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Artículos de revistas sobre el tema "Sociology of pedagogy"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 20 de febrero de 2023

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1

Halasz, Judith R. y Peter Kaufman. "Sociology as Pedagogy". Teaching Sociology 36, n.º 4 (octubre de 2008): 301–17. http://dx.doi.org/10.1177/0092055x0803600401.

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As a discipline, sociology has produced a rich understanding of social processes, and yet the pedagogical implications of this scholarship remain largely untapped. In this paper, we employ a framework of sociology as pedagogy to show how sociology can enhance and inform teaching and learning. We select examples from a range of classical and contemporary social thought to highlight the connection between sociological theory and the practices of teaching and learning. We use these theories to demonstrate a broad application of our notion of sociology as pedagogy; however, we believe that all sociological knowledge can be mined for its pedagogical significance. Furthermore, recognizing how sociological phenomena shape the classroom experience is conducive to a more reflexive pedagogy in line with the tenets of the sociological imagination.

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2

Richer, Stephen. "Sociology and Pedagogy: Some Reflections". Canadian Journal of Education / Revue canadienne de l'éducation 15, n.º 1 (1990): 91. http://dx.doi.org/10.2307/1495419.

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3

Rieger, Jon H. "Visual sociology: A practical pedagogy". Visual Sociology 6, n.º 1 (junio de 1991): 38–43. http://dx.doi.org/10.1080/14725869108583682.

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4

Seidman, Steven. "Queer Pedagogy / Queer-ing Sociology". Critical Sociology 20, n.º 3 (octubre de 1994): 169–76. http://dx.doi.org/10.1177/089692059402000310.

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5

Fobes, Catherine y Peter Kaufman. "Critical Pedagogy in the Sociology Classroom". Teaching Sociology 36, n.º 1 (enero de 2008): 26–33. http://dx.doi.org/10.1177/0092055x0803600104.

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6

Swaffar, Janet, Carolyn D. Baker y Allan Luke. "Toward a Critical Sociology of Reading Pedagogy". Modern Language Journal 77, n.º 1 (1993): 92. http://dx.doi.org/10.2307/329566.

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7

Baviskar, Amita. "Pedagogy, Public Sociology and Politics in India". Current Sociology 56, n.º 3 (mayo de 2008): 425–33. http://dx.doi.org/10.1177/0011392107088236.

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8

Wagh, Anurekha Chari. "Bringing Back the ‘Classroom’: Feminist Pedagogy in a Sociology Classroom". Society and Culture in South Asia 8, n.º 1 (31 de octubre de 2021): 7–29. http://dx.doi.org/10.1177/23938617211047630.

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The article interlinks sociology and classrooms through the lens of teaching gender studies. It argues that to address the challenges of teaching gender studies to students of sociology at a university department, of a state university, it has to be placed within the complex terrain of classrooms. It states that while there is a discussion on the challenges of framing feminist pedagogy and teaching gender studies in India, there is inadequate engagement with the issue of; one, the changing nature of the classroom and its relevance and impact in the structuring of the disciplinary theories, methodologies and pedagogy and two, the challenges of operationalising feminist pedagogy within classrooms.

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9

Rege, Sharmila. "Feminist Pedagogy and Sociology for Emancipation in India". Sociological Bulletin 44, n.º 2 (septiembre de 1995): 223–39. http://dx.doi.org/10.1177/0038022919950205.

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10

McWilliams, Susan y Alan R. Sadovnik. "Knowledge and Pedagogy: The Sociology of Basil Bernstein." Contemporary Sociology 24, n.º 6 (noviembre de 1995): 796. http://dx.doi.org/10.2307/2076702.

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11

Yates, Lyn. "Feminist Pedagogy Meets Critical Pedagogy Meets Poststructuralism". British Journal of Sociology of Education 15, n.º 3 (enero de 1994): 429–37. http://dx.doi.org/10.1080/0142569940150309.

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12

Schneider, Christopher J. y Deana Simonetto. "Public Sociology on Twitter: a Space for Public Pedagogy?" American Sociologist 48, n.º 2 (27 de febrero de 2016): 233–45. http://dx.doi.org/10.1007/s12108-016-9304-2.

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13

Kurtz, Thomas. "Sociology and Pedagogy. On the Establishment of Sociology as a Moral Science by Émile Durkheim". HISTORICKÁ SOCIOLOGIE 14, n.º 2 (15 de noviembre de 2022): 9–25. http://dx.doi.org/10.14712/23363525.2022.14.

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In his sociology, Émile Durkheim has not only dealt extensively with the subject of education, but pedagogy has also a special significance for the establishment of his sociology. On the one hand, this applies to his attempt to establish sociology at French universities and establish it as an independent research discipline. And on the other hand, this applies to his attempt to use his sociology as a moral science to present a crisis analysis of French society and contribute to its solution.

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14

Vanslova, E. G. "Museum Pedagogy". Russian Education & Society 43, n.º 12 (diciembre de 2001): 76–84. http://dx.doi.org/10.2753/res1060-9393431276.

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15

Black, Timothy. "Pedagogy of Indignation". Contemporary Sociology: A Journal of Reviews 35, n.º 2 (marzo de 2006): 188–89. http://dx.doi.org/10.1177/009430610603500257.

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16

Snowden, Monica. "Learning Communities as Transformative Pedagogy: Centering Diversity in Introductory Sociology". Teaching Sociology 32, n.º 3 (julio de 2004): 291–303. http://dx.doi.org/10.1177/0092055x0403200304.

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17

Burawoy, Michael. "What might we mean by a pedagogy of public sociology?" Enhancing Learning in the Social Sciences 1, n.º 1 (abril de 2008): 1–15. http://dx.doi.org/10.11120/elss.2008.01010008.

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18

Forsey, Martin, Mitchell Low y David Glance. "Flipping the sociology classroom: Towards a practice of online pedagogy". Journal of Sociology 49, n.º 4 (12 de noviembre de 2013): 471–85. http://dx.doi.org/10.1177/1440783313504059.

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19

Kapitulik, Brian P., Hilton Kelly y Dan Clawson. "Critical Experiential Pedagogy: Sociology and the Crisis in Higher Education". American Sociologist 38, n.º 2 (20 de septiembre de 2007): 135–58. http://dx.doi.org/10.1007/s12108-007-9005-y.

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20

Sage, George H. "Physical Education, Sociology, and Sociology of Sport: Points of Intersection". Sociology of Sport Journal 14, n.º 4 (diciembre de 1997): 317–39. http://dx.doi.org/10.1123/ssj.14.4.317.

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This paper examines the linkages between physical education, sociology, and sociology of sport in North America. Physical education and sociology in North America have had numerous mutual ties since the beginnings of both fields. In the first section of the paper, I describe the rise of sociology and physical education in North America, emphasizing the linkages that initially existed between physical education and sociology, and then the separation that transpired between the disciplines. The second section examines the connections between social theory and physical education before the sociology of sport was formally developed. The final section details the rise of sociology of sport, with the main focus on the role of physical educators (a.k.a. sociocultural kinesiologists, sport studies scholars, human kinetics scholars) in the development of sociology of sport. This section concludes with a discussion of the linkages of social theory, critical pedagogy in physical education, and sport sociology in physical education.

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21

Sweet, Stephen. "Reassessing Radical Pedagogy". Teaching Sociology 26, n.º 2 (abril de 1998): 127. http://dx.doi.org/10.2307/1319283.

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22

Fobes, Catherine. "Taking a Critical Pedagogical Look at Travel-Study Abroad: “A Classroom with a View” in Cusco, Peru". Teaching Sociology 33, n.º 2 (abril de 2005): 181–94. http://dx.doi.org/10.1177/0092055x0503300205.

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The importance of preparing students for citizenship in a global society is well recognized in teaching sociology. Although options have emerged to facilitate such pedagogical experiences, few concentrate on maximizing students' experiences in non-English-speaking nations. How can we help sociology students get the most out of an experience in a foreign language society if they do not speak the language? I propose a critical pedagogical approach to travel-study abroad by presenting a case study of a unique three-week intensive class taught in Cusco, Peru. Following Kaufman's (2002) four-point model of critical pedagogy, I recommend that understanding, reflecting, analyzing, and engaging in social action can help structure the application of critical pedagogy to travel-study abroad in sociology. My research suggests benefits of such an approach, including working with a native educational institution, pairing sociology and Spanish students, and using home-stay families as informal teachers. I conclude by offering suggestions for faculty interested in creating a travel-study abroad course, to a developing nation in particular.

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23

Kruglova, Marina G. "Methodical Approach to Research of Musical Pedagogy History". Uchenye Zapiski RGSU 20, n.º 2 (29 de junio de 2021): 113–20. http://dx.doi.org/10.17922/2071-5323-2021-20-2-113-120.

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The arsenal of methodology of history and theory of musical pedagogy in Russian science of the beginning of the 21st century is actively expanding due to concepts and approaches from the field of philosophy, aesthetics, cultural studies, psychology, sociology and art science in general. Music pedagogy today is studied on the basis of sociocultural, axiological, semiotic, civilizational, paradigmic, intonational, hermeneutic and dialogical methods considered in the article. The fundamental principles of these methods are determined, due not only to the connection between musical art and pedagogy, but also to their capabilities, allowing the researcher to penetrate into the depths of complex phenomena and processes of the music education system. Modern realities of art pedagogy make scientists prefer a paradigm approach, in which symbolic, psychoanalytic and structural paradigms stand out as the basis for scientific research on musical pedagogy of the beginning of the 21st century.

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24

Payne, Ursula O. "Exercise in Pedagogy: Story of the Bones". Congress on Research in Dance Conference Proceedings 41, S1 (2009): 300–306. http://dx.doi.org/10.1017/s2049125500001254.

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I was commissioned by Kim Nofsinger to make a dance for students at Middle Tennessee State University that explored the African American experience. The creative process integrated historical and bio-archaeological research being conducted by Dr. Shannon Chappell Hodge and Dr. Kevin E. Smith from the Department of Sociology and Anthropology. In this paper I will discuss the methodology I used to develop a creative process that involved the intersection of African American history, bio-archeological physical evidence, ritual exploration, and performance. This repertory experience represents how interdisciplinary relationships involving research, choreography, pedagogy, ritual, and performance can be imagined.

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25

Sallaz, Jeffrey J. "Permanent Pedagogy". Work and Occupations 42, n.º 1 (20 de octubre de 2014): 3–34. http://dx.doi.org/10.1177/0730888414551207.

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26

Shannon, Deric. "Place-Based and Experiential Pedagogies: Teaching radical concepts in social movements and political sociology". Theory in Action 15, n.º 3 (31 de julio de 2022): 1–16. http://dx.doi.org/10.3798/tia.1937-0237.2215.

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This piece argues that radical ideas in political sociology and social movement studies can sometimes be difficult to teach because of the ideological training that we all undergo in the process of our socialization. However, using a place-based and experiential form of pedagogy can be useful in explaining three particular concepts within the discipline: prefigurative politics, direct action, and self-management. First, I outline this approach as developed in my travel course to Spain, “Global Political Economy and Sustainability.” I begin with a brief explanation of this method and some relevant literature in sociology. Next, I identify those three concepts within the sociological study of social movements and political sociology that this type of pedagogy can help students see clearly and understand. Finally, I add some concluding remarks, self-criticism, and suggest some further research to investigate learning outcomes. [Article copies available for a fee from The Transformative Studies Institute. E-mail address: journal@transformativestudies.org Website: http://www.transformativestudies.org ©2022 by The Transformative Studies Institute. All rights reserved.]

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27

Goff, Stan. "A Period for Pedagogy". Socialism and Democracy 19, n.º 2 (julio de 2005): 160–67. http://dx.doi.org/10.1080/08854300500122399.

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28

Sorbara, Agostino, Domenica Ina Giarrizzo y Santuzza Gennaro. "Globalization, Sociology and Intercultural Pedagogy. What to Do in the School?" Journal of Education and Culture Studies 3, n.º 4 (19 de noviembre de 2019): p415. http://dx.doi.org/10.22158/jecs.v3n4p415.

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The present study aims to offer a new perspective through which to study the current phenomena of globalization, research and offer educational operations suitable for the elimination of the distances between the various cultures and the concept of mono identity and the achievement of the concept of poly identity. The study will focus in particular on the theoretical perspective of the intercultural approach, starting from a reflection of the relationship between sociology and globalization.

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29

Hardy, Tim. "Toward a Critical Pedagogy in Sociology through the Use of Drama". Teaching Sociology 17, n.º 2 (abril de 1989): 226. http://dx.doi.org/10.2307/1317467.

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30

Janik, Robert. "Reflection on Völkerpsychologie and its Influence on Psychology, Sociology and Pedagogy". Podstawy Edukacji 8 (2015): 259–68. http://dx.doi.org/10.16926/pe.2015.08.18.

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31

Urbanová, Martina y Jana Dundelová. "Social control as the central concept of sociology and social pedagogy". Papers of Social Pedagogy 7, n.º 2 (28 de enero de 2018): 18–29. http://dx.doi.org/10.5604/01.3001.0010.7996.

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This article focuses on the issue of social control, which is discussed here from different points of view within sociology and social pedagogy. Social control deals with prevention as well as with responses to deviations from desirable behavioural patterns, and in the centre of its interest are interrelationships and sometimes rather inconsistencies between the individual and society. This is connected with the question of what are actually "desirable patterns of behaviour" and who are the concrete authors of this norm, i.e. in whose interest (individuals or groups) are introduced the norms of behaviour. The authors point out the fact that the usual reference to society conceals only the decisive context, i.e. social norms have in fact very often ideological function which also influences significantly the area of social pedagogy which (like other sciences or more precisely their knowledge) can become a mere instrument of any ideology, i.e. of the ruling class or group.

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32

Nichols, Lawrence T. "Editor’s Introduction: Curriculum and Pedagogy in High School and University Sociology". American Sociologist 38, n.º 2 (19 de octubre de 2007): 133–34. http://dx.doi.org/10.1007/s12108-007-9011-0.

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33

Haskie, Miranda. "Teaching Sociology at a Tribal College: Navajo Philosophy as a Pedagogy". American Sociologist 44, n.º 4 (diciembre de 2013): 378–84. http://dx.doi.org/10.1007/s12108-013-9188-3.

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34

Chaudhuri, Maitrayee. "Learning through Teaching the 'Sociology of Gender'". Indian Journal of Gender Studies 9, n.º 2 (septiembre de 2002): 245–61. http://dx.doi.org/10.1177/097152150200900208.

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This paper reflects on the experience of teaching a course on women and society in a sociology department over a period of seven years. This is discussed from different angles—related to sociology and its disciplinary location; questions of women's studies and feminist politics; and the complex dimensions of pedagogy in particular. The diversity amongst students and the politics of the classroom repeatedly emerge as critical issues in the paper. The essay concludes with some theoretical reflections on the problems of relating experience with analysis by drawing on the ethnomethodology of Harold Garfinkel.

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35

Messineo, Melinda. "2017 Hans O. Mauksch Address: Using the Science of Learning to Improve Student Learning in Sociology Classes". Teaching Sociology 46, n.º 1 (15 de noviembre de 2017): 1–11. http://dx.doi.org/10.1177/0092055x17742193.

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The 2017 Mauksch Address invites readers to consider how the field of sociology might benefit from greater inclusion of the science of learning into its pedagogy. Results from a survey of 92 teaching and learning experts in sociology reveal the degree to which the discipline’s understanding of teaching and learning is informed by the science of learning. The address suggests strategies for increased student success.

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36

Kallman, Meghan Elizabeth. "Teaching Sociology in a Men’s Prison: How Total Institutions Shape Pedagogy and Engagement with Content". Teaching Sociology 46, n.º 4 (16 de mayo de 2018): 295–308. http://dx.doi.org/10.1177/0092055x18775176.

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Sociology can be a highly emancipatory discipline, permitting students and researchers to identify and thus alter the structures that contour their lives. Nowhere has this been clearer to me than in teaching sociology to incarcerated students in state prisons. Drawing on nine semesters of teaching experience and a complement of semi-structured interviews, I analyze patterns and challenges that emerge in the teaching and learning of sociology in this environment. I explore how in units of sociology that challenge or denaturalize the social organization of the prison or students’ temporary identities, learning is altered and conditioned by their environment. In this sense, my analysis goes beyond other thinking on student engagement with privilege and oppression, showing that the particular social characteristics of a prison have meaningful effects on learning. I conclude by offering thoughts about the power of voice and writing, both public and private, in overcoming some of these obstacles.

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37

John, Beverly M. "The Politics of Pedagogy". Teaching Sociology 31, n.º 4 (octubre de 2003): 375. http://dx.doi.org/10.2307/3211363.

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38

Epstein, Irwin. "Pedagogy of the Preturbed". Journal of Teaching in Social Work 1, n.º 1 (23 de julio de 1987): 71–89. http://dx.doi.org/10.1300/j067v01n01_06.

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39

Andrist, Lester, Valerie Chepp, Paul Dean y Michael V. Miller. "Toward a Video Pedagogy". Teaching Sociology 42, n.º 3 (24 de febrero de 2014): 196–206. http://dx.doi.org/10.1177/0092055x14524962.

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40

Lysenkova, S. N., V. F. Shatalov, I. P. Volkov, V. A. Karakovskii, M. P. Shchetinin, E. N. Il'in y Sh A. Amonashvili. "The Pedagogy of Cooperation". Soviet Education 30, n.º 2 (febrero de 1988): 82–98. http://dx.doi.org/10.2753/res1060-9393300282.

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41

Rykov, S. L. "Gender Studies in Pedagogy". Russian Education & Society 45, n.º 8 (agosto de 2003): 54–64. http://dx.doi.org/10.2753/res1060-9393450854.

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42

Hoadley, Ursula. "Social class and pedagogy: a model for the investigation of pedagogic variation". British Journal of Sociology of Education 29, n.º 1 (enero de 2008): 63–78. http://dx.doi.org/10.1080/01425690701742861.

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43

Chernikov, Ivan A. "Pedagogy of leisure as a direction in modern socio-cultural education and upbringing". Tambov University Review. Series: Humanities, n.º 188 (2020): 132–38. http://dx.doi.org/10.20310/1810-0201-2020-25-188-132-138.

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We make attempt to understand the scientific status of leisure pedagogy and its relationship with other scientific and pedagogical directions, primarily with the theory, methods and organization of socio-cultural activities. It is shown that the source for identifying the specifics of leisure pedagogy are leisure studies conducted by domestic and foreign scientists from the positions of sociology and cultural studies of leisure. Based on the analysis of recent scientific publications (N.I. Bocharova, A.F. Volovik, V.P. Krestyanov, G.A. Oparin, O.G. Tikhonova, N.V. Sharkovskaya et al.) we give the author’s definition of leisure pedagogy as an integral and systemically organized scientific-pedagogical and practice-oriented direction in modern socio-cultural education and upbringing, revealing the regularities of the pedagogical process in the field of leisure. The special mission of leisure pedagogy is to provide conditions for the formation of an individual’s ability to self-development in the field of leisure, to increase their own leisure competence.

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44

Better, Alison. "Queering the Introduction to Sociology Course". Teaching Sociology 49, n.º 3 (julio de 2021): 291–98. http://dx.doi.org/10.1177/0092055x211022473.

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Introduction to Sociology is a widely enrolled course that gives students both an overview of the field of sociology and tools to view and analyze the social worlds we live in. This course provides students new ways to see and understand themselves and the world around them. This teaching note describes ways to queer the Introduction to Sociology classroom, pedagogy, and canon by intentionally recasting and reexamining dominant messages on sexuality, sex, and gender. The act of deliberately queering the introductory course reframes and resituates knowledges, making space for and centering minoritized voices in the field of study and the classroom. This moves queer experiences from the margins to the center of the conversation and refocuses the study of sociology to better serve all students while also rethinking gender, sexuality, and power in the discipline itself.

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45

Timura, Christopher T. "International Negotiation Pedagogy". International Negotiation 15, n.º 2 (2010): 155–61. http://dx.doi.org/10.1163/157180610x506938.

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AbstractThis collection of articles on international negotiation pedagogy compares and contrasts a range of training methods and theories employed by scholars who teach international negotiation from different disciplinary backgrounds and in diverse institutional settings. Notwithstanding this variation, the contributors share a focus on enabling students to engage in negotiation and conflict analysis by teaching a set of core heuristics, to better understand interpersonal behavioral dynamics and learning certain interpersonal skills, and to practice negotiation and conflict analysis through the use of role plays and simulations. The contributors make different observations about the impact of students’ personal knowledge and experiences on their ability to learn negotiation skills, and have developed different ways of incorporating student backgrounds in their approaches to negotiation training. The development of more complex simulations is one way instructors are beginning to leverage student knowledge and experience to achieve pedagogical goals.

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46

Tamas, Peter. "The critical pedagogy reader". International Journal of Educational Development 24, n.º 2 (marzo de 2004): 224–25. http://dx.doi.org/10.1016/j.ijedudev.2003.11.004.

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47

Livesay, J. Michael y David W. Livingstone. "Critical Pedagogy and Cultural Power." Contemporary Sociology 17, n.º 3 (mayo de 1988): 409. http://dx.doi.org/10.2307/2069697.

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48

West, Brad, Jason Pudsey y Priscilla Dunk-West. "Pedagogy beyond the culture wars". Journal of Sociology 47, n.º 2 (27 de enero de 2011): 198–214. http://dx.doi.org/10.1177/1440783310386830.

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49

Booker, Keonya C. y Jae Hoon Lim. "Belongingness and Pedagogy". Youth & Society 50, n.º 8 (30 de mayo de 2016): 1037–55. http://dx.doi.org/10.1177/0044118x16652757.

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In the present study, school belongingness was explored in the context of a mathematics classroom over the course of one academic year. In-depth interviews with eight African American middle school students and their three White teachers were conducted at two time periods. This phenomenological qualitative investigation of African American middle school girls revealed two primary themes of personal connection with their teachers and authentic pedagogy. As practitioners and researchers continue to examine the factors related to African American student achievement, empirical research should highlight the importance of teacher warmth and instructional relevance in the experiences of students of color in middle grades and secondary mathematics classes.

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50

Leśniak-Moczuk, Krystyna. "In the Circle of The Sociology of Education of Florian Znaniecki". Yearbook of Pedagogy 44, n.º 1 (1 de diciembre de 2021): 25–43. http://dx.doi.org/10.2478/rp-2021-0002.

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Summary The aim of this article is to recall the theory of the sociology of education created almost a century ago by the classic of Polish sociology, Florian Znaniecki, in order to show the topicality of his concept in the face of the symptoms of the crisis of the educational system. The article presents the biographical context and scientific achievements of the creator of the sociology of education. The relations between the disciplines of educational sociology, general sociology and pedagogy were explained. The goals and components of the upbringing process and the system of sociology of upbringing by Florian Znaniecki were outlined. Attention was also paid to the educational environment defined by Florian Znaniecki and the upbringing process was characterized as a preparation for fulfilling the social roles. The theses postulated by the creator of the sociology of education were related to the contemporary educational environment.

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