Exploring Social Movement Theories through an Interactive Exercise
Bibliographic Data
| ID | 11064211 |
|---|---|
| Authors | Jo Reger (0000-0002-0044-3018, corresponding author), Kimberly B Dugan (Eastern Connecticut State University), Kimberly Dugan |
| Year | 2001 |
| Volume | 29 |
| Issue | 3 |
| Pages | 332 |
| Publication date | 2001-07-01 |
| 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 | 10.2307/1319191 |
| OpenAlex | W2020632093 |
| Language | EN |
| Citations received | 5 |
| References cited | 7 |
engaging students (Lowney 1998). In addition, interactive learning is valuable in courses where students have little familiarity with the subject (Cornelius 1998). Frequently, students experience social movement courses as unfamiliar in subject or lacking relevance to their lives. For example, in an undergraduate social movements course Cornelius found that few of her students had any experience with social movement activism either personally or through family or friends (1998). However, pedagogical literature offers little in the way of interactive exercises to illustrate complex social movement theories or make the sub
Aesthetics · Epistemology · Movement (music · Pedagogy · Sociology · Engineering Education and Curriculum Development · Experimental Learning in Engineering · Higher Education Practises and Engagement · Psychology · Social Psychology
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,22 |
| Citation span | 2003 - 2017 (15) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 5 |