What Should Activist Scholars Teach in the Social Problems Classroom? Social Problems Literacy for Civic Engagement

Abstract

What should activist-scholars teach in the social problems classroom? In this conversation, I challenge the assertion that advancing a sociology of social problems is an overly academic enterprise of little use to students and other publics. I introduce the potential of a pedagogical framework for promoting social problems literacy: a set of skills that promotes critical, sociological understandings of social problems toward aims of supporting civic engagement and activism. Though some readers might argue that scholar-activism demands instruction on what to think and do about the causes and consequences of troublesome societal conditions, I suggest that activist-scholars might instead prepare students to evaluate social problems information critically and with a sociological eye, begin forming their own commitments, and publicly share these ideas in compelling, civic-minded ways. In proposing the merits of this framework, I hope to question the sometimes rigid line drawn between what is “activist” and “academic.”

Strategic Design toward Foundational Learning Goals in Introduction to Sociology

“…In this article, we proposed a novel course design that builds on previous research debating the appropriate learning goals for introductory courses (e.g., Grauerholz and Gibson 2006; Persell et al 2007; Wagenaar 2004) and the specific activities that promote engagement with particular goals (e.g., Johnson et al 2013; Lowry 2016; Rusche and Jason 2011). We contribute to this literature by examining the efficacy of a course design tailored to support student learning in the areas advocated by earlier work.…”

“…Fifth, we wanted to teach students to apply sociological theory and concepts to real-world issues. While some scholars view applied sociology and social responsibility as low priorities for classroom training in sociology (Wagenaar 2004), many others have argued that instructors should prepare students to understand the social, political, and economic roots of contemporary social problems; work collaboratively, especially with people different from themselves; and develop sensitivity to injustice and inequity (Pike et al 2017) to promote civic engagement and effective decision making (Lowry 2016). Our class was designed with these goals in mind.…”

“…While the literature offers many insights about what an introductory course in sociology ought to teach, it provides less guidance on how to teach cohesively toward the set of advocated goals. Studies have tended to either examine the topics and goals that existing courses do or should pursue (e.g., Grauerholz and Gibson 2006; Persell et al 2007) or describe in detail one or more course elements that speak to a specific learning goal (e.g., Johnson et al 2013; Lowry 2016; Rusche and Jason 2011). In addition, few studies have considered whether introductory course designs adequately address students’ diverse reasons for enrolling.…”

Activist in (teacher) training: Educator training programs need to do their part

“…Modified from the social problems literacy proposed by Lowry (2016) for teaching social engagement, we have created a set of skills that pre-service teachers need in order to develop their activism literacy: Identify and locate information about the problem around public education. Evaluate the information. Recognize multiple and complex social and political processes, patterns, and dynamics through which conditions become widely recognized as problematic. Formulate one’s own view of the problem, including its causes, consequences, and potential resolutions. Publicly, compellingly, and with integrity present one’s understandings, views, and opinions on the troubling condition and potential solutions. …”

“…Students could actually run a town-hall meeting as part of a course project. The active learning exercise Lowry (2016) proposed to promote public presentation of social problems could be used for pre-service teachers to have first-hand experience being activists advocating themselves. Lowry (2016: 183) suggested letting students “name a current campus issue in public terms, frame it in a way meaningful to diverse campus populations, and devise questions that allow for inclusive deliberation.” In this exercise, allowing students to choose the issue they are really interested in and they want to advocate for change is important.…”