Keep on learning   There are more than 800 courses on OpenLearn for you to Conclusion This free course provided an introduction to studying sociology. It took you through a series of exercises designed to develop your approach to study and learning at a distance and helped to improve your confidence as an independent learner. 2.1 Activity 1: Oil Lives Oil Lives consists of a series of photographs of an individual and some written text based on interviews with them. Two of these series are reproduced in this section, with Logan's ‘War Scrapbook’ in between them. Take some time to look at the photographs and to read the words accompanying them. Try to work out first what parts of the photographs have been brought together from different originals. What do Owen Logan's decisions about how to picture the industry and some of its workers su Keep on learning   There are more than 800 courses on OpenLearn for you to Introduction The material presented here focuses on the politics of racial violence in Britain. The material is an audio file, originally 30 minutes in length, and examines the issues around this subject. It was recorded in 1995. This OpenLearn course provides a sample of Level 2 study in Sociology. Introduction This course will introduce the notion of social citizenship in relation to rights and obligations within society, with particular reference to women and disabled people. The material is primarily an audio file, originally 23 minutes in length and recorded in 1998. This OpenLearn course provides a sample of Level 1 study in Author(s): Conclusion This free course provided an introduction to studying sociology. It took you through a series of exercises designed to develop your approach to study and learning at a distance and helped to improve your confidence as an independent learner. 1 How arguments are used in the Social Sciences The audio programme used in this course addresses the issue of how arguments are constructed and used in the social sciences. It uses extracts from a radio programme (originally broadcast on BBC Radio 4 in January 1997) in which the social consequences of welfare provision are discussed from different viewpoints. The programme is organised to allow you to trace how arguments are being put together, assess what sort of assumptions are being made, and examine how forms of evidence are being use Learning outcomes After studying this course, you should be able to: understand how arguments may be presented in the Social Sciences. Introduction This course will help you understand how arguments are constructed and used in the Social Sciences. The material is primarily an audio file, originally 30 minutes in length and recorded in 1998. This OpenLearn course provides a sample of Level 1 study in Sociology. Acknowledgements This free course is an adapted extract from the course DD203 Power, dissent, equality, which is currently out of presentation This chapter is taken from Living Political Ideas (eds) Geoff Andrews and Micheal Saward published in association with Edinburgh University Press (2005) as part of a series of books which forms part of the course DD203 Power, Dissent, Equality: Understanding Contemporary Politics. Except for third party materials and otherwise stated (see Author(s): References 7 Conclusion We have explored nations, national self-determination and secession as living political ideas. Perhaps the key points to emerge from the discussion are that: the nation-state is the basic political community in the contemporary world, despite regional and global challenges; subjective approaches to defining nations, prioritising awareness of belonging to a national group, have advantages over efforts to construct objective definitions; 5.5 ‘A sense of belonging and membership in which sentiment and emotion play an important rol Nationalism is about land or territory and what it means to people. Nationalists make claims to the centrality of certain tracts of land to them, to their people, to their collective history, traditions, cultures and sufferings: When a hundred thousand nationalists march down Sherbrooke Street [in Montreal] chanting ‘Le Quebec aux Quebecois’, they are not just talking about the establishment of a public languag 5.2 ‘The prioritisation of a particular group – the nation – as a key constitut No particular form of articulating the nation is required by the formulation of this first element; the nation might be ‘imagined’ or ‘constructed’ as homogenous or as pluralistic and diverse, for example. However nationhood is imagined, though, it will invariably involve some form of suppression of alternative ways of classifying peoples. Consider that for most of us there are linguistic, class, ethnic, location, gender, religious and other aspects to our identities. If nation 5.1 Ideology: a contested concept Propagators of ideologies use images and symbols to get people to believe and act in certain ways. Nationalism as a political ideology uses the idea of ‘nation’ to achieve political goals, and may be the most potent ideology in existence. It is worth reflecting for a moment on what kind of ideology it is. And it is worth reminding ourselves that ideology is a contested concept; a term that can mean different things. Marx and Engels subscribed to the notion of ideology as a set of ideas th Acknowledgements This free course is an adapted extract from the course DD203 Power, dissent, equality, which is currently out of presentation The content acknowledged below is Proprietary (see terms and conditions). This content is made available under a Creative Commons Attribution-NonCommercial-Sh References 7.2 On Britishness Earlier in this course I considered how Scotland, Wales and Northern Ireland came to be included in the UK. That incorporation was often not free from conflict, resistance, war and military intervention. Hence, as well as cooperation and a common fellowship, suspicion, lack of trust, sometimes hatred, expressed in various forms, have characterised the relationship between England, the leading power, and those nations which were annexed or conquered by it or amalgamated with it. Modern n 7.1 History So far, I have provided a brief historical background for England, Scotland, Wales and Northern Ireland, one that accounts for their distinctive identities and for the origins of their differing role within the UK. I have also defined devolution as an asymmetric decentralisation process which responds to the claims advanced by the nations constituting the UK state. What, then, do we mean by Britain? Is it a nation? If so, when did the British nation begin to exist? The historian Linda Colley
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Archard, D. (1995) ‘Myths, lies and historical truth: a defence of nationalism’, Political Studies, vol.43, no. 3.
Baogang He (2002) ‘Referenda as a solution to the national-identity/boundary question: an empirical critique of the theoretical litera
The Belfast Agreement (1998) London, The Stationery Office.
Burgess, M. and Gagnon, A.G. (1993) Comparative Federalism and Federation, London, Harvester Wheatsheaf.
Colley, L. (1992) Britons: Forging the Nation 1707–1837, London, Vintage.
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