What should activist-scholars teach in the social problems classroom? In this conversation, I challenge the assertion that advancing a sociology of social problems is an overly academic enterprise of little use to students and other publics. I introduce the potential of a pedagogical framework for promoting social problems literacy: a set of…

Description Contents Resources Courses About the Authors Understanding Sociological Theory for Educational Practices introduces readers to the contemporary classroom through the lens of sociological theory. By compelling readers to think critically and reflexively this book helps future teachers create a welcoming and equitable learning…

This article provides an example of a social studies lesson from Turkish educational context in order to facilitate comparison with examples of social studies lessons from other parts of the world. This lesson was recorded in a 7th grade class at a middle school in one of the metropolitan neighborhoods in Istanbul. According to the current…

Looking for social studies adventures to help students find connections to democratic citizenship? Look no further! This book provides just the answer teachers need for engaging students in field trips as researching learners with emphasis on interdisciplinary social studies plus skills in collecting and reporting data gathered from field…

Maintains that because introductory sociology courses are broad surveys of the field, they often lack an integrative perspective which would allow students to better grasp the importance and use of sociology. Shows how modernization can be used as a theme which unites the introductory course. (JDH)

Demonstrates how poetry may be used to illustrate basic sociological concepts and themes. Provides examples of student-written and published poems which have been integrated into the author's classes. (JDH)

Provides several strategies and techniques for handling the first day of class. Strategies are designed to deal with the implicit impressions, tensions, and social dynamics of the situation. Included also are tips on what not to do on the first day of class. (JDH)

Reviews the format, organization, presentation, grading, objectives and benefits of debate as used in an undergraduate sociology course. (JDH)

Outlines major features of humanistic perspective in sociology. States that what is methodologically and/or epistemologically central to the humanist perspective is a critique of excesses of positivism and advocacy of utilization of philosophy and other humanities as sources of information or data in investigation of social reality. Provides…

Based upon the teaching of Mari Sandoz' allegorical novel, CAPITAL CITY, this article identifies the characteristics of novels which provide a sociologically useful humanist perspective. A key characteristic is the extent to which the novel conducts thought experiments, defined as cerebral exercises which explore alternative social futures based…

Describes how slides of architecture and classical art may be used to help students think sociologically, to understand not only what sociology is, but why it exists. Identifies eight themes on which slides of art and architecture may be used. Among the themes are: culture contact and change; concepts of self; the rise of industrial society;…

Introduces an innovative approach to teaching a sociology of education course. Suggests the various approaches to sociology have distracted professionals from its central relevance. Critiques present orientations to a sociology of education course and recommends placing emphasis on the logic or theoretical/conceptual framework for organizing key…

Presents a learning activity for students in a sociology-of-education course in which they produce their own critical-education autobiography. Describes how to prepare students for the project, the assignments used, samples of student commentary and evaluation, and potential uses and risks of this approach. (DSK)

Describes how humanist sociology informs the teaching and practice of social research in an undergraduate course. Includes a description of student research projects and teaching strategies which support a humanist sociological perspective. (JDH)

Advocates the use of active learning experiences in introductory sociology classes. Describes the use of an active learning module and reports results of students' learning. Concludes that students in the active learning condition did worse on a concept/definition test, but performed better on subjective measures of sociological thinking. (JDH)