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Intellectuals, Inequalities and Transitions: Prospects for a Critical Sociology

(Paperback)


Publishing Details

Full Title:

Intellectuals, Inequalities and Transitions: Prospects for a Critical Sociology

Contributors:

By (Author) Tams Demeter

ISBN:

9781642593655

Publisher:

Haymarket Books

Imprint:

Haymarket Books

Publication Date:

24th January 2021

Country:

United States

Classifications

Readership:

General

Fiction/Non-fiction:

Non Fiction

Main Subject:
Other Subjects:

Far-left political ideologies and movements
Left-of-centre democratic ideologies
European history

Physical Properties

Physical Format:

Paperback

Number of Pages:

257

Dimensions:

Width 152mm, Height 228mm

Description

This volume is devoted to the central themes in Ivan Szelenyi's sociological oeuvre, comprising empirical explorations and their theoretical refinement over the last 50 years. The contributors take interpretive and critical stances on his work, successfully clarifying the relevance of his insights. Taken together, their writing describes Szelenyi's rigorous scholarship as grounded in a complex program for the political economy of socialisms and post-socialist capitalisms, and introduces him as a neoclassical sociologist whose research projects continue to investigate inequalities created by the interaction of markets and redistributive structures in various societies. The volume includes a conclusion by Ivan Szelenyi, wherein he responds to the reflections presented by the book's contributors. Contributors include: Dorothee Bohle, Tamas Demeter, Gil Eyal, Bela Greskovits, Michael D. Kennedy, Tamas Kolosi, Karmo Kroos, Victor Nee, David Ost, Ivan Szelenyi, and Bruce Western.

Author Bio

Tams Demeter is Professor at the Sociology Department of the University of Pcs. He has published widely on the sociological tradition of Hungarian philosophy, and on early modern philosophy including its sociological context. He is the author of David Hume and the Culture of Scottish Newtonianism (Brill, 2016), and co-editor of Conflicting Values of Inquiry (Brill, 2015).

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