Teaching Sociology: Toward Collaborative Social Relations in Educational Situations

Suoranta, Juha

doi:10.1177/0896920508093364

Cited by 11 publications

(15 citation statements)

References 19 publications

(8 reference statements)

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“…Student activism during university studies is likely to develop into active citizenship later in life (Fendrich & Lovoy, 1988), and is therefore a fruitful phase to learn about activism. Indeed, we need new ways of viewing and approaching active citizenship because the rapidly changing society necessitates it (Syvertsen et al, 2011; see also Suoranta, 2008). For example, Isin (2009) …”

Section: Resultsmentioning

confidence: 98%

What are Finnish university students' motives for participating in student activism?

Ansala

Uusiautti

Määttä

2015

International Journal of Adolescence and Youth

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Active citizenship is a goal in which universities want to invest: student activism has shown to increase students' skills and support positive study atmosphere. The purpose of this study was to analyse university students' motives for participating in student activism in order to find out ways of enhancing the development of active citizenship in students. This was a narrative study in which 47 student activists of Finnish university student activist organisations wrote their personal narratives about their careers as student activists. According to the data, the students had many motives for participating in student activism, such as making friends, fixing deficits in the study environment and benefitting their future work careers. The study also showed that sometimes students participated in student activism only by a coincidence. Based on the findings, suggestions for practical means to develop active citizenship in university students are discussed from the point of view of students themselves, teachers and universities.

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Section: Resultsmentioning

confidence: 98%

What are Finnish university students' motives for participating in student activism?

Ansala

Uusiautti

Määttä

2015

International Journal of Adolescence and Youth

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“…Large classes usually includes different types of students (Biggs, 1999). Shaping critical thinking with sensibilities to both interpersonal and intercultural matters is a great challenge of teaching Sociology (Suoranta, 2008). The academics of sociology agrees with Devil and McKay's point of view that any student who has got the chance to get higher education should also get the opportunity to succeed and achieve desired goal (Black & Rechter, 2013).…”

Section: Problems Of Teaching Sociology In Large Classroomsmentioning

confidence: 94%

Teaching sociology in large classes

Anny¹,

Mishra²,

Rahman³

2020

IJRBS

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This study attempts to explore a major issue of higher education in Bangladesh that is, problems related to large size classes. The objectives of the study are to identify the problems faced by the students and the teachers; and to find out the ways of teaching effectively in large Sociology classes. This is a literature review article which has investigated the current teaching practices in the Sociology Classes at the affiliated colleges of the National University of Bangladesh. This paper also discussed the issue from the global perspective. It identified that large classes create a lot of problems for the students and the teachers resulting in the lower quality of higher education. Finally the paper concluded that teachers’ training, appointing supporting stuffs and ensuring necessary logistic support can be the possible solution of this great problem.

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“…Finally, we need to 20 ask a question: What do these clear incidents of oppression do to the students' psyche and to the political idea of the university? Students possess a will to learn through dialogue, deliberation and reflection, and they have a basic desire to share their opinions with each other (Suoranta 2008;FitzSimmons 2014). Critical learning environments foster the creation of a student as subject and not as an object.…”

Section: Resultsmentioning

confidence: 99%

The Silenced Students: Student Resistance in a Corporatized University

Suoranta

Fitzsimmons

2017

Cultural Studies ↔ Critical Methodologies

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A silenced student merely receives pedagogical messages, consumes educational goods and is supposed to obey taken-for-granted orders of the university. In this article we illustrate how silencing happens as a consequence of a structural change in the balance of power between the Finnish government and the universities. The universities try to play safe due to the increased directive power of the government. This has had effects on how universities define the roles of students: in the changed conditions, the universities see students as clients whose purpose is to study and graduate, but not to revolt or act as political beings.

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Teaching Sociology: Toward Collaborative Social Relations in Educational Situations

Cited by 11 publications

References 19 publications

What are Finnish university students' motives for participating in student activism?

What are Finnish university students' motives for participating in student activism?

Teaching sociology in large classes

The Silenced Students: Student Resistance in a Corporatized University

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