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    Mentoring, Methods, and Movements: Colloquium in Honor of Terence K. Hopkins by His Former Students and the Fernand Braudel Center for the Study of Economies, Historical Systems, and Civilizations

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    Mentoring, Methods, and Movements: Colloquium in Honor of Terence K. Hopkins by His Former Students and the Fernand Braudel Center for the Study of Economies, Historical Systems, and Civilizations

    Terence K. Hopkins (d. 1997) was a hidden gem of world-systems studies who contributed indispensably to its foundation amid a lifelong collaboration with Immanuel Wallerstein. In this book, Hopkins’s students discuss what made him so impactful in shaping their practices of sociology-informed by an always self-reinventing World-Systems Analysis. This new twentieth anniversary edition includes a comprehensive chronological works/citations bibliography of Terence K. Hopkins, a new postscript essay reflecting and building on other contributions in the volume, updates on the contributors’ background and works, a reorganized photo gallery and cover design, and a detailed subject index that can be a helpful guide to the many aspects of Hopkins’s thought and pedagogy from the points of view of his students/colleagues.

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    Gurdjieff and Hypnosis: A Hermeneutic Study

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    Gurdjieff and Hypnosis: A Hermeneutic Study

    Gurdjieff and Hypnosis: A Hermeneutic Study explores the life and ideas of the enigmatic twentieth century philosopher, mystic, and teacher of esoteric dances George Ivanovitch Gurdjieff (1872?-1949), performing a hermeneutic textual analysis of all his published writings to illuminate the place of hypnosis in his teaching.

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    Advancing Utopistics: The Three Component Parts and Errors of Marxism

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    Advancing Utopistics: The Three Component Parts and Errors of Marxism

    Advancing Utopistics: The Three Component Parts and Errors of Marxism is a contribution to the emerging field of utopistics in world-systems studies. In this work Tamdgidi problematizes the foundational structures of knowledge that have shaped Marxist method, theory, practice, and historical imagination over the decades and are arguably still framing the broad contours of intellectual discourse and research in world-systems studies. Appreciating the humanist utopian spirit that originally inspired the neither idealist nor materialist young Marx, the study concludes by advocating a broader, alternative paradigm for comparative/integrative research in utopia, mysticism, and science (utopystics) to advance utopistics in favor of a just global society.

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  • Rod Bush: Lessons from a Radical Black Scholar on Liberation, Love, and Justice (front cover)Quick View

    Rod Bush: Lessons from a Radical Black Scholar on Liberation, Love, and Justice

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    Rod Bush: Lessons from a Radical Black Scholar on Liberation, Love, and Justice

    Roderick D. Bush (1945-2013) was a scholar, educator, mentor, activist and a loving human being. Contributors to this anthology share his lessons on how to effect liberation and radical social transformation in the everyday practices of scholarship, teaching, activism, and personal interaction through a loving spirit dedicated to social justice.

    Please Note: This forthcoming title can be backordered through upfront payment.
    Publication Date: January 1, 2019
    Early Release Date: Nov. 12, 2018

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    Conversations with Enrique Dussel on Anti-Cartesian Decoloniality & Pluriversal Transmodernity

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    Conversations with Enrique Dussel on Anti-Cartesian Decoloniality & Pluriversal Transmodernity

    This Fall 2013 (XI, 1) issue of Human Architecture: Journal of the Sociology of Self-Knowledge, is entitled and dedicated to “Conversations with Enrique Dussel on Anti-Cartesian Decoloniality and Pluriversal Transmodernity.” Despite the long established recognition and reputation of Dussel as the most prolific, creative, and influential living Latin American philosopher, a limited portion of his writings has hitherto appeared in English. Exiled to Mexico from his native Argentina more than 35 years ago, Dussel has written more than 70 books and hundreds of articles ranging from theology to history, from philosophy to politics. Increasing interest in his work has been emerging among students and educators interested in developing liberating social theories and philosophies from the Global South. The present volume is one emerging response among many to Dussel’s call for a “South-South Philosophical Dialogue” in order to advance the cause of decolonization and liberation of inner and global human realities.

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    Decolonizing the University: Practicing Pluriversity

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    Decolonizing the University: Practicing Pluriversity

    This Winter 2012 (X, 1) issue of Human Architecture: Journal of the Sociology of Self-Knowledge entitled “Decolonizing the University: Practicing Pluriversity” includes papers that were presented at the international conference entitled “Quelles universités et quels universalismes demain en Europe? un dialogue avec les Amériques (Which University and Universalism for Europe Tomorrow? A Dialogue with the Americas)” organized by the guest editors of the volume in association with the Institute des Hautes d’Etudes de l’Amerique Latine (IHEAL) and the support of the Université de Cergy-Pontoise and the Maison des Science de l’Homme (MSH) in Paris on June 10-11, 2010. The aim of the conference was to think about what it could mean to decolonize the Westernized university and its Eurocentric knowledge structures. The contributions to this volume are, in one way or another, decolonial interventions in the rethinking and decolonization of academic knowledge production and Western university structures.

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    Contesting Memory: Museumizations of Migration in Comparative Global Context

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    Contesting Memory: Museumizations of Migration in Comparative Global Context

    This Fall 2011 (IX, 4) issue of Human Architecture: Journal of the Sociology of Self-Knowledge, entitled “Contesting Memory: Museumizations of Migration in Comparative Global Context,” includes papers from the conference on “Museums and Migration” organized by the volume co-editors on June 25-26, 2010, at the Maison des Science de l’Homme (MSH) in Paris. The focus here is on questions of representation and social agency of both migrants and migration museum officials, adopting a comparative perspective on the complex and conflictive articulation between how migrants are represented by themselves and by museum institutions. Migrants are not passive but social agents actively involved in their communities and socially vigilant of the way they are treated, perceived and represented by the host society. They produce also their own representations that are often in conflict with Western hegemonic perceptions of their cultures and identities. Their strong presence in global cities and metropolitan societies today confronts the dominant society with issues of racial/ethnic discrimination and historical memory otherwise ignored by hegemonic Western views. Museums dealing with the history of slavery, migration and colonialism emerged as spaces of contestation, the term “migrant” itself being contested by long-established “minority” groups as one of the ways the dominant society still treats them as “foreigners” and “immigrants.”

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    Teaching Transformations 2011

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    Teaching Transformations 2011

    This Summer 2011 (IX, 3) issue of Human Architecture: Journal of the Sociology of Self-Knowledge entitled “Teaching Transformations 2011″—a fourth of its annual “Teaching Transformations” series—brings together selected proceedings of the joint CIT (Center for Innovative Teaching)/EdTech (Educational Technology) conference held on May 12, 2011, at UMass Boston. The editors’ note describes the reasons for the bringing together of the two separately organized conferences in the past. It also reports on the new name adopted by CIT (from its former name, the Center for the Improvement of Teaching). The papers include a variety of contributions on topics such as: innovative techniques to enrich the dynamics of classroom discussions; “addressing plagiarism in a digital age”; cross-cultural/national, cross-institutional teaching of a course using online educational tools; “‘Islamicizing’ a Euro/American curriculum”; modernizing classical language education using the communicative language teaching (CLT) technique in conjunction with new educational technologies; teaching about race, caste and gender in light of the findings of anthropological and genetic sciences; and suggestions for online student collaborations based on the experience of teaching a Critical Thinking course.

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    Learning Transformations: Applied Sociological Imaginations from First Year Seminars and Beyond

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    Learning Transformations: Applied Sociological Imaginations from First Year Seminars and Beyond

    This Spring 2011 (IX, 2) issue of Human Architecture: Journal of the Sociology of Self-Knowledge, entitled “Learning Transformations: Applied Sociological Imaginations from First Year Seminars and Beyond,” includes nine UMass Boston undergraduate student papers: seven from two sections of the first year seminar, Soc. 110G: “Insiders/Outsiders,” one from the course “Youth and Society” (Soc. 201), and another from the course “Elements of Sociological Theory” (Soc. 341), all taken during the 2010-2011 academic year at UMass Boston. The authors cultivate their sociological imaginations of the link between their personal troubles and broader public issues by exploring topics such as: difficulties with writing; struggles with overachievement; adolescent depression; pessimism; obsession with body self-image; pornography and love; drunken driving; feminine identity formation; and coping with personal traumas amid parental, sibling, and societal dysfunctions. The editor points to the significance of publishing undergraduate scholarships of learning and their sociological self-studies, highlighting the extent to which the origins of the present journal entitled “human architecture” can itself be traced to his own “student selves” and early undergraduate education in architecture at U.C. Berkeley, and specifically to a seminar he took with his undergraduate teacher and advisor, the late “professor of design” and renowned painter, Jesse Reichek.

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    Graduate Theorizations: Imaginative Applied Sociologies—Manifest and Latent

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    Graduate Theorizations: Imaginative Applied Sociologies—Manifest and Latent

    This Winter 2011 (IX, 1) issue of Human Architecture: Journal of the Sociology of Self-Knowledge, entitled “Graduate Theorizations: Imaginative Applied Sociologies—Manifest and Latent,” includes nine, theoretically engaging graduate student papers: six from a course in Applied Sociological Theory (Soc. 605) taken during the Fall 2010 semester at UMass Boston, a paper on the philosophy of the self and architecture from the London School of Economics and Political Science, and two master’s theses in psychology from Bangor University, UK. These papers from diverse ‘disciplinary’ origins or locations insightfully contribute, in both manifest and latent ways, to the application and enrichment of the Millsian sociological imagination. Comparative and integrative readings of these papers also reveal, in turn, the extent to which liberating sociological theorizing and practice amid critical applications of the sociological imagination require awakening to and moving beyond the dissociative disorder and hypnosis of rigid disciplinarity.

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    Islam: From Phobia to Understanding

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    Islam: From Phobia to Understanding

    This Fall 2010 (VIII, 2) issue of Human Architecture: Journal of the Sociology of Self-Knowledge, entitled “Islam: From Phobia to Understanding,” includes the proceedings of an international conference on “Debating Islamophobia,” co-organized by the issue co-editors in Madrid, Spain, in May 2009. Beginning with the lead article by the late Nasr Abu-Zayd (1943-2010) from which the title of the issue is adopted, and to whose author this collection is dedicated in celebration of his life and work, the papers explore the nature and meaning of Islamophobia and its diverse unfolding in specific national and historical contexts.

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    Teaching Transformations 2010

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    Teaching Transformations 2010

    The Spring 2010 (VIII, 1) issue of Human Architecture: Journal of the Sociology of Self-Knowledge includes faculty and student papers and contributions from the 2010 Annual Conference of the Center for the Improvement of Teaching at UMass Boston on topics: “Constructing the Innocence of the First Textual Encounter,” “Examining a First Amendment Court Case to Teach Argument Analysis to Freshman Writers at an Art College,” “The Absent Professor: Rethinking Collaboration in Tutorial Sessions,” “Visual Literacy for the Enhancement of Inclusive Teaching,” “When Literature Is Evangelical: Pedagogies of Passion,” “Creating Networking Communities Beyond the Classroom,” “Framing Cultural Diversity Courses Post U.S. 2008 Presidential Elections,” “The Difference Between You and Me: Faculty Identities at Play in the Classroom,” “Toward a Non-Eurocentric Social Psychology: The Contribution of the Yogacara,” “Service-Learning and Authenticity Achievement,” “Academic Achievement of Turkish and American Students,” “The Miseducation of Ms. M,” “Culturelessness and Culture Shock: An American-Asian Experience,” “From Construction to Social Work: Finding Value in Helping Others,” “My Work Utopia: Pursuing A Satisfactory Work Life Amid an Alienating World,” and “The Loss of a Culture with an Accent: A Sociological Reflection on My Assimilation into the American Culture.”

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    “If I touch the Depth of Your Heart … ” : The Human Promise of Poetry in Memories of Mahmoud Darwish

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    “If I touch the Depth of Your Heart … ” : The Human Promise of Poetry in Memories of Mahmoud Darwish

    This 2009 (VII) special issue of Human Architecture: Journal of the Sociology of Self-Knowledge entitled “‘If I touch the depths of your heart’: The Human Promise of Poetry in Memories of Mahmoud Darwish,” is a commemorative issue on the life and poetry of the late Palestinian poet, Mahmoud Darwish, co-edited by a group of UMass Boston faculty and alumni. Other than keynote opening statements, the special issue is comprised of a selected series of longer and shorter poems by Mahmoud Darwish, followed by commemorative poetry and essays/articles that directly or indirectly engage with Mahmoud Darwish’s work and/or the subject matter of his passion and love, Palestine and human rights and dignity.

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    Migrating Identities and Perspectives: Latin America and the Caribbean in Local and Global Contexts

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    Migrating Identities and Perspectives: Latin America and the Caribbean in Local and Global Contexts

    This Fall 2009 (VII, 4) issue of Human Architecture: Journal of the Sociology of Self-Knowledge entitled “Migrating Identities and Perspectives: Latin America and the Caribbean in Local and Global Contexts,” focuses on the complexity of identity formations experienced by migrants in the world-system, with a regional focus on Latin America and the Caribbean which have been at the heart of many recent scholarly debates in migration studies and the subsequent emergence of transnationalism. The collection can be therefore understood as an attempt to establish an intellectual dialogue between different academic disciplines, as well as theoretical perspectives. Among the various themes of this issue is the importance of context, as illustrated through the use of comparisons, and the application to the domestic migration context of theoretical approaches commonly used to explain international migration. Another theme that emerges among these papers is that of integration, or in the case of deportees—a very specific group of immigrants—reintegration. A crucial aspect of incorporation is identity formation, often central to migration research and highlighted in a variety of ways in the papers.

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    Sociological Re-Imaginations in & of Universities

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    Sociological Re-Imaginations in & of Universities

    This Summer 2009 (VII, 3) issue of Human Architecture: Journal of the Sociology of Self-Knowledge, is devoted to the theme “Sociological Re-Imaginations in & of Universities.” As part of the journal’s continuing series critically engaging with C. Wright Mills’ “sociological imagination,” i.e., the proposition that the best way to theorize and practice sociology is via a continual conversation between the study of one’s personal troubles and that of broader public issues, the present issue turns its attention to fostering sociological re-imaginations in and of universities. Several faculty, recent graduates or alumni, and current undergraduate students advance insightful, critical perspectives about their own learning and teaching experiences and personal “troubles,” and broader university, disciplinary, and administrative “public issues” that in their view merit immediate attention in favor of fundamental rectifications of outdated procedures and educational habita that continue to persist at the cost of more creative, and in fact more scientific and rational, approaches to production and dissemination of knowledge.

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    Historicizing Anti-Semitism

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    Historicizing Anti-Semitism

    The articles collected in this Spring 2009 (VII, 2) issue of Human Architecture: Journal of the Sociology of Self-Knowledge entitled “Historicizing Anti-Semitism” were part of an international conference entitled, “The Post-September 11 New Ethnic/Racial Configurations in Europe and the United States: The Case of Anti-Semitism,” organized by Lewis Gordon and Ramón Grosfoguel at the Maison des Sciences de l’Homme (MSH) in Paris on June 29–30, 2007. Part of a series inaugurated by a discussion on Islamophobia, they brought a majority Jewish group of scholars together in the hope of bringing to the forum a critical exchange and conversation among the participants. The articles gathered here do not represent a unified voice but those often unheard in discussions of anti-Semitism. The focus on anti-Semitism in this collection raises the question of how ancient and Medieval versions of anti-Jewish practices should be interpreted, especially since even the term “Semite” came about as an effort in eighteenth-century French and German scholarship to organize Arabic, Aramaic, and Hebrew under a single linguistic nomenclature, which was crystallized in the nineteenth century in the work of the French scholar Ernest Renan.

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    Teaching Transformations 2009

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    Teaching Transformations 2009

    This Winter 2009 (VII, 1) issue of Human Architecture: Journal of the Sociology of Self- Knowledge, entitled “Teaching Transformations 2009” and dedicated to the chronicling of representative experiences of teaching transformation in the New England area and elsewhere, brings together selected proceedings of the annual conferences of the Center for the Improvement of Teaching (CIT) and the New England Center for Inclusive Teaching (NECIT) recently held at UMass Boston. The first seven studies in the issue were gathered through the conference activities of NECIT. The second series of articles emerged from the conversations and presentations at the annual CIT conference at UMass Boston. The contributions have a common interest in advancing teaching and learning practices that transform the self and the world in favor of more just, inclusive, and participatory outcomes. The editors believe that the most central and distinguishing defining features of NECIT and CIT, i.e., the three-fold concerns with promoting pedagogical reflexivity, student learning empathy, and faculty agency, are well advocated for and respresented in the papers shared in this volume.

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    Microcosms of Hope: Celebrating Student Scholars

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    Microcosms of Hope: Celebrating Student Scholars

    The essays in this Fall 2008 (VI, 4) issue of Human Architecture: Journal of the Sociology of Self-Knowledge entitled “Microcosms of Hope: Celebrating Student Scholars,” received awards in The Kingston-Mann Student Achievement Awards for Excellence in Diversity and Inclusion Scholarship. Written by undergraduate students who address deeply urgent and important issues, each essay possesses a clear, distinctive voice. The authors do not turn away from difficult questions and do not waffle, even when they are dealing with questions and data that are ambiguous or contradictory. Although faculty may be accustomed to academic articles rife with qualifiers, indirect points, jargon, and a limited concern for relevance, the essays included here are the works of engaged researchers. They frequently include a call to action, sometimes persuasive for its subtle, measured tone. In this issue, students invite us to consider some traditional merits of scholarly work that have been lost, such as clear and jargon-free writing. They also point the way to new kinds of merit, such as using previously neglected information sources, paying attention to silenced or marginalized voices and questions, and raising issues of social justice.

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    Thich Nhat Hanh’s Sociological Imagination: Essays and Commentaries on Engaged Buddhism

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    Thich Nhat Hanh’s Sociological Imagination: Essays and Commentaries on Engaged Buddhism

    This Summer 2008 (VI, 3) issue of Human Architecture: Journal of the Sociology of Self-Knowledge is dedicated to an exploration of Thich Nhat Hanh’s Engaged Buddhist philosophy and spiritual theory and practice from a sociological and social scientific vantage point, to highlight the significance his teaching bears for the development of a self-reflective, globally humanist, and environmentally concerned, sociological imagination. Included are several talks, letters, and a poem, by Thich Nhat Hanh on the meaning and practice of Engaged Buddhism—in regard to issues ranging from war and conflict, the environment, food industry and consumption, and history of Engaged Buddhism. Other articles put his views in social science and sociological contexts, specifically exploring the overlapping landscapes of Engaged Buddhism with Pragmatism, Deep Ecology, sociological imagination, and ideological analysis. Other contributions are illustrative of the ways in which Thich Nhat Hanh’s teachings have engaged contexts such as: international conflict; the classroom; urban policing; traumatized populations; economic theory; environmental crisis; and family loss and trauma. A critical commentary by a participant’s experience of attending one of Thich Nhat Hanh’s retreats in 2005 is also included, followed by a response from a representative of the Plum Village community in France.

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    Sociological Imaginations from the Classroom Plus A Symposium on the Sociology of Science Perspectives on the Malfunctions of Science and Peer Reviewing

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    Sociological Imaginations from the Classroom Plus A Symposium on the Sociology of Science Perspectives on the Malfunctions of Science and Peer Reviewing

    This Spring 2008 (VI, 2) issue of Human Architecture: Journal of the Sociology of Self-Knowledge includes two symposium papers by Klaus Fischer and Lutz Bornmann who shed significant light on why the taken-for-granted structures of science and peer reviewing have been and need to be problematized in favor of more liberatory scientific and peer reviewing practices more conducive to advancing the sociological imagination. The student papers included make serious efforts at developing their theoretically informed sociological imagination of gender, race, ethnicity, learning, adolescence and work. The volume also includes papers by faculty who self-reflectively explore their own life and pedagogical strategies for the cultivation of sociological imaginations regardless of the disciplinary field in which they do research and teach. Two joint student-faculty papers and essays also imaginatively and innovatively explore their own or what seem at first to be “strangers’” lives in order to develop a more empathetic and pedagogically healing sociological imaginations for their authors and subjects. The journal edito’s call in his note for sociological re-imaginations of science and peer reviewing draws on the relevance of both the symposium and other student and faculty papers in the volume to one another in terms of fostering in theory and practice liberating peer reviewing strategies in academic publishing.

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    Teaching Transformations

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    Teaching Transformations

    This Winter 2008 (VI, 1) issue of Human Architecture: Journal of the Sociology of Self-Knowledge reflects the diversity and richness of presentations at the 2008 Annual Conference on Teaching for Transformation organized by the Center for the Improvement of Teaching at UMass Boston. Representing faculty across different disciplines, these essays reflect these teachers’ creative and thoughtful pedagogical approaches, their focus on challenging and engaging learners, and their commitment to both excellence and inclusion. The title chosen for this volume, “Teaching Transformation,” highlights a two-fold interest and commitment that the organizers and participants in the annual conference have commonly shared. One is to advance teaching as a venue for transformative pedagogical and social practices that empower students, faculty, and communities in favor of a deeper respect for diversity, inclusion, and justice. However, by choosing the title the editors also emphasize that to meet the first goal, it is also necessary to see teaching and one’s habits of teaching as fluid and dynamic, and not static and established, habitus. To advance transformative teaching (and learning), it is necessary to continually transform our teaching and pedagogical approaches creatively and help one another to do the same.

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    Reflections on Fanon: Proceedings of the Fourth Annual Social Theory Forum March 27-28, 2007, UMass Boston

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    Reflections on Fanon: Proceedings of the Fourth Annual Social Theory Forum March 27-28, 2007, UMass Boston

    his Special Summer 2007 (vol. V) Issue of Human Architecture: Journal of the Sociology of Self-Knowledge includes the proceedings of the fourth annual Social Theory Forum (STF), held on March 27-28, 2007, at UMass Boston. The theme of the conference was “The Violences of Colonialism and Racism, Inner and Global: Conversations with Frantz Fanon on the Meaning of Human Emancipation.” The Social Theory Forum sought to revisit Fanon’s insightful joining of the micro and the macro—the everyday life and the increasingly global and world-historical—insights into critical social psychological and imaginative social analysis and theorizing in favor of innovative discourses on the meaning of human emancipation and toward disalienated and reimagined inner and global landscapes.

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    Insiders/Outsiders: Voices from the Classroom

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    Insiders/Outsiders: Voices from the Classroom

    This Spring 2007 (V, 2) Issue of Human Architecture: Journal of the Sociology of Self-Knowledge entitled “Insiders/outsiders: Voices from the Classroom” includes papers, some by students at UMass Boston, that creatively apply the sociological imagination to understanding specific personal toubles involving insider/outsider experience in relation to broader public issues.

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    Othering Islam

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    Othering Islam

    This Fall 2006 (V, 1) issue of Human Architecture: Journal of the Sociology of Self-Knowledge on “Othering Islam” presents the results of an international conference on “The Post-September 11 New Ethnic/Racial Configurations in Europe and the United States: The Case of Islamophobia” organized by Ramón Grosfoguel and Eric Mielants at the Maison des Sciences de l’Homme (MSH) in Paris, France, on June 2- 3, 2006. Topics covered are: “Probing Islamophobia,” “The Long-Durée Entanglement Between Islamophobia and Racism in the Modern/Colonial Capitalist/Patriarchal World-System: An Introduction,” “Islamophobia/Hispanophobia: The (Re) Configuration of the Racial Imperial/Colonial Matrix,” “How Washington’s ‘War on Terror’ Became Everyone’s: Islamophobia and the Impact of September 11 on the Political Terrain of South and Southeast Asia,” “Militarization, Globalization, and Islamist Social Movements: How Today’s Ideology of Islamophobia Fuels Militant Islam,” “Muslim Responses to Integration Demands in the Netherlands since 9/11,” “No Race to the Swift: Negotiating Racial Identity in Past and Present Eastern Europe,” “Life in Samarkand: Caucasus and Central Asia vis-à-vis Russia, the West, and Islam.”

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    Re-Membering Anzaldúa: Proceedings of the Third Annual Social Theory Forum April 5-6, 2006, UMass Boston

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    Re-Membering Anzaldúa: Proceedings of the Third Annual Social Theory Forum April 5-6, 2006, UMass Boston

    This Summer 2006 (IV, Special) issue of Human Architecture: Journal of the Sociology of Self-Knowledge includes the proceedings of the Third Annual Meeting of the Social Theory Forum (STF), held on April 5-6, 2006, at UMass Boston on: “Human Rights, Borderlands, and the Poetics of Applied Social Theory: Engaging with Gloria Anzaldúa in Self and Global Transformations.” Walking along and crossing the borderlands of academic disciplines, contributors engaged with Anzaldúa’s gripping and creative talent in bridging the boundaries of academia and everyday life, self and global/world-historical reflexivity, sociology and psychology, social science and the arts and the humanities, spirituality and secularism, private and public, consciousness and the subconscious, theory and practice, knowledge, feeling, and the sensual in favor of humanizing self and global outcomes. Central in this dialogue was the exploration of human rights in personal and institutional terrains and their intersections with human borderlands, seeking creative and applied theoretical and curricular innovations to advance human rights pedagogy and practice.

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    Student Scholarships of Learning

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    Student Scholarships of Learning

    This Fall 2005/Spring 2006 (IV, 1&2) double-issue of Human Architecture: Journal of the Sociology of Self-Knowledge demonstrates the extent to which liberatory practices in scholarly journal peer reviewing can provide new channels for communicating and sharing subaltern on- and off-campus voices in formal academic publications as important scholarships of learning.

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    Sociology of Self-Knowledge: Course Topic as well as Pedagogical Strategy

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    Sociology of Self-Knowledge: Course Topic as well as Pedagogical Strategy

    This Fall 2004/Spring 2005 (III, 1&2) double-issue of Human Architecture: Journal of the Sociology of Self-Knowledge demonstrates the extent to which the sociology of self-knowledge as advanced by this journalfrom its inception can serve as both a course topic as well as a pedagogical strategy in teaching sociology and related subjects. The issue includes student papers of various faculty at UMass Boston and a symposium of student (and faculty) papers organized by Khaldoun Samman from Macalester College. Samman had earlier taken the step of turning his senior seminar into a course on the sociology of self-knowledge and encouraging his students, all graduating seniors at Macalester, to subject their own lives and “troubles” to their sociological imaginations. The student papers included in the issue as a whole are highly demonstrative of how self and socially critical and liberating the sociology of self-knowledge can be. Authors use a variety of class and outside readings, as well as films and documentaries, to explore in-depth currently unresolved issues in their lives, while making every effort to move in-depth to relate their personal troubles to broader public issues.

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    Students’ Critical Theories in Applied Settings

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    Students’ Critical Theories in Applied Settings

    This Fall 2003/Spring 2004 (II, 2) issue of Human Architecture: Journal of the Sociology of Self-Knowledge includes a collection of student essays exploring their lives in an, applied, sociological imagination framework.

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    Social Theories, Student Realities

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    Social Theories, Student Realities

    This Spring 2003 (II, 1) issue of Human Architecture: Journal of the Sociology of Self-Knowledge include student papers from coursework completed at SUNY-Oneonta. The creative efforts students display in advancing their sociological imaginations demonstrate the extent to which the best pedagogical strategies are those that rely on teaching their subject matter by encouraging students to draw upon the reality of their own lives in an applied way to learn various concepts and theories taught in class.

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    Student Spiritual Renaissances & Social Reconstructions

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    Student Spiritual Renaissances & Social Reconstructions

    This Fall 2002 (I, 2) issue of Human Architecture: Journal of the Sociology of Self-Knowledge include student papers from coursework completed at SUNY-Oneonta, as well as a paper from a retiring faculty at SUNY-Oneonta (Dr. Donald A. Nielsen) whose exploration of Karl Mannheim’s sociology of knowledge inspired the title of the journal issue in terms of how the students awareness of the way various ideologies (and utopias) have shaped their lives are intimately dependent upon critically adopting a spiritually self-reflective and socially reconstructive orientation toward their own lives as part of the social realities they study.

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    Student Life Courses & Social Policies

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    Student Life Courses & Social Policies

    The essays gathered in this debut (I, 1, Spring 2002) issue of Human Architecture: Journal of the Sociology of Self-Knowledge were written by undergraduate students enrolled in various sociology courses offered at SUNY-Binghamton and SUNY-Oneonta. the issue also includes the editor’s paper on K. Mannheim, where the idea of a sociology of self-knowledge was born. What these courses shared was their common use of the sociology of self-knowledge as a strategy for learning about their respective subject matters. Each course required students to engage throughout the semester in an ongoing self-exploratory sociological research focusing on a specific unresolved issue, problem, or question still facing their everyday lives. They were required to link their self-explorations to the study of society at large through various course and outside readings and films studied in class throughout the semester.

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