From Student Resistance to Embracing the Sociological Imagination: Unmasking Privilege, Social Conventions, and Racism

Haddad, Angela T.; Lieberman, Leonard

doi:10.2307/3211481

Cited by 62 publications

(63 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Student resistance to controversial topics and solutions has been documented extensively in the teaching literature in the field of criminal justice (Barlow and Barlow 1995;Payne and Gainey 2000) and allied disciplines, such as sociology (Davis 1992;Haddad and Lieberman 2002;Hedley and Markowitz 2001). We have found this material quite helpful when faced with such resistance.…”

Section: Expect Resistance To Critical Interpretationsmentioning

confidence: 94%

Teaching a course on prisons: A design, some resources, and a little advice

Bordt¹,

Lawler²

2005

Journal of Criminal Justice Education

View full text Add to dashboard Cite

Section: Expect Resistance To Critical Interpretationsmentioning

confidence: 94%

Teaching a course on prisons: A design, some resources, and a little advice

Bordt¹,

Lawler²

2005

Journal of Criminal Justice Education

View full text Add to dashboard Cite

“…Then, they should question their entitlements. However, examining whiteness is threatening because it undermines the foundation of white identity (Avakian 1999;Flagg 1993;Garner 2006;Haddad and Lieberman 2002;Henze et al 1998;Hunter and Nettles 1999;Jeffery 2005;Mahoney 1995;Philipsen 2003;Slocum 2006;Zajicek 2002).…”

Section: The Rise Of Whiteness Studiesmentioning

confidence: 99%

“…They affirm their goodness by dissociating themselves from their racist families or friends. In the classroom, other students impede "authentic" discussions of whiteness and its associated privileges by refusing to recognize the right of nonwhites to speak (Denevi 2004;Diangelo 2006;Gillespie et al 2002;Green 2003;Griffin 1998;Haddad and Lieberman 2002;Hays and Chang 2003;Hunter and Nettles 1999;Hytten and Warren 2003;Kiselica 1999;Leonardo 2004;Samuels et al 2003). Through the use of counter-claims that devalue alternative epistemologies, they reassert the dominant discourse and reproduce the myths that sustain the status quo.…”

Section: Moral Vision Democratic Dialogue and Corrective Socializationmentioning

confidence: 99%

“…For example, to deny that whiteness is omnipresent is proof that whiteness is omnipresent. To protest that sociological knowledge is not used to manipulate nonwhites is evidence that it is used for such a purpose (Aanerud 2007;Applebaum 2006;Catron and Harmon 1981;Haddad and Lieberman 2002;Hartigan 2000b;Hays and Chang 2003;Sleeter 1993). To claim "I just see people" is "color evasiveness" (Solomon et al 2005), which circumvents the need to interrogate whiteness (Denevi 2001;Flagg 1993;Gallagher 2003;Gillespie 2003;Gordon 2005;Jay 2005;Lewis 2001;Mahoney 1995).…”

Section: Whiteness Studies and The Hermeneutics Of Suspicionmentioning

confidence: 99%

See 1 more Smart Citation

Public Sociology or Partisan Sociology? The Curious Case of Whiteness Studies

Niemonen

2010

Am Soc

View full text Add to dashboard Cite

This paper identifies the common themes in 245-plus refereed articles on whiteness studies that were published in academic journals after 1992 in an attempt to assess the implications of whiteness studies for the discipline of sociology. Of special interest is the relationship between whiteness studies and Michael Burawoy's call for public sociology. I argue that the emerging field of whiteness studies identifies itself as a public sociology that is infused by the moral vision of critical sociology. Nevertheless, the field does not accept professional sociology as Burawoy defined it. The ontological, epistemological, and soteriological foundations of whiteness studies encourage the field to pander to one segment of the public-the marginalized-and condemn another segment of the public-"privileged whites," thus rendering impossible a democratic dialogue on one of the most basic social issues of our time. Conflating Western epistemology with whiteness encourages a misreading of American social scientific work on race relations, thus opening the door to a so-called hermeneutics of suspicion. The result is not an innocuous "pop" sociology, but a partisan sociology, whose implications should caution sociologists against an uncritical embracing of public sociology.

show abstract

“…It is commonly argued that teaching social class inequality is difficult because of the individual-based dominant American ideology held by many students (Brezina 1996;Davis 1992;Eells 1987;Haddad and Lieberman 2002;McCammon 1999;Tynes 2001). According to this worldview, a person's success or failure in life is directly correlated to his or her individual efforts or natural abilities, since everyone is afforded equal opportunities -what Brezina (1996) refers to as "bootstrap ideology."…”

Section: Introductionmentioning

confidence: 99%

Budgets, Board Games, and Make Believe: The Challenge of Teaching Social Class Inequality with Non-Traditional Students

Carreiro

Kapitulik

2010

Am Soc

View full text Add to dashboard Cite

According to a 2002 study by the U.S. Department of Education, the percentage of "traditional students" on college campuses is declining. Students increasingly are delaying enrollment, attending college part time, working full time, financially independent, and single parents. In this paper, we explore the extent to which sociologists are adapting their teaching to address these shifting demographics. Based on a content analysis of articles published over a 20 year period in Teaching Sociology that suggest strategies for teaching social class inequality we find that most authors assume that their students are "traditional." Most often this means that students are assumed to come from a privileged, middle class background, lack direct and substantial experience in the labor market, and enter college shortly after graduating high school. Accordingly, most articles advocate classroom strategies of "looking down," whereby students pretend to be in the shoes of those less fortunate. Examples include creating household budgets based on poverty wages, playing board games, or assuming the role of the poor for a day. These strategies run the risk of being ineffective, alienating, and potentially ethically suspect when used with non-traditional students, whose real life experiences may resemble these simulations. We conclude with recommendations for pedagogical approaches to teaching social class inequality that are more appropriate for, and inclusive of, students from diverse backgrounds. Our goal in this paper is to start a discussion about pedagogy, social inequality, and the non-traditional student.

show abstract

From Student Resistance to Embracing the Sociological Imagination: Unmasking Privilege, Social Conventions, and Racism

Cited by 62 publications

References 32 publications

Teaching a course on prisons: A design, some resources, and a little advice

Teaching a course on prisons: A design, some resources, and a little advice

Public Sociology or Partisan Sociology? The Curious Case of Whiteness Studies

Budgets, Board Games, and Make Believe: The Challenge of Teaching Social Class Inequality with Non-Traditional Students

Contact Info

Product

Resources

About