{"title":"Black Lives Matter and the Changing Sociological Canon: An Analysis of Syllabi from 2012 to 2023","authors":"Cody R. Melcher","doi":"10.1177/0092055x241262768","DOIUrl":null,"url":null,"abstract":"This article analyzes 764 syllabi spanning 2012 to 2023 to illustrate how, why, and when the sociological canon evolves. It is shown that in terms of frequency of assignment, W. E. B. Du Bois has clearly entered the sociological canon, overtaking both Weber and Durkheim. The timing of these changes also suggests that Du Bois’s addition to the canon, and the increased assignment of scholars of color in general, is largely a reaction to the various iterations of the Black Lives Matter movement. Potential pedagogical implications of this change are discussed.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"73 1","pages":""},"PeriodicalIF":1.0000,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching Sociology","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/0092055x241262768","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This article analyzes 764 syllabi spanning 2012 to 2023 to illustrate how, why, and when the sociological canon evolves. It is shown that in terms of frequency of assignment, W. E. B. Du Bois has clearly entered the sociological canon, overtaking both Weber and Durkheim. The timing of these changes also suggests that Du Bois’s addition to the canon, and the increased assignment of scholars of color in general, is largely a reaction to the various iterations of the Black Lives Matter movement. Potential pedagogical implications of this change are discussed.
期刊介绍：
Teaching Sociology (TS) publishes articles, notes, and reviews intended to be helpful to the discipline"s teachers. Articles range from experimental studies of teaching and learning to broad, synthetic essays on pedagogically important issues. Notes focus on specific teaching issues or techniques. The general intent is to share theoretically stimulating and practically useful information and advice with teachers. Formats include full-length articles; notes of 10 pages or less; interviews, review essays; reviews of books, films, videos, and software; and conversations.
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