9780190238469-0190238461-Creating and Contesting Social Inequalities: Contemporary Readings

Creating and Contesting Social Inequalities: Contemporary Readings

ISBN-13: 9780190238469
ISBN-10: 0190238461
Edition: 1
Author: Tiffany Taylor, Carissa M. Froyum, Katrina Bloch
Publication date: 2016
Publisher: Oxford University Press
Format: Paperback 496 pages
Category: Sociology
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ISBN-13: 9780190238469
ISBN-10: 0190238461
Edition: 1
Author: Tiffany Taylor, Carissa M. Froyum, Katrina Bloch
Publication date: 2016
Publisher: Oxford University Press
Format: Paperback 496 pages
Category: Sociology

Summary

Creating and Contesting Social Inequalities: Contemporary Readings (ISBN-13: 9780190238469 and ISBN-10: 0190238461), written by authors Tiffany Taylor, Carissa M. Froyum, Katrina Bloch, was published by Oxford University Press in 2016. With an overall rating of 3.9 stars, it's a notable title among other Sociology books. You can easily purchase or rent Creating and Contesting Social Inequalities: Contemporary Readings (Paperback, Used) from BooksRun, along with many other new and used Sociology books and textbooks. And, if you're looking to sell your copy, our current buyback offer is $2.25.

Description

Creating and Contesting Social Inequalities: Contemporary Readings offers readings on a variety of topics, with a focus on the "how" of inequality. Rather than structuring the book topically, editors Carissa M. Froyum, Katrina Bloch, and Tiffany Taylor have organized the readings around social processes that reproduce and maintain inequality.

This unique anthology includes social change readings throughout its entirety, rather than segmenting them at the end of the reader. It also features innovative data analysis exercises, reading questions, and social change projects. With its combination of generic processes, intersectionality, full incorporation of disabilities, global perspective, and data analysis exercises, Creating and Contesting Social Inequalities will challenge students to see themselves as agents in a system of inequality rather than passive learners.

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