творчість

Отже,метою було не зруйнувати державні організації, атрансформувати їх в установи, які би підтримували інавіть виражали гендерну справедливість

Наслідком такого кла-соцентричного, економістичного уявного була маргі-налізація, якщо не повне затемнення інших вимірів,місць та осей несправедливості

ультур-ний успіх та інституційну поразку

objectivity.” Theethic of objectivity and the methods used in itspractice are concerned primarily with the separa-tion of the knower from what he knows and inparticular with the separation of what is knownfrom any interests, ”biases,”

kinds of facts and events which are facts for ushave already been shaped up and given theircharacter and substance as facts, as relations, etc.,by the methods and practice of governing. Men-tal illness, crimes, riots, violence, work satisfac-tion, neighbors and neighborhoods, motiva-tion, etc., these are the constructs of the practiceof government. In many instances such as mentalillness, crimes, neighborhoods, etc., they are con-stituted as discrete phenomena primarily byadministrative procedures and others arise asproblems in relation to the actual practice ofgovernment, as for example concepts of motiva-tion, work satisfaction, etc.The governing processes of our society areorganized as social entities constituted externallyto those persons who participate in and performthem. The managers, the bureaucrats, the admin-istrators, are employees, are people who are used.They do not own the enterprises or otherwise ap-propriate them. Sociologists study these entitiesunder the heading of formal organization. Theyare put together as objective structures with goals,activities, obligations, etc., other than those whichits employees can have as individuals. The acad-emic professions are also set up in a mode whichexternalizes them as entities vis-8-vis their practi-tioners. The body of knowledge which its mem-bers accumulate is appropriated by the disciplineas its body. The work of members aims at con-tributing to that body of knowledge.As graduate students learning to become sociol-ogists, we learn to think sociology as it is thoughtand to practice it as it is practiced. We learnthat some topics are relevant and some are not.We learn to discard our experienced world as asource of reliable information or suggestionsabout the character of the world; to confine andfocus our insights within the conceptual frame-works and relevances which are given in thediscipline. Should we think other kinds ofthoughts or experience the world in a differentway or with edges and horizons that pass beyondthe conceptual we must practice a discipline whichdiscards them or find some procedure whichmakes it possible to sneak them in. We learn away of thinking about the world which is recog-nizable to its practitioners as the sociologicalway of thinking.We learn to practice the sociological subsump-tion of the actualities of ourselves and of otherpeople. We find out how to treat the world asinstances of a sociological body of knowledge.The procedure operates as a sort of conceptualimperialism. When we write a thesis or a paper,we learn that the first thing to do is to latch it onto the discipline at some point. This may be byThe profession of sociology is predicated on auniverse which is occupied by men and it is itselfstill largely appropriated by men as their “ter-ritory.”