Pub Date : 2023-03-06DOI: 10.1177/0092055X231160020
K. Santos
{"title":"Book Review: Criminal (In)Justice: What the Push for Decarceration and Depolicing Gets Wrong and Who It Hurts the Most","authors":"K. Santos","doi":"10.1177/0092055X231160020","DOIUrl":"https://doi.org/10.1177/0092055X231160020","url":null,"abstract":"","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"51 1","pages":"199 - 202"},"PeriodicalIF":2.2,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41659064","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 : 2023-01-16DOI: 10.1177/0092055X221149441
T. Heijstra, G. Pétursdóttir
Creating a positive classroom experience for students can be a challenge, especially when teaching a contested topic such as gender studies. Teaching and learning gender is teaching and learning against the grain, which can lead to feelings of comfort and discomfort among students. The objective is to capture different manifestations of dis/comfort and transformation within the classroom by presenting a case based on gender studies. The study builds on course evaluations collected between 2009 and 2019. The findings reveal three appearances of dis/comfort: inexplicit manifestations, explicit manifestations, and a transformation stage in which the experienced dis/comfort operates as a steppingstone leading to possible change through affective dissonance. We suggest that discomfort can be mitigated by openly discussing resistance and by giving students more autonomy over course assessment and lecture content but without watering down the curricula. Thus, it is possible to navigate transformation and reduce compliancy with the ruling regime.
{"title":"Capturing Dis/Comfort and Navigating Transformation in the Gender Studies Classroom","authors":"T. Heijstra, G. Pétursdóttir","doi":"10.1177/0092055X221149441","DOIUrl":"https://doi.org/10.1177/0092055X221149441","url":null,"abstract":"Creating a positive classroom experience for students can be a challenge, especially when teaching a contested topic such as gender studies. Teaching and learning gender is teaching and learning against the grain, which can lead to feelings of comfort and discomfort among students. The objective is to capture different manifestations of dis/comfort and transformation within the classroom by presenting a case based on gender studies. The study builds on course evaluations collected between 2009 and 2019. The findings reveal three appearances of dis/comfort: inexplicit manifestations, explicit manifestations, and a transformation stage in which the experienced dis/comfort operates as a steppingstone leading to possible change through affective dissonance. We suggest that discomfort can be mitigated by openly discussing resistance and by giving students more autonomy over course assessment and lecture content but without watering down the curricula. Thus, it is possible to navigate transformation and reduce compliancy with the ruling regime.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"51 1","pages":"349 - 361"},"PeriodicalIF":2.2,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42278319","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 : 2023-01-12DOI: 10.1177/0092055x221147848
Á. Ortega, Katherine C. Jensen, Javier Auyero
Despite being intensely sociable, ethnographic research is also deeply isolating. Although fieldworkers may feel lonely, we contend that they are not (or should not be) alone. At the 10th anniversary of Urban Ethnography Lab at the University of Texas at Austin, we reflect on the ethnographic training cultivated there. We detail objectives, experiences, and lessons learned while also considering challenges for pedagogical projects of ethnographic collectivity—as well as techniques to address them. We contend that learning and teaching sociology through the ethnographic craft is not limited to the classroom but combines reading, writing, fieldwork, and dialogue with other ethnographers. These four dimensions are cultivated through various, simultaneous, classroom-based and research-development activities. We examine activities conducive to the creation of what we call, borrowing from Norbert Elias, an “ethnographer aperti.” Finally, we discuss the replicability of this model, suggesting how universities can expand pedagogical support by pursuing ethnography as more than work in isolation.
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Pub Date : 2022-12-16DOI: 10.1177/0092055X221141183
Sangyoub Park
Because Animal, Vegetable, Junk also focuses on how the consumption of food has changed with the rise of food as brands and the way marketing and food providers ranging from grocery stores to fast food restaurants guide our food choices, I think it could also be useful in a Sociology of Consumption class that engages with food as a consumer good. It would also be useful to Environmental Sociology instructors who want to incorporate more about the environmental cost of the food system into their classes. Animal, Vegetable, Junk could also be used as a text in an Introduction to Sociology course. Because food is so deeply connected with so many different social institutions and a marker of group identity and personal values, it can offer a unique opportunity for educators wishing to engage with students on a level they can find relatable. Because so much of Bittman’s work is centered on questioning some of the long-held ideas about human “progress,” reading this book early in their college career (perhaps alongside those typically assigned in Western Civilizations courses) could provide a critical view that could be beneficial to students in their education. Some activities that could be paired with this work include Lewis’s (2010) “Memorable Meal Assignment” that asks students to reflect on and discuss a meal that stands out in their memory. I have done similar activities in Food & Society as an icebreaker early in the semester and found that it can serve the dual purpose of (1) getting students to open up and see the similarities and differences across their food experiences and (2) acclimating students to the process of looking at food, and food experiences, as something to be critically analyzed. Instructors can even ask students to trace the origins of these memorable meals to uncover how they intersect with some of the historical material from Animal, Vegetable, Junk. Another excellent option comes from Kathryn Reynolds (2020) and their activity on food deserts in the United States. This activity pairs class readings with United States Department of Agriculture data analysis, and students are asked to examine the location and demographics of food deserts. Because Bittman argues in Animal, Vegetable, Junk that food shortages and insecurities are created and not natural phenomena, pairing his work with Reynolds’s activity can help illustrate how food deserts are manufactured through political and economic choices of those in power. The resulting discussions could lead into debates over whether the term food desert is even the accurate term for these conditions and, as some advocates and scholars are suggesting, whether food apartheid may be a more apt description for what is happening, particularly in racial-ethnic minority neighborhoods (Brones 2018; Sbicca 2012). The author has also started a podcast called Food with Mark Bittman, which could serve as a fruitful companion piece to this book. Students could use material from the book as useful
{"title":"Book Review: Negotiating Opportunities: How Middle Class Secures Advantages in School","authors":"Sangyoub Park","doi":"10.1177/0092055X221141183","DOIUrl":"https://doi.org/10.1177/0092055X221141183","url":null,"abstract":"Because Animal, Vegetable, Junk also focuses on how the consumption of food has changed with the rise of food as brands and the way marketing and food providers ranging from grocery stores to fast food restaurants guide our food choices, I think it could also be useful in a Sociology of Consumption class that engages with food as a consumer good. It would also be useful to Environmental Sociology instructors who want to incorporate more about the environmental cost of the food system into their classes. Animal, Vegetable, Junk could also be used as a text in an Introduction to Sociology course. Because food is so deeply connected with so many different social institutions and a marker of group identity and personal values, it can offer a unique opportunity for educators wishing to engage with students on a level they can find relatable. Because so much of Bittman’s work is centered on questioning some of the long-held ideas about human “progress,” reading this book early in their college career (perhaps alongside those typically assigned in Western Civilizations courses) could provide a critical view that could be beneficial to students in their education. Some activities that could be paired with this work include Lewis’s (2010) “Memorable Meal Assignment” that asks students to reflect on and discuss a meal that stands out in their memory. I have done similar activities in Food & Society as an icebreaker early in the semester and found that it can serve the dual purpose of (1) getting students to open up and see the similarities and differences across their food experiences and (2) acclimating students to the process of looking at food, and food experiences, as something to be critically analyzed. Instructors can even ask students to trace the origins of these memorable meals to uncover how they intersect with some of the historical material from Animal, Vegetable, Junk. Another excellent option comes from Kathryn Reynolds (2020) and their activity on food deserts in the United States. This activity pairs class readings with United States Department of Agriculture data analysis, and students are asked to examine the location and demographics of food deserts. Because Bittman argues in Animal, Vegetable, Junk that food shortages and insecurities are created and not natural phenomena, pairing his work with Reynolds’s activity can help illustrate how food deserts are manufactured through political and economic choices of those in power. The resulting discussions could lead into debates over whether the term food desert is even the accurate term for these conditions and, as some advocates and scholars are suggesting, whether food apartheid may be a more apt description for what is happening, particularly in racial-ethnic minority neighborhoods (Brones 2018; Sbicca 2012). The author has also started a podcast called Food with Mark Bittman, which could serve as a fruitful companion piece to this book. Students could use material from the book as useful","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"51 1","pages":"94 - 97"},"PeriodicalIF":2.2,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46453753","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 : 2022-12-16DOI: 10.1177/0092055x221141182
{"title":"New Resources in TRAILS: The Teaching Resources and Innovations Library for Sociology","authors":"","doi":"10.1177/0092055x221141182","DOIUrl":"https://doi.org/10.1177/0092055x221141182","url":null,"abstract":"","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"51 1","pages":"108 - 111"},"PeriodicalIF":2.2,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42134258","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 : 2022-11-30DOI: 10.1177/0092055x221141191
Deborah A. Harris
{"title":"Book Review: Animal, Vegetable, Junk: A History of Food from Sustainable to Suicidal","authors":"Deborah A. Harris","doi":"10.1177/0092055x221141191","DOIUrl":"https://doi.org/10.1177/0092055x221141191","url":null,"abstract":"","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"51 1","pages":"92 - 94"},"PeriodicalIF":2.2,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43339793","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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