Pub Date : 2024-03-04DOI: 10.1177/0092055x241233896
Alec Cali
{"title":"Podcast Review: The Civilizations Series by The Anti-Empire Project with Justin Podur","authors":"Alec Cali","doi":"10.1177/0092055x241233896","DOIUrl":"https://doi.org/10.1177/0092055x241233896","url":null,"abstract":"","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"60 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140053926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-04DOI: 10.1177/0092055x241233884
Stephanie D. Sears
This teaching note reviews a four-part discussion post assignment that asks Black-identified students enrolled in a class connected to a Black living-learning community to make sociological and personal connections to concepts related to race, anti-Blackness, and institutional racism in Yaa Gyasi’s novel Homegoing. Reflecting on their posts, I share how using literary fiction in the classroom can support students’ development of a sociological imagination grounded in history’s missing voices and an intersectional and structural understanding of race and racism. Moreover, by making connections between the characters, their peers, and their own lives and sharing these connections via their discussion posts, students create a space of collective vulnerability where they can reflect simultaneously upon the dehumanizing aspects of anti-Blackness and assert their individual and collective humanity in the face of this oppressive force.
{"title":"“Pieces of My Soul”: A Humanistic Approach to Teaching Race and Anti-Blackness to Black-Identified Students","authors":"Stephanie D. Sears","doi":"10.1177/0092055x241233884","DOIUrl":"https://doi.org/10.1177/0092055x241233884","url":null,"abstract":"This teaching note reviews a four-part discussion post assignment that asks Black-identified students enrolled in a class connected to a Black living-learning community to make sociological and personal connections to concepts related to race, anti-Blackness, and institutional racism in Yaa Gyasi’s novel Homegoing. Reflecting on their posts, I share how using literary fiction in the classroom can support students’ development of a sociological imagination grounded in history’s missing voices and an intersectional and structural understanding of race and racism. Moreover, by making connections between the characters, their peers, and their own lives and sharing these connections via their discussion posts, students create a space of collective vulnerability where they can reflect simultaneously upon the dehumanizing aspects of anti-Blackness and assert their individual and collective humanity in the face of this oppressive force.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"35 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140053666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-04DOI: 10.1177/0092055x241233883
Esa Syeed, Blanca Valenzuela
Given pandemic restrictions on learning and research, autoethnography has recently garnered renewed attention as a potential alternative. Drawing on our experiences as instructor and student, we make the case that autoethnography is not only relevant to pandemic-era teaching but could also offer an effective pedagogical tool to critically engage the lived experiences of an increasingly diverse student population in higher education that includes first-generation students and those of other minoritized backgrounds. We specifically outline the kinds of implications autoethnography can have on students at a personal level, in their understanding of research, and in terms of their overall well-being. Additionally, we discuss challenges with the method, provide examples of autoethnographic excerpts, and incorporate examples of learning exercises.
{"title":"When Filling the Research Gap Is Personal: Autoethnography and New Majority Students","authors":"Esa Syeed, Blanca Valenzuela","doi":"10.1177/0092055x241233883","DOIUrl":"https://doi.org/10.1177/0092055x241233883","url":null,"abstract":"Given pandemic restrictions on learning and research, autoethnography has recently garnered renewed attention as a potential alternative. Drawing on our experiences as instructor and student, we make the case that autoethnography is not only relevant to pandemic-era teaching but could also offer an effective pedagogical tool to critically engage the lived experiences of an increasingly diverse student population in higher education that includes first-generation students and those of other minoritized backgrounds. We specifically outline the kinds of implications autoethnography can have on students at a personal level, in their understanding of research, and in terms of their overall well-being. Additionally, we discuss challenges with the method, provide examples of autoethnographic excerpts, and incorporate examples of learning exercises.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"2 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140053665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-21DOI: 10.1177/0092055x241230538
Julio Ángel Alicea
This article contributes to the reclamation of W.E.B. Du Bois’s many contributions to social science practice. In particular, it offers an original quadripartite pedagogical framework grounded in the practices and ideas of Du Bois and more contemporary Du Boisian scholars. In doing so, it utilizes a combination of archival materials, Du Bois’s publications, and secondary literature. This article then intervenes by (1) offering a concise review of the trajectory and main developments of Du Bois’s educational thought, (2) analyzing and synthesizing the secondary educational literature on Du Bois’s philosophy and sociology of education, and (3) outlining an original framework for pedagogical practice grounded in Du Boisian principles. It argues that a Du Boisian framework for pedagogy will be crucial in the Du Bois-inspired efforts to decolonize the sociological imagination.
{"title":"Toward a Du Boisian Pedagogy for the Teaching of Sociology","authors":"Julio Ángel Alicea","doi":"10.1177/0092055x241230538","DOIUrl":"https://doi.org/10.1177/0092055x241230538","url":null,"abstract":"This article contributes to the reclamation of W.E.B. Du Bois’s many contributions to social science practice. In particular, it offers an original quadripartite pedagogical framework grounded in the practices and ideas of Du Bois and more contemporary Du Boisian scholars. In doing so, it utilizes a combination of archival materials, Du Bois’s publications, and secondary literature. This article then intervenes by (1) offering a concise review of the trajectory and main developments of Du Bois’s educational thought, (2) analyzing and synthesizing the secondary educational literature on Du Bois’s philosophy and sociology of education, and (3) outlining an original framework for pedagogical practice grounded in Du Boisian principles. It argues that a Du Boisian framework for pedagogy will be crucial in the Du Bois-inspired efforts to decolonize the sociological imagination.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"33 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139948269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-31DOI: 10.1177/0092055x231226229
Freeden Blume Oeur
A silence in the resurgence of scholarship on W. E. B. Du Bois has been his work as an instructor. This article uses Du Bois’s early teaching experiences and reflections on the “ugly” progress of schooling to ask: What should guide the pedagogy of sociology instructors when racial progress is so ugly? I sketch here a pedagogy inspired by Du Bois—who was the teacher denied—which is motivated by a positive notion of propaganda. Du Bois was a radical pedagogue whose mixed-methods instructional agenda informed a critical Black Sociology and bridges recent calls by American Sociological Association leadership for a discipline that is more emancipatory and educative. Embracing the right to propaganda gives pedagogical teeth to honest appraisals on racial progress. Triangulating art, science, and agitation in our pedagogy offers a general compass, and my article concludes with one direction that compass might lead: a classroom assignment where my undergraduate students became “print propagandists.”
{"title":"Of the Meaning of Pedagogy: W. E. B. Du Bois, Racial Progress, and Positive Propaganda","authors":"Freeden Blume Oeur","doi":"10.1177/0092055x231226229","DOIUrl":"https://doi.org/10.1177/0092055x231226229","url":null,"abstract":"A silence in the resurgence of scholarship on W. E. B. Du Bois has been his work as an instructor. This article uses Du Bois’s early teaching experiences and reflections on the “ugly” progress of schooling to ask: What should guide the pedagogy of sociology instructors when racial progress is so ugly? I sketch here a pedagogy inspired by Du Bois—who was the teacher denied—which is motivated by a positive notion of propaganda. Du Bois was a radical pedagogue whose mixed-methods instructional agenda informed a critical Black Sociology and bridges recent calls by American Sociological Association leadership for a discipline that is more emancipatory and educative. Embracing the right to propaganda gives pedagogical teeth to honest appraisals on racial progress. Triangulating art, science, and agitation in our pedagogy offers a general compass, and my article concludes with one direction that compass might lead: a classroom assignment where my undergraduate students became “print propagandists.”","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"16 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139948195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-31DOI: 10.1177/0092055x231224120
Cameron T. Whitley, Erin N. Kidder, Kelley J. Ortiz, Liz Grauerholz
Sociology plays a key role in empathy development, which is central to addressing complex social problems. However, little is known about what types of courses work best to enhance empathy. In parallel, sociological animal studies (SAS) has evolved as a relatively new subfield focused on assessing human and animal relationships. SAS research suggests that our interactions with animals enhance empathy development. Combining these literatures, we assess if SAS compared to non-SAS courses impact affective and cognitive empathy for humans and animals differently. Findings reveal that students who take SAS courses demonstrate greater postcourse human and animal empathy even when controlling for precourse levels of empathy and other factors that drive empathy development. Although SAS remains on the periphery of the discipline, this study suggests that it should be a central component of the sociological curriculum.
社会学在移情能力培养方面发挥着关键作用，而移情能力培养是解决复杂社会问题的核心。然而，人们对哪类课程最能增进同理心却知之甚少。与此同时，社会学动物研究（SAS）作为一个相对较新的子领域，专注于评估人类与动物的关系。动物社会学研究表明，我们与动物的互动能促进移情能力的发展。结合这些文献，我们评估了与非 SAS 课程相比，SAS 课程是否会对人类和动物的情感和认知移情产生不同的影响。研究结果表明，即使控制了课程前的移情水平和其他驱动移情发展的因素，选修 SAS 课程的学生在课程后仍能表现出更高的人类和动物移情能力。虽然 SAS 仍处于学科的边缘，但这项研究表明，它应该成为社会学课程的核心组成部分。
{"title":"Sociological Animal Studies Courses Are More Effective Than Human-Centered Sociology Courses in Enhancing Empathy","authors":"Cameron T. Whitley, Erin N. Kidder, Kelley J. Ortiz, Liz Grauerholz","doi":"10.1177/0092055x231224120","DOIUrl":"https://doi.org/10.1177/0092055x231224120","url":null,"abstract":"Sociology plays a key role in empathy development, which is central to addressing complex social problems. However, little is known about what types of courses work best to enhance empathy. In parallel, sociological animal studies (SAS) has evolved as a relatively new subfield focused on assessing human and animal relationships. SAS research suggests that our interactions with animals enhance empathy development. Combining these literatures, we assess if SAS compared to non-SAS courses impact affective and cognitive empathy for humans and animals differently. Findings reveal that students who take SAS courses demonstrate greater postcourse human and animal empathy even when controlling for precourse levels of empathy and other factors that drive empathy development. Although SAS remains on the periphery of the discipline, this study suggests that it should be a central component of the sociological curriculum.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"49 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139948197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-22DOI: 10.1177/0092055x231214664
{"title":"New Resources in TRAILS: The Teaching Resources and Innovations Library for Sociology","authors":"","doi":"10.1177/0092055x231214664","DOIUrl":"https://doi.org/10.1177/0092055x231214664","url":null,"abstract":"","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"34 S15","pages":"103 - 105"},"PeriodicalIF":2.2,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139163702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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