By Siva Kumari
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Extra resources for Adopting Information Technologies for Instructional Environments
It is also important to note that she was English and not a Welsh speaker. This awareness of difference informs much of her analysis, as it informs several other similar studies. She argues briefly, but cogently, that information cannot be separated from interpretation and she sees her task as making seemingly strange or irrational behaviour comprehensible. She thus locates herself in the tradition clearly represented by Evans-Pritchard and his analysis of Azande witchcraft (Evans-Pritchard 1937).
Over the past few decades, therefore, it is possible to see a set of exchanges in the development of community studies and the theorising of gender and sexuality. Some of the earlier community studies provided valuable source 34 David H. J. Morgan material for the exploration of gender divisions as the study of such divisions became more prominent within sociological enquiry. Later developments in the theorising of gender and sexuality – including feminist, performative, postmodern approaches – came to inform community studies or studies of the workplace.
1976) Karl Marx: Man and Fighter, London: Penguin. Pahl, R. (1984) Divisions of Labour, Oxford: Blackwell. Ribbens McCarthy, J, Edwards, R. and Gillies, V. (2003) Making Families: Moral tales of parenting and step-parenting, Durham: Sociologypress. Roberts, E. (1984) A Woman’s Place: An oral history of working-class women 1890–1940, Oxford: Blackwell. Rosser, C. and Harris, C. (1965) The Family and Social Change: A study of family and kinship in a South Wales town, London: Routledge and Kegan Paul.
Adopting Information Technologies for Instructional Environments by Siva Kumari