Teaching "In Tandem": Combining Sociology with Theater to Create an Interdisciplinary Classroom

While prior research has illustrated the strengths of collaborative teaching between sociology and English, less has examined the potential of cross-listed courses, instead largely focusing on how to bring writing instruction into the sociology classroom. Similarly, other work has explored the possible uses of literary examples within sociology lessons. We argue that a fully collaborative teaching model capitalizing on strengths from both sociology and English studies can be beneficial not only for students but also coteachers. Drawing from autoethnographic approaches, we reflect on our experience teaching a cross-listed sociology and English course in science fiction literature as well as the sociopolitical landscape that motivated our pedagogical decisions. We discuss our rationale for choosing the theme of the “alien” as “other” and the importance of low-stakes writing assignments. We offer practical ideas for integrating science fiction into sociology classes and provide insights for anyone thinking about cross-listed classes on any topic.

Section: Literature Reviewmentioning

confidence: 99%

mentioning

confidence: 99%

Aliens and Strangers: Exploring the “Other” in a Team-Taught Science Fiction Course

Bloch

Neaderhiser

2022

“…Sociology instructors have looked to active learning exercises of drama and group writing projects in a variety of sociology courses to enhance learning outcomes through engaging multiple perspectives and an opportunity to role-play (S. M. Alexander and Sullivan 1996; Gordy and Peary 2005; Lackey 1994).…”

Section: Literature Reviewmentioning

confidence: 99%

“…First, the fictional play serves as a useful complement to the two dispassionate and definition-based textbook chapters that discuss macro-structural concepts. I Like Firing People engages multiple perspectives and presents a distinct and clear sociological argument that students can understand as relevant to their current and future lives (S. M. Alexander and Sullivan 1996; Marker 2006; Misra 2000).…”

Section: Why This Social Science–fictional Play?mentioning

confidence: 99%

Using a Social Science–Fictional Play to Teach about Global Capitalism and Macro-structural Systems in Introduction to Sociology

Pelak

Duncan

2016

This article explores the use of a social science–fictional play to teach macro-structural concepts related to global capitalism and surplus labor in a small and large Introduction to Sociology course. Relying on a cross-disciplinary and critical pedagogical approach that combines theory and practice to empower students to develop a critical consciousness of the world around them, the authors develop an active learning exercise centered on an in-class reading of the dystopian play I Like Firing People written by sociologists Charles Derber and Yale Magrass. To assess the effectiveness of the exercise to increase student engagement and conceptual learning, the authors use quantitative and qualitative data and a quasi-experimental research design. Even with the mixed findings, the reading of an evocative social scientific fictional play coupled with short writing exercises and class discussions appears to assist in making macro-structural systems more visible and real to students and offers a unique role-playing opportunity that highlights multiple perspectives on the global capitalist economy.

“…He says we should be "soaked in the literature" so that we can identify both opponents and allies. Such an interdisciplinary approach has been discussed in the teaching sociology literature (Alexander and Sullivan 1996;Cleary 2001;Hendershott and Wright 1993;Lessor, Reeves, and Andrade 1997) but more attention is needed. One step we could take is to explore the scholarship of teaching and learning beyond the pages of Teaching Sociology.…”

Section: Consider Extremesmentioning

confidence: 99%

Last But Not Least

Kaufman

Schoepflin

2009

Although much has been written in the past 50 years about the pedagogical value of The Sociological Imagination, one section of Mills's book has been underutilized for far too long. Namely, the essay in the appendix, "On Intellectual Craftsmanship," has been rarely invoked by sociologists discussing the significance of The Sociological Imagination for teaching and learning. Given that the appendix is explicitly about doing research and engaging in the scholarly process, this oversight may be understandable; however, we argue that there is much to be found in the appendix that serves the needs of teachers and learners alike. The purpose of this paper is to highlight some of the pedagogical insights that are implicit in Mills's recommendations for being intellectual craftspersons.