From the Outside Looking In

Macomber, Kris; Rusche, Sarah E.; Atkinson, Maxine P.

doi:10.1177/0092055x0903700301

Cited by 4 publications

(1 citation statement)

References 1 publication

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“…Our choice of Mills' sociological imagination as an inspiration for our teaching methods, and indeed the use of biography as a tool to such an end, is not unique (see special edition of Teaching Sociology [Macomber, Rusche, & Atkinson, 2009]). Biography as both a research tool and teaching strategy offers the opportunity for critical self-reflection, the development of an understanding of change over time, as well as the opportunity to link choices and decisions to wider social forces.…”

Section: Why Working Lives?mentioning

confidence: 99%

"Working Lives": The use of auto/biography in the development of a sociological imagination

Stephenson

Stirling

Wray

2016

mje

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Résumé de l'articleDans cet article, nous évaluons de manière critique la démarche de développement d'une imagination sociologique que nous avons entreprise auprès d'étudiants inscrits en première année du baccalauréat en sociologie d'une université britannique. Effectuant une analyse sociologique de biographies et autobiographies de professeurs et d'étudiants, nous avons tenté de créer une qualité d'esprit pouvant donner aux étudiants les compétences sociologiques nécessaires à l'examen critique de différentes formes sociologiques. Ainsi, nous leur permettons non seulement de comprendre la sociologie en tant que discipline académique mais également comme expérience personnelle transformatrice. Selon la rétroaction obtenue auprès d'un grand nombre de groupes d'étudiants, il apparaît évident que la relation entre la sociologie, l'expérience vécue et la conscience personnelle a eu une influence profonde et stimulante sur ceux ayant développé cette qualité d'esprit. ABSTRACT. This article critically evaluates the attempt of the authors to develop a sociological imagination within first-year undergraduate students studying the discipline of sociology at a British university. Through a sociological analysis of biography and autobiography (of both teachers and students), we attempted to create a quality of mind that would provide our students with the necessary sociological skills to critically interrogate different sociological forms, and allow them not simply to understand the subject as an academic discipline but also as a personally transformative experience. It was evident from the feedback from a number of student cohorts that the connection between sociology and the lived experience and personal consciousness had a profound and empowering impact on those who came to develop that quality of mind.

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Section: Why Working Lives?mentioning

confidence: 99%

"Working Lives": The use of auto/biography in the development of a sociological imagination

Stephenson

Stirling

Wray

2016

mje

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Academic development through the contextualization of the Scholarship of Teaching and Learning: reflections drawn from the recent history of Trinidad and Tobago

Blair

2013

International Journal for Academic Development

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Whilst the case for the Scholarship of Teaching and Learning (SoTL) has been made, there has been little discussion on how such scholarship might lead academic development at the local level. Through analyzing the recent history of Trinidad and Tobago this paper proposes that the conceptualization of SoTL should embrace the nuances of its particular context. It is argued that, since gaining independence, the education system of Trinidad and Tobago has failed to shake off the remnants of its former colonizer and that the Ministry of Education has looked to import educational 'best practice' from other countries. This paper suggests that 'borrowing' the drivers of development is culturally naïve and, instead, proposes that educational change should be led through a context-specific examination of the relationship between scholars of teaching and learning and the society in which they find themselves.

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Sociology of the Prison Classroom

Parrotta

Thompson

2011

Teach Sociol

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The authors use sociology of the college classroom to analyze their experiences as feminists teaching sociology courses in the “unconventional setting” of prison. Reflective writing was used to chronicle experiences in the classes. They apply the concepts of doing gender, interaction order, and emotion work to the prison classroom. Based on their analysis, the authors examine the challenges and opportunities for critical education in prison. They aimed to use their teaching efforts to reach out to marginalized students and develop students’ sociological imaginations to assist them through the challenges of confinement and reentry. The authors’ analysis has implications for both prison education and higher education more broadly. They conclude that the success of prison education is dependent on establishing democratic classrooms that can enable students to see themselves as something more than inmates.

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From the Outside Looking In

Cited by 4 publications

References 1 publication

"Working Lives": The use of auto/biography in the development of a sociological imagination

"Working Lives": The use of auto/biography in the development of a sociological imagination

Academic development through the contextualization of the Scholarship of Teaching and Learning: reflections drawn from the recent history of Trinidad and Tobago

Sociology of the Prison Classroom

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