Teaching engagement: reflections on sociological praxis

Petray, Theresa, and Halbert, Kelsey (2013) Teaching engagement: reflections on sociological praxis. Journal of Sociology, 49 (4). pp. 441-455.

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Sociology has a long history of engagement with social justice issues, and through concepts like the 'sociological imagination' we equip our students with the ability to think through, and ideally work to change, inequities. This engagement is under threat, however, from recent changes in the higher education sector that have shifted the focus from learning experiences to qualifications. There is little room within accreditation frameworks for social justice as an educational goal. This article will place these discussions of engagement and social justice as key outcomes of a sociology degree within the broader context of the changing higher education sector, and will explore how we teach students to use their sociological imaginations outside of the classroom. We recognise that this is a messy process, involving ambiguous learning spaces, sometimes conflicting institutional versions of 'engagement' and unforeseen outcomes. Nevertheless, 'engaged' sociology should encourage students to exercise their sociological imaginations and their own capacity to act as agents of social change.

Item ID: 28187
Item Type: Article (Research - C1)
ISSN: 1741-2978
Keywords: community engagement, agency, citizenship, engaged sociology, active learning, service learning
Funders: Faculty of Arts, Education and Social Sciences (FAESS), James Cook University (JCU)
Projects and Grants: FAESS Grant Scheme
Date Deposited: 14 Nov 2013 02:25
FoR Codes: 16 STUDIES IN HUMAN SOCIETY > 1608 Sociology > 160805 Social Change @ 50%
13 EDUCATION > 1301 Education Systems > 130103 Higher Education @ 50%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 50%
94 LAW, POLITICS AND COMMUNITY SERVICES > 9401 Community Service (excl. Work) > 940106 Citizenship and National Identity @ 50%
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