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Sociology as Pedagogy: A New Paradigm of Teaching and Learning?

Judith R. Halasz and Peter Kaufman
Teaching Sociology
Vol. 36, No. 4 (Oct., 2008), pp. 301-317
Stable URL: http://www.jstor.org/stable/20491261
Page Count: 17
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Sociology as Pedagogy: A New Paradigm of Teaching and Learning?
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Abstract

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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