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

Autor/in	Lowry, Deborah
Titel	What Should Activist Scholars Teach in the Social Problems Classroom? Social Problems Literacy for Civic Engagement
Quelle	In: Teaching Sociology, 44 (2016) 3, S.177-187 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0092-055X
DOI	10.1177/0092055X16643145
Schlagwörter	Leitfaden; Unterricht; Lehrer; Activism; Scholarship; Social Problems; Citizen Participation; Sociology; Teaching Methods; Evaluative Thinking; Constructivism (Learning); Citizenship Education; Educational Strategies; Student Educational Objectives; Formative Evaluation; Assignments + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Aktivismus; Politischer Protest; Scholarships; Stipendium; Social problem; Soziales Problem; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Soziologie; Teaching method; Lehrmethode; Unterrichtsmethode; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Lehrstrategie; Assignment; Auftrag; Zuweisung
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." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01