t need a specific reference on every line, but no reference in a paragraph where you are describing a theorist s ideas gives a sense of vagueness. 3

4 Judicious use of quotes from the theorist can help to convey a sense that you have thought about that theorist and chosen the best quote to sum up or convey an idea. Be careful not to over-quote, though, otherwise the essay can look like a patchwork of the writing of various theorists, rather than a piece in which you have conveyed your understanding of theoretical ideas. Do make an effort with the introduction, which is the reader s entry-point into the essay and sets expectations. You should say what you are going to argue, the key point(s) that you are going to make. If you re not sure you do have an argument or key points, you may need to rework the essay itself. Some general context about the thinker and issue in question is a useful part of an introduction. Do try to write an essay that has an overall argument, or at least a key point/series of key points. It is good to cover some particular theoretical territory and show that you understand various thinkers and their arguments, but the frame for this should be the overall point(s) that you are trying to make. You can then justify including material because it helps to get across your overall argument/key points. Do put your specific topic in the context of the unit in which it features and make links to other thinkers/concepts from the course where appropriate. Think about structure and signposting where are you taking the reader and why? If on re-reading your essay you find elements of repetition, think about restructuring to avoid this. Do express your own views and criticisms of the ideas in question, but make sure you carefully justify these. This does not mean expressing views tentatively, but offering a reasoned defence of why you have a particular viewpoint or think that a particular criticism is telling. Do define technical/theoretical terms when you first use them. Also, try to be precise in your usage and show that you have grasped relevant distinctions, e.g. when discussing Bourdieu s cultural capital indicate its significant difference from other forms of capital, i.e. economic capital, social capital, etc. Work consistently with one referencing system. For information about referencing, see Appendix A at the back of this handbook. Do get someone else to read your essay. As well as being helpful at the proofing stage this may be useful earlier on. What seems like a clear and logical flow of ideas to you may not seem the same to others. Feedback can aid with the little bits of signposting that may help to make the point of what is being said much clearer. I am looking forward to reading your essays best of luck with them! 4

5 Submission and Return of Coursework For Assessment requirements you should consult the Taught MSc Student Handbook This is available on Learn. Requirements included are: Coursework submissions Extension request Penalties Plagiarism External Examiner The External Examiner for this course is Dr Emma Carmel, University of Bath 5

6 COURSE CONTENT IN DETAIL 16 January, Week 1. Course Introduction The Course Introduction will have a longer lecture section than usual to introduce three key currents of thought in contemporary social theory social constructionism, realism and performativity theory. Useful Overall Reading On Social Constructionism: Gergen, K.J. (1985) The social constructionist movement in modern psychology. American psychologist, 40(3): Hacking, I. (1999) Why ask What? in The Social Construction of What?, Cambridge Massachusetts: Harvard UP, Chapter 1, pp.3-34 Burningham, K., & Cooper, G. (1999). Being Constructive: Social Constructionism and the Environment, Sociology, 33(2), (e-journal) Crist, E., Against the social construction of nature and wilderness, Environmental Ethics, 26(1), pp On Performativity: Latour, B. (1986) The Powers of Association in John Law (ed.) Power, Action and Belief: A New Sociology of Knowledge?, Sociological review monograph 32, London: Routledge Law, J. (1992) Notes on the Theory of the Actor-Network: Ordering, Strategy, and Heterogeneity, Systemic Practice and Action Research, 5(4): (ejournal) Culler, Jonathan (2000) Philosophy and Literature: The Fortunes of the Performative, Poetics Today, No. 3, Fall, pp (e-journal) Austin, J.L. (1976) [1955] How to Do Things With Words, Oxford: Oxford UP On Realism: Bhaskar, Roy (1998) Societies, in The Possibility Of Naturalism : A Philosophical Critique Of The Contemporary Human Sciences, Third edition, London: Routledge Porpora, Douglas (1989) Four Concepts of Social Structure, Journal for the Theory of Social Behaviour, 19(2): New, Caroline (1994) Structure, Agency and Social Transformation, Journal for the Theory of Social Behaviour, 24(3):

7 23 January, Week 2. Unit 1: Critique Topic 1: Critique and Capabilities Taught by: Steve Kemp We begin the unit on critique by exploring Martha Nussbaum s idea that social criticism can be generated by identifying social and cultural situations which stop humans from flourishing. Nussbaum argues for the importance of allowing people to develop a core set of capabilities that make them truly human. Key Reading Nussbaum, M. (1999) Women and Equality: The Capabilities Approach, International Labour Review, 138(3): (e-journal) Charusheela, S. (2009) Social analysis and the capabilities approach: a limit to Martha Nussbaum s universalist ethics, Cambridge Journal of Economics, 33(6): (e-journal) [Access through Oxford University Press Journals available through library] Further Reading Nussbaum, M. (2000) Women and Human Development: The Capabilities Approach, Cambridge: Cambridge UP Okin, Susan Moller (2003) Poverty, Well-Being, and Gender: What Counts, Who's Heard?, Philosophy & Public Affairs, 31: Robeyns, I. (2005) The Capability Approach: A Theoretical Survey, Journal of Human Development, 6(1): Nussbaum, M. and Glover, J. (eds.) (1995) Women, Culture and Development: A Study of Human Capabilities, Oxford: Clarendon (ebook) Phillips, A. (2001) Feminism and Liberalism Revisited: Has Martha Nussbaum Got it Right, Constellations, 8(2): Alexander, John M. (2008) Capabilities and social justice : the political philosophy of Amartya Sen and Martha Nussbaum, Aldershot: Ashgate Nussbaum, M. (1999) The Professor of Parody, The New Republic, February 22, 1999 (e-journal) Hassan, Ihab (1981) The Question of Postmodernism, Performing Arts Journal, 6(1): Feldman, S. and Gellert, P., The seductive quality of central human capabilities: sociological insights into Nussbaum and Sen's disagreement, Economy and Society, 35(3), pp (See especially pp ) Nussbaum, M. (2003) Capabilities as Fundamental Entitlements: Sen and Social Justice, Feminist Economics, 9 (2-3): Okin, Susan Moller (2003) Poverty, Well-Being, and Gender: What Counts, Who's Heard?, Philosophy & Public Affairs, 31: Friedan, B. (1991) [1963] The Crisis in Women s Identity, pp of The Feminine Mystique, Harmondsworth: Penguin 7

8 30 January, Week 3. Unit 1: Critique Topic 2: Critique, Capital and Habitus Taught by: Steve Kemp In this session we will discuss Pierre Bourdieu s key concepts of capital and habitus, and consider the extent to which his work represents a contribution to critical social science. Sayer argues that although Bourdieu does not tend to characterise his work in this way, there is nevertheless an implicit critical perspective that can be drawn out. Key Reading Bourdieu, P. (1986) The Forms of Capital in J. Richardson (ed.) Handbook of Theory of Research for the Sociology of Education, New York: Greenwood (HUB reserve) Sayer, A. (1999) Bourdieu, Smith and Disinterested Judgement Sociological Review, 47(3): (E-journal) Further Reading Bourdieu, P. and Wacquant, L. (1992) The Purpose of Reflexive Sociology (The Chicago Workshop) in An Invitation to Reflexive Sociology, Cambridge: Polity King, A. (2000). Thinking with Bourdieu against Bourdieu: A practical critique of the habitus. Sociological theory, 18(3), McNay, Lois (1999) Gender, Habitus and the Field: Pierre Bourdieu and the Limits of Reflexivity, Theory, Culture and Society, 16(1): Dreyfus, H. and Rabinow, P. (1999) Can there be a Science of Existential Structure and Social Meaning? in R. Shusterman (ed.) Bourdieu: A Critical Reader, Oxford, Blackwell, pp Bourdieu, P. (1973) Cultural Reproduction and Social Reproduction in Richard Brown (ed.) Knowledge, Education and Cultural Change: Papers in the Sociology of Education, London: Tavistock, pp Goldthorpe, John H. (2007) Cultural Capital : Some Critical Observations in Sociologica, Issue 2, (e-reserve) Bourdieu, P. (1986) The forms of capital, in John Richardson (ed.) Handbook of Nash, R. (1990) Bourdieu on Education and Social and Cultural Reproduction, British Journal of Sociology of Education, 11(4): (ejournal) Callewaert, S. (2006) Bourdieu, Critic of Foucault: The Case of Empirical Social Science against Double-Game-Philosophy, Theory, Culture and Society, 23(6): Lane, Jeremy (2000) Pierre Bourdieu: A Critical Introduction, London: Pluto Bourdieu, P. (1990) Structures, Habitus, Practices in The Logic of Practice, Cambridge: Polity Press, pp Jenkins, R. (2002) Practice, Habitus and Field, in Pierre Bourdieu, revised edition, London: Routledge, pp

9 6 February, Week 4. Unit 1: Critique Topic 3: Badiou Taught by: Nathan Coombs This lecture examines the ideas of French philosopher, Alain Badiou. Badiou is not a sociologist in the conventional sense and his ideas operate at a level of abstraction often called the ontological level. What makes his thought so startlingly original, or perhaps jarring, for a contemporary audience is its opposition to identity politics, moral relativism, human rights, and democracy; and steadfast commitment to radical left-wing politics, even communism. Badiou does so by theorising exceptional, revolutionary events that disrupt the existing order and reveal a fleeting glimpse of the unruly inconsistency of social being. Yet for an event to effect change in the world it needs to be declared as such by subjects willing to commit themselves to the idea that something changed with the event, for all time. Key examples we examine include the aftermath of the May 1968 student protests and the story of St. Paul the apostle. Key Reading: Badiou, Alain (2008) The Meaning of Sarkozy. London and New York: Verso. (Chapter 4: Only One World, pages 53-70) [An intervention on the relationship between capitalism and globalization.] Badiou, Alain (2003) Saint Paul: The Foundation of Universalism. Stanford: Stanford University Press. (Chapter 1: Paul: Our Contemporary, pages 4-15) [Badiou s most elaborate historical case study of the relationship between events, subjects and truth.] Further Reading: Bensaïd, Daniel (2004) Alain Badiou and the Miracle of the Event. In: Hallward, Peter (ed.) Think Again: Alain Badiou and the Future of Philosophy, London and New York: Continuum. [Argues that Badiou s philosophy is a revival of theology at odds with the Marxian materialism he claims to be faithful to.] Bosteels, Bruno (2011) Badiou and Politics. Durham: Duke University Press. (Chapter 3: One Divides in Two, pages ) [Provides historical and political context to Badiou s philosophy as a response to the protests of May 1968.] Coombs, Nathan (2015) History and Event: From Marxism to Contemporary French Theory. Edinburgh: Edinburgh University Press. (Chapter 5: Badiou s Decision: To Give up Leadership, Somewhat, pages ) [Intervenes into high-level debates about the relationship between philosophy and politics in Badiou s thought and only for those who have a reasonable grasp of Badiou s ideas or are feeling adventurous.] 9

10 Hallward, Peter (2003) Badiou: A Subject to Truth. Minneapolis and London: University of Minnesota Press. (Introduction: A New Philosophy of the Subject, pages xxi-xxxvi) [An excellent generalist introduction to Badiou s philosophy.] 13 February, Week 5. Unit 1: Critique Topic 4: Questioning Critique In this session we examine the ideas of Bruno Latour, a key proponent of actornetwork theory (ANT). We focus on his rejection of the critical turn in social science, and his associated rethinking of the concept of power. Key reading: Latour, B. (2004) Why Has Critique Run Out of Steam: From Matters of Fact to Matters of Concern, Critical Inquiry, 30(2): Latour, B. (1986) The Powers of Association in John Law (ed.) Power, Action and Belief: A New Sociology of Knowledge?, Sociological review monograph 32, London: Routledge. Available at: POWERS-ASSOCIATIONS-GBpdf.pdf Further Reading: Latour, B. (1996) On Actor-Network Theory: A Few Clarifications, Soziale Welt, 47, pp Latour, B. (2000) When Things Strike Back: A Possible Contribution of Science Studies to the Social Sciences, British Journal of Sociology, 51(1): Latour, B. (1992) One More Turn After the Social Turn in E. McMullin (ed.) The Social Dimensions of Science, Notre Dame, Indiana: University of Notre Dame Press. Bloor, D. (1999) Anti-Latour, Studies in the History and Philosophy of Science, 30,1: [see also Latour s reply and Bloor s further comments in the same issue]. Callon, M. and Latour B. (1981) Unscrewing the Big Leviathan: How Actors Macro-Structure Reality and How Sociologists Help Them to do so, in K. Knorr- Cetina and A.V. Cicourel (eds.) Advances in Social Theory and Methodology, Boston: Routledge and Kegan Paul. Callon, M. (1986) Some Elements of a Sociology of Translation: Domestication of the Scallops and the Fishermen of St Brieuc Bay in John Law (ed.) Power, Action and Belief: A New Sociology of Knowledge?, Routledge: London. Law, J. (1999) After ANT: Complexity, Naming and Topology, in J. Law and J. Hassard (eds.) Actor Network Theory and After, Oxford: Blackwell. Shapin, S. (1988) Following Scientists Around, Social Studies of Science, 18: Elan, Mark (1999) Living Dangerously with Bruno Latour in a Hybrid World, Theory, Culture and Society, 16(4):

11 Elder-Vass, Dave (2008) Searching for Realism, Structure and Agency in Actor- Network Theory, British Journal of Sociology, 59(3): February: NO CLASS 27 February, Week 6. Unit 2: Knowledge/Power Topic 1: What is Knowledge? Overview In order to examine the relationship between knowledge and power we need to reflect on what knowledge is. We explore one analysis of this concept, looking at the work of the Critical Realist thinker Dave Elder-Vass. We will examine the relationship of this conceptualization to constructionist arguments. Key Reading Elder-Vass, D Knowledge, Chapter 11 of The Reality of Social Construction. Cambridge: Cambridge UP. (Ebook) Further Reading Bloor, D Chapter 1 of Knowledge and Social Imagery, Routledge and Kegan Paul: London Collins, H.M., Tacit knowledge, trust and the Q of sapphire. Social studies of science, 31(1): Collier, A Critical Realism: An Introduction to Roy Bhaskar s Philosophy. Verso: London. Collier, A In Defence of Objectivity: On Realism, Existentialism and Politics. London: Routledge. Bhaskar, R A Realist Theory of Science. Second Edition. London: Verso. Cruickshank, J A Tale of Two Ontologies: An Immanent Critique of Critical Realism. The Sociological Review 52(4), Fay, B Critical Realism? Journal for the Theory of Social Behaviour 20(1): Laudan, L A Confutation of Convergent Realism. Philosophy of Science 48(1): Psillos, S Scientific Realism: How Science Tracks Truth. London: Routledge. 6 March, Week 7 Unit 2: Knowledge/Power Topic 2: Are Knowledge and Power Fundamentally Connected? 11

12 Overview We move on to consider the arguments of Michel Foucault, who is famous for his argument that knowledge and power are intrinsically connected. To understand this we need to understand how he conceptualizes both power and knowledge. Key reading Foucault, Michel (1980) Truth and Power, in Power/Knowledge: Selected Interviews and Other Writings , New York: Harvester Wheatsheaf, pp (HUB reserve) Foucault, Michel (1978) Method in The Will to Knowledge: The History of Sexuality Volume 1, Penguin: London, pp (HUB reserve) Further Reading Shackel, N. (2005) The Vacuity of Postmodernist Methodology, Metaphilosophy, 36(3): 295: 320 Lukes, Steven (2005) Foucault on Power: An Ultra-Radical View, in Chapter 2 of Power: A Radical View, Second Edition, Basingstoke: Palgrave, pp Taylor, Charles (1984) Foucault on Freedom and Truth, Political Theory, 12(2): Foucault, Michel (1982) The Subject and Power, Critical Inquiry, 8(4): (ejournal) Foucault, M. (1984) Nietzsche, Genealogy, History in The Foucault Reader, ed. Paul Rabinow, London: Penguin, pp [also available in Language, Counter- Memory, Practice: Selected Essays and Interviews by M. Foucault] Pavlich, G. (1995) Contemplating a postmodern sociology: genealogy, limits and critique, The Sociological Review, 43(3): Bevir, M. (2008) What is Genealogy?, Postprints at UC Berkeley (available at Hubert Dreyfus & Paul Rabinow (1982) The Genealogy of the Modern Individual as Object in Michel Foucault: Beyond Structuralism and Hermeneutics, Brighton: Harvester, pp Sheridan, Alan (1980) Michel Foucault: The Will to Truth, London: Tavistock White, Hayden (1979) Michel Foucault in John Sturrock (ed.), Structuralism and Since: From Levi Strauss to Derrida, Oxford: Oxford UP McNay, Lois (1994) Foucault: A Critical Introduction, Cambridge: Polity Ramazanoglu, Caroline (ed.) (1993) Up Against Foucault: Explorations of Some Tensions Between Foucault and Feminism, London: Routledge Merquior, J.G. (1991) Foucault, Second Edition, London: Fontana Jay, Martin (1986) In the Empire of the Gaze: Foucault and the Denigration of Vision in Twentieth Century French Thought in David Couzens Hoy (ed.) Foucault: A Critical Reader, Oxford: Basil Blackwell 13 March, Week 8 12

13 Unit 2: Knowledge/Power Topic 3: Knowledge, Power and Colonialism In this session we look at a key area in which knowledge and power have been linked knowledge produced in the context of colonialism. We consider both a critique of colonial knowledge, in the work of Edward Said, and arguments about how to decolonise knowledge, in the work of Walter Mignolo. Key Reading Said, Edward (1978) Introduction, in Orientalism, London: Penguin (HUB reserve) Mignolo, W.D., Epistemic disobedience, independent thought and decolonial freedom, Theory, Culture & Society, 26(7-8), pp Further Reading Chakrabarty, Dipesh (2001) Provincializing Europe: Postcolonial Thought and Historical Difference, New Dehli: Oxford University Press Wallerstein, Immanuel (1997) Eurocentrism and its Avatars: The Dilemmas of Social Science, New Left Review, No. 226, pp Macfie, A.L. (2002) Orientalism, London: Pearson Bhambra, K. Gurminder (2007) European Modernity and the Sociological Imagination in Rethinking Modernity: Postcolonialism and the Sociological Imagination, Palgrave: Houndmills Mignolo, W. (2011) The darker side of Western modernity: Global Futures, Decolonial Options, Durham: Duke University Press: Bhambra, Gurminder K. "Postcolonial and decolonial dialogues." Postcolonial Studies 17, no. 2 (2014): Quijano, A., Coloniality and modernity/rationality, Cultural studies, 21(2-3), pp March, Week 9. Unit 3: Performativity Topic 1: Performativity, Gender and Sex Taught by: Steve Kemp To start our unit on performativity we examine this concept in relation to gender and sex. We consider Judith Butler s argument that gender and biological sex are performative in character, rather than having a substantial reality in themselves. Key Reading Butler, J. (1988) Performative acts and gender constitution: An essay in phenomenology and feminist theory, Theatre Journal, 40(4): (ejournal) 13

14 Nussbaum, Martha (1999) The Professor of Parody, The New Republic, February (e-journal) Further Reading Butler, Judith, (2004) "From interiority to gender performatives" from Sara Salih (ed). The Judith Butler Reader pp , Oxford: Blackwell (E-book) Butler, Judith (1999) Performativity s Social Magic, in R. Shusterman (ed.) Bourdieu: A Critical Reader, Oxford, Blackwell, pp Butler, J. (1993) Bodies that Matter: On the Discursive Limits of Sex, London: Routledge Meijer, I. C. and Prins, B. (1998) How Bodies Come to Matter: An Interview with Judith Butler, Signs, 23(2), pp Disch, L. (1999) Judith Butler and the Politics of the Performative, Political Theory, 27(4), pp Salih, S.(2002) Judith Butler, London: Routledge Hawkesworth, M. (1997) Confounding Gender, Signs, 22(3), pp Benhabib, Seyla (1995) Feminism and Postmodernism: An Uneasy Alliance in L. Nicholson (ed), Feminist Contentions: A Philosophical Exchange, New York: Routledge, pp Benhabib, Seyla (1995) Subjectivity, Historiography and Politics, in Linda Nicholson (ed), Feminist Contentions: A Philosophical Exchange, New York: Routledge Bordo, S. (1992) Postmodern Subjects, Postmodern Bodies, in Feminist Studies, Vol. 18, No. 1, pp (e-journal) (see particularly pp. 166-) Disch, Lisa (1999) Judith Butler and the Politics of the Performative, Political Theory, 27(4): Brickell, C. (2005) Masculinities, Performativity, and Subversion: A Sociological Reappraisal in Men and Masculinities, 8: March, Week 10. Unit 3: Performativity Topic 2: Performativity, Medicine and Bodies Taught by: Steve Kemp In the final week of the course we consider the idea of performativity as applied to the domain of medicine, in relation to the realization of diseases in practice. To explore this we consider the work of Anne-Marie Mol. Key Reading Mol, Anne-Marie (2002) Chapters 1 and 2 of The Body Multiple: Ontology in Medical Practice, London: Duke University Press (e-book) 14

15 Further reading Law, J. (2004) After method: Mess in social science research. London, Routledge Latour, B., How to talk about the body? The normative dimension of science studies, Body & Society, 10(2-3): Woolgar, S. and Lezaun, J. (2013) The wrong bin bag: A turn to ontology in science and technology studies?, Social studies of science, 43(3): Singleton, V. (1996) Feminism, sociology of scientific knowledge and postmodernism: politics, theory and me, Social Studies of Science, 26(2): Law, J. and Singleton, V. (2005) Object lessons. Organization, 12(3): MacKenzie, D., Muniesa, F. and Lucia S. (eds.) (2007) Do Economists Make Markets? On the Performativity of Economics, Princeton, N.J.: Princeton University Press 3 April, Week 11: READING BREAK: No Class 15

16 APPENDIX A A GUIDE TO FORMATTING AND REFERENCING PAPERS FORMATTING The essay title should appear at the top of the first page Essays should be formatted in 1 ½ or double spacing The font-size should be point. REFERENCING The fundamental purpose of proper referencing is to provide the reader with a clear idea of where you obtained your information, quote, idea, etc. We do not insist on one style of referencing, and are open to you using Harvard, Chicago or footnote referencing systems. Choose one of these systems, though, rather than mixing or matching. If you wish to use Harvard, the following should give you some guidance. Harvard Referencing Style: A brief guide 1. After you have quoted from or referred to a particular text in your essay, add in parentheses the author s name, the publication date and page numbers (if relevant). Place the full reference in your bibliography. Here is an example of a quoted passage and its proper citation: Quotation in essay: Marx and Freud are the two great heroes of the radicalized Enlightenment (Callinicos, 1989: 172). Book entry in bibliography: Callinicos, A Against Postmodernism: A Marxist Critique. Cambridge: Polity Press. Note the sequence: author, year of publication, title, edition or translation information if needed, place of publication, publisher. 2. If you are employing someone else s arguments, ideas or categorization, you will need to cite them even if you are not using a direct quote. One simple way to do so is as follows: Callinicos (1989: 162-5) argues that postmodernism is more a symptom of Good Times than of New Times. 3. Your sources may well include journal or newspaper articles, book chapters, and internet sites. Below we show you how to cite these various sources. (i) Chapters in book: In your essay, cite the author, e.g. (Jameson, 1999). 16

17 In your bibliography details should be arranged in this sequence: author of chapter, year of publication, chapter title, editor(s) of book, title of book, place of publication, publisher, article or chapter pages. For example: Jameson, F The Cultural Logic of Late Capitalism. A. Elliott. (ed.). The Blackwell Reader in Contemporary Social Theory. Oxford: Blackwell: (ii) Journal article: In your essay, cite the author, e.g. (Gruffydd-Jones, 2001). In your bibliography, details should be arranged in this sequence: author of journal article, year of publication, article title, journal title, journal volume, journal issue or number, article pages. For example: Gruffydd-Jones, B Explaining Global Poverty: A Realist Critique of the Orthodox Approach. Journal of Critical Realism, 3 (2): (iii) Newspaper or magazine article: If the article has an author, cite as normal in the text (Giddens, 1998). In bibliography cite as follows: Giddens, A Beyond left and right. The Observer, 13 Sept: If the article has no author, cite name of newspaper in text (The Herald) and list the source in the bibliography by magazine or newspaper title. For example: The Herald Brown takes on the jobless, 6 Sept: 14. (iv) Internet sites: If the site has an author cite in the text as normal, e.g. (Weiss and Wesley, 2001). In the bibliography, provide a full reference which should include author, date, title of website and URL address. For example: Weiss, S. and Wesley, K Postmodernism and its Critics. Available at: If the site has no author, cite the address of the site in your text, e.g. for Centre for Europe s Children ( In the bibliography, provide a full reference including the title of the website, URL address, publisher or owner of the site. For example: Fourteen Countries Meet in Manila to Tackle Childhood Trafficking ( ASEM Resource Centre. Child Welfare Initiative. 23 Oct, If no date is available, indicate the date you accessed the site. 17