Exploring the Impacts of Students’ Characteristics, Pedagogical Activities, and Course Structure on Personal Resonance and Practical Applications of Transformative Pedagogy
Bibliographic Data
| ID | 11063137 |
|---|---|
| Authors | Oral Robinson (0000-0001-7868-6741, University of British Columbia, Vancouver, BC, Canada, corresponding author), Rohil Sharma (0009-0002-5337-3452, University of British Columbia, Vancouver, BC, Canada) |
| Year | 2026 |
| Volume | 54 |
| Issue | 2 |
| Pages | 95-107 |
| Publication date | 2026-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching Sociology (JOURNAL) |
| Journal identifiers | ISSN: 0092-055X • E-ISSN: 1939-862X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0092055x251396134 |
| OpenAlex | W7107955666 |
| Language | EN |
| References cited | 35 |
Sociology instructors are increasingly turning to transformative pedagogy as a tool to help students recognize and respond to social injustices. This is increasingly important amid growing political and institutional backlash against diversity, equity, and inclusion (DEI) initiatives in higher education. Yet the factors that shape the effectiveness of this approach remain underexplored. This study examines a large second-year university Sociology of Families course (N = 299) grounded in the concept of critical hope. We investigate how course structure, pedagogical strategies, and student characteristics influence two key outcomes: students’ personal resonance with the material and their reported motivation to enact social change. Findings indicate that both resonance and practical application of critical hope were positively associated with the use of 14 transformative pedagogical strategies and with longer course durations. Students with accessibility needs were less likely to find the content personally meaningful, and White-identifying students were less likely to express motivation for social action. We conclude by offering recommendations for increasing the inclusivity and impact of transformative pedagogy, particularly in a climate of rising resistance to DEI-focused education
Consciousness raising · Critical pedagogy · Critical theory · Higher education · Life course approach · Politics · Resistance (ecology · Transformative learning · Adult and Continuing Education Topics · Innovative Teaching Methodologies in Social Sciences · Service-Learning and Community Engagement
Note to Educators
Development of a Questionnaire to Measure the Level of Reflective Thinking
Black affirming pedagogy
Visibilizing our Pain and Wounds as Resistance and Activist Pedagogy to Heal and Hope
Racial battle fatigue and activist burnout in racial justice activists of color at predominately White colleges and universities
Hyper‐self‐reflexive development? Spivak on representing the Third World ‘Other’
Values, Compassion, and the Role of Active Learning in an Introduction to Sociology Class
Critical Pedagogy and Classroom Praxis
Critical Pedagogy in the Sociology Classroom
Toward a Critical Pedagogy in Sociology through the Use of Drama
Overcoming “Doom and Gloom”
Racial-Ethnic Identity in Mid-Adolescence
Teaching about Race and Ethnicity
Centering our Humanity
An Educational Psychology Success Story
Striving for Critical Reflection in Multicultural and Social Justice Teacher Education
| Citation velocity | historical |
|---|---|
| Highly cited | No |