Scientists should not simply stick to doing science. Perhaps we need to extend the scientific method to include a requirement for communication. Young scientists should be taught the value and necessity of communicating their findings to the general public. Scientists should not shy away from controversy, because some topics should not be controversial to begin with. The scientific evidence for the efficacy of vaccines, the process of evolution, the existence of anthropogenic climate change is accepted in the scientific community. Yet, within the public sphere, goaded by a sensationalizing mainstream media and politicians seeking re-election, these settled facts are made to appear tentative. Science is based on evidence, and if that evidence tells us something new we need to incorporate that into our policies. We cannot ignore it simply because it is unpopular or inconvenient.

- Dr Buddhini Samarasinghe, molecular biologist and science communicator, argues the idea that “Scientists Should Stick to Science” needs to be retired. This is an much-needed and punchy piece on the importance of public science. Read the whole thing on Edge.org

Also check out all of Buddhini’s public science outreach on Google+. See other examples of Buddhini’s public science writing at Scientific American, which hosts her Hallmarks of Cancer blog posts, a series designed for a lay audience seeking to understand the common features and complexities of various cancers.

Importance of Intercultural Education for International Students in Australia. 
International students represent a large economic and international relations investment for Australia. Australian universities are increasingly relying upon overseas students for their revenue, but these institutions are not adequately addressing the special learning, linguistic, cultural and religious needs of these students. Despite their Australian education, international students experience various difficulties in finding work in their field of study after they graduate. Poor English-language, communication and problem-solving skills are the biggest obstacles to securing ongoing and satisfying jobs. Employer biases regarding international students are equally a problem. Below, I is a summary of a longer research paper republished on my website.
Demographic Background
International students contribute $15.9 billion to Australia’s economy through tuition fees and living expenses.  International education has increased by 94 percent since 2004. This sector now represents the third-largest export industry for Australia, generating profits that are 50 percent larger than tourism-related travel.
The number of people entering Australia on student visas increased by 108 percent since 2002. Around 56 percent of all international higher education students were studying at the undergraduate level and 44 percent were postgraduates.
While the overall net international student population is at an all-time high, the proportion of international students in universities has dropped by 10 percent since the mid-2000s. This is due to a change of Australia’s immigration program, which is currently granting twice as many vocational training visas and a slightly smaller proportion of tertiary student visas than five years ago.
While most international students go into the tertiary sector, Chinese students do so in larger proportions (64%), while Indian students are nowadays more likely to go into vocational training (55%). Thai international students tend to undertake English-language courses (77%), while a significant minority of Malaysian students (14%) and Indonesians (12.5%) come to Australia to do postgraduate research.
Historically, migrants with university qualifications were more likely to qualify for permanent residency under the skilled migration program. Yet since Australia changed its immigration policies, international students in vocational courses are not necessarily gaining permanent residency.
Employment Outcomes
My analysis shows that the majority of these students are going into low-status vocational training courses that do not lead to permanent employment. International students in Australia are increasingly unable to find work that is meaningful, and so they are engaged in precarious, underpaid and menial jobs that do not suit their Australian qualifications. 
Engineering students, IT specialists, accountants, business majors, technicians and trades people who come from non-English-speaking majority countries are especially likely to have trouble finding work in their profession. Indian students and to a lesser extent Chinese students with accounting degrees have the greatest trouble finding work. 
Part of the issue is that Australian employers do not see international graduates as viable candidates, even when they have been educated in Australia. To some extent, surveys show that the English qualifications of a portion of international students is inadequate. This is no wonder, when international students come here to do a vocational course hoping to later transfer into university, but then find they are unable to do so. They start off attending cooking, hairdressing and accounting courses, and they get stuck. Taking vocational training in an expensive but poorly ranked course is unlikely to improve these students’ English skills. But not all international students lack English proficiency. The problem is more systemic.
Intercultural Education
Various studies show that international students are having trouble being accepted in Australia. They come here thinking they will be able to mingle with Australian students and learn more about Australian culture. They report feeling disappointed that Australian students do not make them feel welcome. This is especially the case amongst students who don’t have a strong command of English. 
International students also report feeling as if they received poor career guidance. They end up with unrealistic expectations of what their job prospects will be and what is expected of them in an Australian workplace. 
The Australian Human Rights Commission has also identified that international students face racist harassment and abuse that is not adequately recorded by police. The Commission also reports that international students do not have ready access to reliable information about the support available to them regarding their rights in Australia. 
To compound the problems that international students face, research suggests that employers are guided by racist stereotypes that perceive international students as having poor cultural skills. 
Intercultural Responsibility

International students contribute more than financial revenue to the Australian economy They also represent an invaluable network of intercultural ambassadors with the potential to strengthen Australia’s multicultural learning and international relations. Education providers would stand to gain a great deal from the overseas links, knowledge and resources that international students bring into Australia. 
In my longer article, I argue that a stronger focus on the socialisation of international students is likely to increase their educational and career satisfaction.
Learn more:
Read this study in more detail and see the references on my website. 
This article was first published in April 2012 by Intercultural Education. High-res

Importance of Intercultural Education for International Students in Australia. 

International students represent a large economic and international relations investment for Australia. Australian universities are increasingly relying upon overseas students for their revenue, but these institutions are not adequately addressing the special learning, linguistic, cultural and religious needs of these students. Despite their Australian education, international students experience various difficulties in finding work in their field of study after they graduate. Poor English-language, communication and problem-solving skills are the biggest obstacles to securing ongoing and satisfying jobs. Employer biases regarding international students are equally a problem. Below, I is a summary of a longer research paper republished on my website.

Demographic Background

International students contribute $15.9 billion to Australia’s economy through tuition fees and living expenses.  International education has increased by 94 percent since 2004. This sector now represents the third-largest export industry for Australia, generating profits that are 50 percent larger than tourism-related travel.

The number of people entering Australia on student visas increased by 108 percent since 2002. Around 56 percent of all international higher education students were studying at the undergraduate level and 44 percent were postgraduates.

While the overall net international student population is at an all-time high, the proportion of international students in universities has dropped by 10 percent since the mid-2000s. This is due to a change of Australia’s immigration program, which is currently granting twice as many vocational training visas and a slightly smaller proportion of tertiary student visas than five years ago.

While most international students go into the tertiary sector, Chinese students do so in larger proportions (64%), while Indian students are nowadays more likely to go into vocational training (55%). Thai international students tend to undertake English-language courses (77%), while a significant minority of Malaysian students (14%) and Indonesians (12.5%) come to Australia to do postgraduate research.

Historically, migrants with university qualifications were more likely to qualify for permanent residency under the skilled migration program. Yet since Australia changed its immigration policies, international students in vocational courses are not necessarily gaining permanent residency.

Employment Outcomes

My analysis shows that the majority of these students are going into low-status vocational training courses that do not lead to permanent employment. International students in Australia are increasingly unable to find work that is meaningful, and so they are engaged in precarious, underpaid and menial jobs that do not suit their Australian qualifications. 

Engineering students, IT specialists, accountants, business majors, technicians and trades people who come from non-English-speaking majority countries are especially likely to have trouble finding work in their profession. Indian students and to a lesser extent Chinese students with accounting degrees have the greatest trouble finding work. 

Part of the issue is that Australian employers do not see international graduates as viable candidates, even when they have been educated in Australia. To some extent, surveys show that the English qualifications of a portion of international students is inadequate. This is no wonder, when international students come here to do a vocational course hoping to later transfer into university, but then find they are unable to do so. They start off attending cooking, hairdressing and accounting courses, and they get stuck. Taking vocational training in an expensive but poorly ranked course is unlikely to improve these students’ English skills. But not all international students lack English proficiency. The problem is more systemic.

Intercultural Education

Various studies show that international students are having trouble being accepted in Australia. They come here thinking they will be able to mingle with Australian students and learn more about Australian culture. They report feeling disappointed that Australian students do not make them feel welcome. This is especially the case amongst students who don’t have a strong command of English. 

International students also report feeling as if they received poor career guidance. They end up with unrealistic expectations of what their job prospects will be and what is expected of them in an Australian workplace. 

The Australian Human Rights Commission has also identified that international students face racist harassment and abuse that is not adequately recorded by police. The Commission also reports that international students do not have ready access to reliable information about the support available to them regarding their rights in Australia. 

To compound the problems that international students face, research suggests that employers are guided by racist stereotypes that perceive international students as having poor cultural skills. 

Intercultural Responsibility

International students contribute more than financial revenue to the Australian economy They also represent an invaluable network of intercultural ambassadors with the potential to strengthen Australia’s multicultural learning and international relations. Education providers would stand to gain a great deal from the overseas links, knowledge and resources that international students bring into Australia. 

In my longer article, I argue that a stronger focus on the socialisation of international students is likely to increase their educational and career satisfaction.

Learn more:

Read this study in more detail and see the references on my website

This article was first published in April 2012 by Intercultural Education.

The overall motivation for my desire to see more Black women as mentors in science is not self-centered. I believe that science needs the perspectives, ideas, and creativity that can only result from diversification. As more underrepresented women and men of color are offered positions, more of them will take up roles as PIs, research advisors and administrators, and I am certain that more of my needs and those of others like me will be met. In order to navigate a career that I love, but that requires years of exhaustive training and that comes with no guarantee of financial reward, I have to be thoughtful of what will ensure my success. This applies to everyone.

American biology student Stephani Page is undertaking her PhD research. She argues that there is a dire need to introduce diversity within the upper ranks of scientific leadership. As Page notes in her guest post in Nature’s Soap Box Science blog, it is rare for Black research students to encounter other Black women scientists while they undertake science degree. As she recounts, Page has had wonderful mentors who are White - but where are the diverse role models for non-white students to aspire towards? The lack of diversity in science vexing and important topic for all disciplines. Sociology is not immune. While sociology is attracting more non-white students, these students are less likely to get jobs within academia.

deerstalkerpictures:

We recently shot an interview with PhD Candidate Meg for The University of New South Wales in which she discusses her PhD research subject. Meg is a sociologist whose research consists of visually analysing kawaii subcultures to unpack the meaning behind them, and determine how they relate to power and gender. We will share the video with you when it’s uploaded!

(via sociolab)

Putting the finishing touches on our latest Sociology at Work video! It’s partly focused on the benefits of doing an internship as part of your degree. Here’s a portion of what I posted on our Instagram earlier this week: If you get this opportunity to do an internship you should jump at the chance. Most community and industry placements will mean you will get to work as a research assistant on a project. You may put together literature reviews; carry out surveys; do statistical analyses; or you might participate in ethnographies. Or you’ll do community engagement. This could mean visiting local service centres to assist in education or leisure programs; you might help compile resources for training packages; or you might assist with rehabilitation or case management. You’ll likely have to write a report on your research experiences for your university as well as your placement. All of this looks great on a resume but even better you’ll have real research and workplace examples that you can draw on for your next job interview. 


Read more on our Insta @sociologyatwork 

Subscribe to our YouTube channel to get the latest updates: YouTube.com/SociologyAtWork


#sociology #internship #students #communitywork #work #socialscience #visualsociology #research #appliedresearch #careers High-res

Putting the finishing touches on our latest Sociology at Work video! It’s partly focused on the benefits of doing an internship as part of your degree. Here’s a portion of what I posted on our Instagram earlier this week: If you get this opportunity to do an internship you should jump at the chance. Most community and industry placements will mean you will get to work as a research assistant on a project. You may put together literature reviews; carry out surveys; do statistical analyses; or you might participate in ethnographies. Or you’ll do community engagement. This could mean visiting local service centres to assist in education or leisure programs; you might help compile resources for training packages; or you might assist with rehabilitation or case management. You’ll likely have to write a report on your research experiences for your university as well as your placement. All of this looks great on a resume but even better you’ll have real research and workplace examples that you can draw on for your next job interview.


Read more on our Insta @sociologyatwork

Subscribe to our YouTube channel to get the latest updates: YouTube.com/SociologyAtWork


#sociology #internship #students #communitywork #work #socialscience #visualsociology #research #appliedresearch #careers

Earlier today I spoke on a careers panel at the #postgraduate day for The Australian Sociological Association. I’ll do a full post on this later but for now I wanted to share a couple of the questions we were asked. These ranged from specifics like how to set up a business to broader questions about how to manage #ethics and how to maintain a professional identity. One of the key themes from the panellists was learning to translate #theory into practice and networking. I spoke about writing for your future clients via a specialist blog and using #SocialMedia. #sociology #visualsociology #career #work #students #monashuniversity High-res

Earlier today I spoke on a careers panel at the #postgraduate day for The Australian Sociological Association. I’ll do a full post on this later but for now I wanted to share a couple of the questions we were asked. These ranged from specifics like how to set up a business to broader questions about how to manage #ethics and how to maintain a professional identity. One of the key themes from the panellists was learning to translate #theory into practice and networking. I spoke about writing for your future clients via a specialist blog and using #SocialMedia. #sociology #visualsociology #career #work #students #monashuniversity

This video by Eddie G provides an engaging Mexican-American introduction to El Día de los Muertos/ Day of the Dead. Eddie G captures how one community celebrates the dead, as just one step in the “pyramid of life.” In describing the symbolism of the colours of a symbolic altar, one woman says:

[In Spanish] The yellow is the beginning of life. The red is the momentum of the blood. Green represents settling down, starting a family, working, and helping the community. Blue represents the sky. The elders reminiscing and talking about their memories. That’s all we have left. The top is white. That’s death. 

The Day of the Dead has grown in popularity in the United States and in other places outside Mexico. Non-Mexicans may be attracted to the colourful costumes, the skulls, face-painting and the “cool” allure of death. Yet the significance of this spiritual festival is more than just about death. It is a symbol of post-colonial struggles and a celebration of life. 

Education researchers Dafina Lazarus Stewart and Adele Lozano see that the Day of the Dead is an important tradition that can help introduce students to intercultural experiences. In particular, it is an opportunity to learn about Mexican culture and draw connections between cultures of resistance amongst various other Latin American traditions, as well as a way to better understand the links between various Latin youth social movements around the world. The researchers write:

The concept of resistance is an important cultural/ political aspect of Día de los Muertos. Although the Latina/o population consists of diverse groups, most share a history of colonialism and oppression. It is commonly believed that Indigenous populations in Mexico refused to back down when the Spanish colonisers tried to force them to relinquish their annual Día de los Muertos ritual (Brandes, 1998). Many Latina/o college students are aware of this spirit of resistance and may draw parallels to their own struggles to pursue higher education in the face of institutional racism, financial hardships, and marginalisation within the academy. Día de los Muertos can serve to empower students as they recognize the importance of resistance, connect with their spiritual selves, and reaffirm the value of their cultural traditions…

The researchers note that to an outsider, the Day of the Dead seems to hold a morbid fascination with death and the occult. In fact, this festival actually draws on symbols of duality and profound spirituality, both of which are central to Mexican culture: “death is viewed as a continuation of life through the open acknowledgement of the reality of a spiritual, nonmaterial existence.”

Learn more:

See my other Latin posts on Tumblr and my sociology of Latin politics and culture on Pinterest.

Credits:

Video: Oh Em Gee, It’s Eddie G

An international survey of 4,341 students finds 20% prefer to do postgraduate studies in USA; 12% prefer the UK; 8% Australia; and 6% each for Canada & Germany. In terms of cities, the biggest proportion seek to study in New York (15%), followed by London (11%). Most students are motivated to study abroad thinking job prospects in their fields might be increased. Cultural diversity and entertainment were secondary draw cards to big cities, with Sydney being cited as attractive for a beach lifestyle.

My research on international students in Australia finds many are disillusioned by their experience because they cannot find jobs at the end of their degree and they feel isolated. I suggest better support systems and policies are needed to better guide international students. 

The Atlantic has featured the work of an American sociology postgrad, Esther Kim, who rode Greyhound buses for two years. Kim’s ethnographic research focuses on how passengers adhere to unspoken rules of public behaviour: remain quiet, don’t make eye contact, and don’t sit next to undesirable people who are “crazy”, “smelly”, overweight or loud. The article discusses Kim’s application of Erving Goffman’s theory of symbolic interactionism. This is a framework to understand the way in which people convey social meaning through verbal or unspoken visual cues or rituals. In this case, by positioning one’s body so as to exude a message of “don’t talk to me”, Greyhound passengers actively try to create a measure of privacy for themselves within a confined public space. People who break these unspoken social norms of behaviour are confronted by other passengers. This short article does not focus on a critique of what makes these so-called undesirable companions, but I hope the published journal article in Symbolic Interaction will take this up.

Kim’s work studies this form of long-distance public transportation as a place for social isolation. The management of public space is interesting to understand, because it is a facet of everyday life that often goes on unexamined.  Our behaviour in public spaces rests on unspoken assumptions and interpersonal policing of social norms that are not enshrined formally by law. Most of us learn the rules for public behaviour at a young age and we don’t necessarily question why these rules exist or their social consequences. In the case of Kim’s work, social isolation leads to disengagement with others.

Via: The Atlantic.

everydayhybridity:

Producing, dealing with, and surviving a manuscript; a message to authors beginning to scale a mountain.
I want to post this as I am in the final stages of proof reading my manuscript. The publishers have sent it back to me for checking as they prepare to send it to press.
I think for even the most aloof student there is always that lingering knowledge that when you do a PhD, you are basically writing a book. The truth is that you are writing something ‘book length’, you are proving your skill at managing a cogent argument over upwards of 80,000 words. The truth of the matter is that turning a PhD thesis into a book is a miraculous feat.
I never really entertained the idea that my doctoral research would become the basis for a book. However, when the examiners both stressed that the material was worthy of publication, I took it to heart. I realised that if I was going to transform my thesis into a book it would be a mammoth task. I felt knowing the scale of the task would enable me to endure the rough terrain with greater resolve. In part I was right, I did however underestimate the conceptual shift of the task. 
I made massive efforts to redraft the text so it was more accessible, less defensive, and more characteristic of a book than a thesis. after the best part of 18 months I had mostly achieved this. But about a third of the text was too academic and needed to be refreshed and made accessible. This is when I embraced on supplementary research and injected some fresh perspective into the text.
In truth the process of reproducing a manuscript from a PhD is pretty much like doing another PhD. It is hard work and you do not have the same structure of support or guarantee of a final award.
William Germano’s book about how to get ‘serious books’ published was a huge aid. I recommend this whole heartedly to anyone considering a similar endeavour. I also encourage you to carefully consider some of his polemic wording. In the melodrama, there is much experience and good advice. I also got some excellent feedback from other academics, people who had actually published books. Their insights were invaluable. 
I shall also make a post soon that gives a basic walkthrough of what the process encompassed so people learn a bit of the mystery of how a bunch of ideas become a book you actually hold.
High-res

everydayhybridity:

Producing, dealing with, and surviving a manuscript; a message to authors beginning to scale a mountain.

I want to post this as I am in the final stages of proof reading my manuscript. The publishers have sent it back to me for checking as they prepare to send it to press.

I think for even the most aloof student there is always that lingering knowledge that when you do a PhD, you are basically writing a book. The truth is that you are writing something ‘book length’, you are proving your skill at managing a cogent argument over upwards of 80,000 words. The truth of the matter is that turning a PhD thesis into a book is a miraculous feat.

I never really entertained the idea that my doctoral research would become the basis for a book. However, when the examiners both stressed that the material was worthy of publication, I took it to heart. I realised that if I was going to transform my thesis into a book it would be a mammoth task. I felt knowing the scale of the task would enable me to endure the rough terrain with greater resolve. In part I was right, I did however underestimate the conceptual shift of the task. 

I made massive efforts to redraft the text so it was more accessible, less defensive, and more characteristic of a book than a thesis. after the best part of 18 months I had mostly achieved this. But about a third of the text was too academic and needed to be refreshed and made accessible. This is when I embraced on supplementary research and injected some fresh perspective into the text.

In truth the process of reproducing a manuscript from a PhD is pretty much like doing another PhD. It is hard work and you do not have the same structure of support or guarantee of a final award.

William Germano’s book about how to get ‘serious books’ published was a huge aid. I recommend this whole heartedly to anyone considering a similar endeavour. I also encourage you to carefully consider some of his polemic wording. In the melodrama, there is much experience and good advice. I also got some excellent feedback from other academics, people who had actually published books. Their insights were invaluable. 

I shall also make a post soon that gives a basic walkthrough of what the process encompassed so people learn a bit of the mystery of how a bunch of ideas become a book you actually hold.

My latest journal article: Context and outcomes of intercultural education amongst international students in Australia. Published by Intercultural Education:

International students represent a large economic and international relations investment for Australia. Australian universities are increasingly relying upon overseas students for their revenue, but these institutions are not adequately addressing the special learning, linguistic, cultural and religious needs of these students. Despite their Australian education, international students experience various difficulties in finding work in their field of study after they graduate. Poor English-language, communication and problem-solving skills are the biggest obstacles to securing ongoing and satisfying jobs. Employer biases regarding international students are equally a problem. This paper provides a demographic context of the international student population in Australia and it also addresses the gaps impeding their full social participation in Australian educational institutions. This paper argues that a stronger focus on the socialisation of international students is likely to increase their educational and career satisfaction. Educational providers would better serve international students by focusing on practical learning, career-planning and reinforcing the social and cultural skills valued by Australian employers.

Spanish abstract:

Los estudiantes internacionales representan una gran inversión económica así como de relaciones internacionales para Australia. Las universidades Australianas dependen financieramente cada vez mas del ingreso de estudiantes de ultramar, sin embargo no responden adecuadamente a las necesidades culturales, lingüísticas y religiosas de estos estudiantes. No obstante su formación universitaria, los estudiantes internacionales encuentran barreras para la obtención de empleo en su campo profesional luego de su graduación en universidades australianas. Este artículo presenta el contexto demográfico general de la población estudiantil internacional en Australia e identifica las barreras para su integración social. El argumento central en el presente artículo es que una mayor atención a la organización social de estos estudiantes puede no solamente mejorar su satisfacción educacional sino también profesional. Las instituciones educativas Australianas podrían ofrecer mejores servicios a los estudiantes internacionales si avocaran recursos para el entrenamiento de habilidades prácticas que ayudaran a estos estudiantes a planear su carrera y mejorar sus capacidades sociales y culturales.

Read my article via the publisher.

Deconstructing Academe: The birth of critical university studies

The Bourdieu tradition lives on…

Over the past two decades in the United States, there has been a new wave of criticism of higher education. Much of it has condemned the rise of “academic capitalism” and the corporatization of the university; a substantial wing has focused on the deteriorating conditions of academic labor; and some of it has pointed out the problems of students and their escalating debt. A good deal of this new work comes from literary and cultural critics, although it also includes those from education, history, sociology, and labor studies. This wave constitutes what Heather Steffen, a graduate student in literary and cultural studies with whom I have worked at Carnegie Mellon University, and I think is an emerging field of “critical university studies.”

Often criticism of the university seems a scattershot enterprise. A scholar from almost any discipline might have something to say about higher education, but it’s usually an occasional piece that’s a sideline from normal work. There is, of course, a sizable body of scholarship coming from the field of education, but it largely deals with elementary and secondary schooling. Or it follows established scholarly channels; for instance, it might gather and present data about the student body, or it could deal with administration, or fill in a segment of the history, sociology, or financing of education.

In contrast, this new wave in higher education looks beyond the confines of particular specializations and takes a resolutely critical perspective. Part of its task is scholarly, reporting on and analyzing changes besetting higher education, but it goes a step further and takes a stand against some of those changes, notably those contributing to the “unmaking of the public university,” in the words of the literary critic Christopher Newfield.

To give it a name recognizes that it has attained significant mass and signals a gathering place for those considering similar work. “Critical” indicates the new work’s oppositional stance, similar to approaches like critical legal studies, critical race studies, critical development studies, critical food studies, and so on, that focuses on the ways in which current practices serve power or wealth and contribute to injustice or inequality rather than social hope. “Studies” picks up its cross-disciplinary character, focused on a particular issue and drawing on research from any relevant area to approach the problem. “University” outlines its field of reference, which includes the discourse of “the idea of the university” as well as the actual practices and diverse institutions of contemporary higher education…

While those of us affiliated with critical university studies tack to a progressive ideal of free and open public education, teaching the university does not presuppose any political position. Instead, it puts the issue in front of students for them to question, investigate, and judge. After all, they are not only the subject of higher education but will soon be our citizenry, so they might more knowledgeably decide what system they want, how it might promote an enhanced public life, and how it might contribute to the flourishing of those who pass through its classrooms, quads, and online portals.

By Jeffrey J. Williams.

juiceonice:

Hundreds of students from Tucson’s Cholla, Pueblo and Wakefield high schools are walking out today, in protest of the book ban and TUSD’s decision to shut down the Mexican American Studies program.
In an amazing lack of foresight, Arizona’s politicians have managed to piss off an entire generation of young brown people who are getting very good at organizing and will also soon be voting. In five years Arizona will be a very different place. And I can’t wait. Que vivan l@s estudiantes!
In lak’ech: tú eres mi otro yo. Si te hago daño a ti, Me hago daño a mí mismo. Sí te amo y respeto, Me amo y respeto yo.
Photo: DA Morales
High-res

juiceonice:

Hundreds of students from Tucson’s Cholla, Pueblo and Wakefield high schools are walking out today, in protest of the book ban and TUSD’s decision to shut down the Mexican American Studies program.

In an amazing lack of foresight, Arizona’s politicians have managed to piss off an entire generation of young brown people who are getting very good at organizing and will also soon be voting. In five years Arizona will be a very different place. And I can’t wait. Que vivan l@s estudiantes!

In lak’ech: tú eres mi otro yo. Si te hago daño a ti, Me hago daño a mí mismo. Sí te amo y respeto, Me amo y respeto yo.

Photo: DA Morales

(via nothingman)

Darwin's Finches San shaman Dromeaosaur

In December 2011, The New York Times featured some of the tattoos in Carl Zimmer's book Science Ink: Tattoos of the Science Obsessed. The tattoos above belong to the following scientists:

Darwin’s Finches - Developmental biology graduate student

San shaman piece with humans transitioning in and out of bovid (impala, etc.) forms”. Paleoanthropologist (physical anthropology)

Dromaeosaur - Programmer.

None of my tattoos are specifically about sociology (they are mostly tattoos of my favourite artists), but I got them to celebrate big life events, including three relating to my career as a sociologist: the completion of my Honours thesis, the end of my PhD, and the beginning of my career as an applied sociologist. More on the sociology of tattoos to come.

Sources for posted pics: New York Times via Rosie Says; The Science Tattoo Emporium; and Discover Magazine.