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https://webcdn.mmu.ac.uk/profiles/img/profile-images/julie-scott-1-crop-145x145-55b606c0e8936-1.jpg
My research interests fall into two main categories. The first of these is religious worldviews and identity. My doctoral research was on a small Protestant fundamentalist community in the USA and explored the construction and maintenance of their worldview. I continue to be interested in how meaning systems intersect with religious identities, particularly among fundamentalist groups.
My second research interest is in teaching methods. I focus on improving the delivery and learning of research methods, specifically quantitative methods. I am currently engaged in two research projects that are looking at this issue.
Sociology is a great subject and I love teaching it. That is what drives me to do what I do at MMU. I enjoy the effort of encouraging students to engage with sociology It‘s a subject that gives a sense of liberation and helps us to understand ourselves better. By reflecting on the social world, we learn how to change it for the better. The social sciences also serve the central purpose of education, which is to encourage an enlightened, knowledgeable citizenry that can fully participate in civil society and the democratic process.
In my experience, Sociology is dynamic and fascinating and allows the student to study any aspect of the social world. This means it has a breadth that may disciplines lack. It contains something of interest for everyone. Sociology makes you realise that the social world is not ‘taken for granted’ and can be changed. Its approach to the ‘normal’ is to question: ‘what is normal?’. We realise that ‘normalcy’ is a contested term that changes over time and across cultures. My advice would be for students to embrace this liberation and question their own ‘taken for granted’ ideas and beliefs; to reflect and perhaps to change.
I love my subject and my main aim is to communicate to my students that this subject is worth their time and effort. They will definitely gain something from it. The student, their experiences and needs are at the heart of my teaching. I will do whatever’s necessary to ‘wake’ students up to the joy of sociology.
The key to good teaching: energy, enthusiasm, engagement.
MA (Edin), PhD (Edin)
Her doctoral research was on worldview construction and maintenance among white, protestant fundamentalists in the USA.
Julie Scott Jones, MA (Edin), PhD (Edin) has taught at MMU since 2003. Before that she taught sociology at Liverpool Hope University.
Centre Coordinator, MMU Q-Step Centre for Excellence in Undergraduate Quantitative Methods, funded by Nuffield/ESRC/HEFCE.
Julie is a Unit leader for:
Current:
Completed:
Supervisor, 'There and Back Again: a sociological case study of HRM as a force for cultural change in a division of a civil service department' (Sal Watt, 2005, University of Liverpool)
Potential PhD Supervision
I would be interested in supervising PhDs in the following areas:
Research Interests
Julie's main research interests are:
J. Scott Jones, JE. Goldring (2017). Telling stories, landing planes and getting them moving - A holistic approach to developing students' statistical literacy. Statistics Education Research Journal. 16(1), pp.102-119.
J. Scott Jones, JE. Goldring (2021). Explanatory and Descriptive Statistics. SAGE Publications Limited.
JS. Jones, J. Raisborough (2016). Risks, Identities and the Everyday. Routledge.
JS. Jones, J. Raisborough (2016). Preface.
JS. Jones (2016). Being the Chosen. Routledge.
J. Scott-Jones (2015). Research Ethics Collection: Context and Practice.
JS. Jones, J. Raisborough (2012). Preface.
JS. Jones (2010). Being the chosen: Exploring a Christian fundamentalist worldview.
JS. Jones (2010). Being the Chosen. Ashgate Publishing, Ltd..
J. Scott-Jones Being the chosen: exploring a Christian fundamentalist worldview.
J. Scott-Jones, J. Raisborough Risks, identities and the everyday.
JS. Jones, S. Watt (2010). Preface.
JS. Jones, S. Watt (2010). Preface.
JS. Jones, J. Raisborough (2008). Preface.
JS. Jones, J. Raisborough (2008). Risk, identities and the everyday.
J. Scott-Jones, S. Watt Ethnography in social science practice.
J. Scott Jones, JE. Goldring (2017). Telling stories, landing planes and getting them moving - A holistic approach to developing students' statistical literacy. Statistics Education Research Journal. 16(1), pp.102-119.
J. Scott Jones, JE. Goldring (2015). ‘I’m not a quants person’; key strategies in building competence and confidence in staff who teach quantitative research methods’. International Journal of Social Research Methodology. 18(5), pp.479-494.
JS. Jones (2017). Research ethics and visual methods. In: Teaching Visual Methods in the Social Sciences. pp.24-41.
JS. Jones, J. Raisborough (2016). Introduction: Situating Risk in the Everyday. In: Risk, Identities and the Everyday. pp.1-18.
JS. Jones (2016). ‘Are We There Yet?' Negotiating Transitions and Meaning Crisis in Young Adults. In: Risk, Identities and the Everyday. pp.113-132.
JS. Jones, J. Raisborough (2012). Introduction: Situating risk in the everyday. In: Risks, Identities and the Everyday. pp.1-18.
JS. Jones (2012). ‘Are we there yet?’ Negotiating transitions and meaning crisis in young adults. In: Risks, Identities and the Everyday. pp.113-132.
J. Scott-Jones Fundamentalism and global security.
JS. Jones, S. Watt (2010). Making sense of it all: Analysing ethnographic data. In: Ethnography in Social Science Practice. pp.157-172.
S. Watt, JS. Jones (2010). Let's look inside: Doing participant observation. In: Ethnography in Social Science Practice. pp.107-125.
JS. Jones (2010). Origins and ancestors: A brief history of ethnography. In: Ethnography in Social Science Practice. pp.13-27.
JS. Jones, S. Watt (2010). Making Sense of it All: Analysing ethnographic data. In: Ethnography in Social Science Practice. pp.157-172.
JS. Jones (2010). Introductions. In: Ethnography in Social Science Practice. pp.3-12.
S. Watt, JS. Jones (2010). Let’s Look Inside: Doing participant observation. In: Ethnography in Social Science Practice. pp.107-125.
JS. Jones (2009). Fundamentalism. In: Globalization and Security: An Encyclopedia, Volumes 1-2. pp.136-151.
JS. Jones (2008). 'Are we there yet?' Negotiating transitions and meaning crisis in young adults. In: Risk, Identities and the Everyday. pp.113-132.
JS. Jones, J. Raisborough (2008). Introduction: Situating risk in the everyday. In: Risk, Identities and the Everyday. pp.1-18.
JS. Jones (1981). Herpetic Infections of Man. In: Ethnography in Social Science Practice. American College of Physicians, pp.129-129.
J. Scott Jones, JE. Goldring Experiences of Pedagogical Innovation. University of Sheffield, 16/9/2015.
J. Scott jones, JE. Goldring P is for Pedagogy; Why is Pedagogy fundamental to the Q-Step Project. Oxford University, 23/7/2014.
J. Scott jones, JE. Goldring Student Transitions from A Level to University. Liverpool, 3/6/2013.
JE. Goldring, J. Scott Jones Parentalism and other pedagogies to promote student success when learning quantitative methodologies – an action research approach. Parentalism and other pedagogies to promote student success when learning quantitative methodologies – an action research approach, 7/5/2013.
J. Scott Jones, JE. Goldring (2014). HEA STEM Project: Skills in Mathematics and Statistics in Sociology and Tackling Transition Report. HEA, HEA.