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Assessment 3 follows on from Assessment 2, the research proposal. Assessment 3 is a research essay on a topic within the sociology of knowledge. You should choose something that is of interest to you. And you should avoid topics that are either too large or too small and difficult to find resources on.
You should set out the major question or questions that you are seeking to answer, and tell the reader why these are important. 
You should summarize some of the important literature around the topic. Here, database searches should be very helpful. I find both Proquest and Web of Science very useful. 
You may be guided by certain paradigms or concepts, and you should outline these. Here, you could draw on the work that you did for Assessment 1. 
There are a variety of types of essays that would work for this piece of assessment. You might choose a topic that allows you to identify a corpus of work that you could analyze. Or your essay may be more theoretical, seeking to explain and evaluate a particular knowledge issue. 
To help you choose a topic, look through your lecture notes, as well as the required and recommended readings. 
The following are examples drawn from topics covered in the lectures:
“Cultural Marxism” within far-Right discourse;
Transformations in religious belief in this country;
“Resilience” as a contemporary keyword; 
Indigenous thought and science in Aotearoa; 
Memes as modes of knowledge circulation;
Utopian appeals in National Party campaigning; 
Debates over “toxic masculinity”;
The role of certain intellectuals and organizations in neo-liberalization in Aotearoa; 
The role of mindfulness in contemporary counselling practice; 
Colonial monuments and memory in Aotearoa;
Bodily knowledge and martial arts;
Debates around “culture wars”, such as disagreements over “cancel culture”.
We will have a Zoom workshop on this assessment. I will post the details as an announcement on Nuku. You are also free to contact me to discuss your topic.  
This was my assesment two: ‘Woke,’ originally an African American colloquial expression, has transcended its initial context to become a significant keyword in broader cultural and political discourse. This term now encapsulates a complex spectrum of social awareness and progressive viewpoints, often associated with social justice movements (Gonazles, 2023). Given its pervasive influence, it is critical to examine how social media platforms have catalysed the evolution and dissemination of ‘woke’ ideology. This study aims to dissect the mechanisms through which social media contributes to the shaping and contestation of ‘woke’ ideology, reflecting on its implications for societal norms and political debates (Castells, 2013). 
Research Questions:
How has ‘woke’ emerged and evolved within cultural and political debates on social media?
What roles do social media platforms play in both the spread and contestation of ‘woke’ ideology, influencing public perception and discourse?
Literature Review:
The literature on the intersection of ideology and social media highlights the transformative role of digital platforms in shaping public discourse. Studies such as those by Tufekci (2017) demonstrate how social media facilitates rapid ideological dissemination, allowing movements like Black Lives Matter to gain prominence and redefine terms such as ‘woke’ (Jackson Et al., 2018). However, while existing research explores the mobilisation aspects of social media, there needs to be a discernible gap in understanding how these platforms also serve as battlegrounds for ideological contestation and resistance (Van Dijck, 2013). Few studies delve into the nuanced ways social media may simultaneously empower and undermine ‘woke’ ideology, particularly in how counter-narratives are formed and spread (Benkler Et al., 2018). This research aims to fill these gaps by analysing the dual role of social media in promoting and challenging ‘woke’ ideology, providing a comprehensive view of its impact on cultural and political landscapes.
Theoretical Framework:
This research will be grounded in Karl Mannheim’s theory of ideologies, which suggests that ideologies are not mere reflections of social conditions but active forces shaping societal structures (Mannheim, 1936). Mannheim’s insights into ideologies’ conscious and unconscious influences on behaviour and thought processes are particularly pertinent to understanding how ‘woke’ functions within social media environments (Loader & Mercea, 2011). Complementarily, Raymond Williams’ concept of keywords will be used to analyse the evolution of ‘woke’ from a linguistic perspective. Williams’ methodology focuses on how certain terms capture and reflect the complex interplay of social forces at particular historical moments, providing a nuanced tool for dissecting the cultural shifts associated with ‘woke’ (Williams, 1976).
Methodology:
This study will utilise qualitative content analysis to systematically examine the text of social media posts, comments, and hashtags on platforms such as Twitter and Facebook, focusing specifically on those related to ‘woke’ ideology. This analysis will identify prevalent themes, frequency of terms, and the context in which discussions occur, helping to map out how ‘woke’ is portrayed and engaged with online (Krippendorff, 2013). Additionally, discourse analysis will be employed to delve deeper into the linguistic and structural elements of communication, uncovering underlying narratives and counter-narratives (Fairclough, 1992). This approach will allow for a detailed understanding of the rhetorical strategies and framing techniques used by different social media actors in shaping or contesting ‘woke’ ideology (van Dijk, 2015).
Expected Outcomes:
This study expects to uncover how social media both promotes and undermines ‘woke’ ideology, illustrating its complex role as a battleground for ideological contestation. The findings will likely highlight the nuanced ways digital platforms facilitate discourse evolution, enabling both the reinforcement and critical reassessment of contemporary social and political ideologies.
Conclusion: 
This research will contribute to the sociology of knowledge by elucidating the dynamic role of social media in shaping contemporary ideological formations. It will underscore how digital platforms disseminate and critically shape and contest ideologies, significantly influencing societal discourse and cultural evolution.

Text:    Steinberg, Laurence. 2023. Adolescence.
13th Ed. McGraw Hill.
Second, students will turn in a précis (pronounced pray-see)
for each textbook chapter covered in the syllabus. A précis is a summary
of an article, chapter, or other written work.  For this class, a précis
is a summary of a textbook chapter.  You can format your précis in a
couple of different ways; 1) a narrative outline, in which you structure the
précis as an outline, but include narrative explanation of important points; or
2) a narrative summary, in which you format the précis in paragraphs explaining
the important points.  Either format is fine.
I think the
easiest way to complete the précis is to read through the chapter and when you
come to an important point, highlight it (there will be many important
points).  When you have finished reading the chapter, go back and type up
the things you highlighted in whatever format you choose, with narrative in
your own words. A thorough précis will be at least 3 full pages, double-spaced,
and will usually be longer.
Precis are not
meant to torture students. The purpose of a precis is to help you summarize and
synthesize course material. Think of a precis as a study guide for the chapter.
Imagine that you have an exam coming up that allows whatever notes you want to
bring. The precis should be those notes.