Integrating Sociological Practice into Traditional Sociology Courses
Bibliographic Data
| ID | 11062074 |
|---|---|
| Authors | Laurence A Basirico (corresponding author) |
| Year | 1990 |
| Volume | 18 |
| Issue | 1 |
| Pages | 57 |
| Publication date | 1990-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Teaching Sociology (JOURNAL) |
| Journal identifiers | ISSN: 0092-055X • E-ISSN: 1939-862X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.2307/1318232 |
| OpenAlex | W1965296669 |
| Language | EN |
| Citations received | 3 |
| References cited | 8 |
During the past decade we have witnessed a renewed interest in practical applications of among both academic and nonacademic professional sociologists. Some evidence of this trend was offered recently by Friedman, when he described how practice. . . is arguably the single most striking development in contemporary American sociology (Friedman 1987, p. 11). Beside the renewed interest in sociological practice, however, teachers and students also have begun to show a concern about the practical applications of and about the relevance of in general. As Ruggiero and Weston (1986, pp. 224-225) note, this concern stems from (among other factors) the increased conservativism among current students, a concomitant concern with pragmatic rather than social issues, a replacement of an expressive orientation with a more instrumental orientation, and the increased competitiveness in the job market for liberal arts graduates. As a result, many students are shifting their interest away from dealing with race relations, social problems, and the militaryindustrial complex (i.e., broad social issues) to more vocationally oriented courses (Fleming andFrancis 1980; Olzak 1981; Ruggiero and Weston 1986, p. 224). Clearly, the classroom has become an arena for application and relevance in addition to its traditional concern for explanations of social life through research and theory. The theme of the 1988 Annual Sociological Practice Association conference was continuing the progress/ensuring the future. If we want to continue the progress and ensure the future of sociological practice, one place to start is traditional undergraduate courses. Indeed, in light of the aforementioned academic and non
Epistemology · Medical sociology · Pedagogy · Social science · Sociological imagination · Sociological theory · Sociology · Sociology of Education · Contemporary Sociological Theory and Practice · Innovative Teaching Methodologies in Social Sciences · Medicine · Philosophy · Social and Cultural Dynamics
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,09 |
| Citation span | 1991 - 1998 (8) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |