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   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0160-5976
   Published by Sage Publications Homepage  [814 journals]
  • Teaching Humanist Sociology
    • Authors: Dolgon, C; Harvey, D. C, Pennell, J.
      Pages: 131 - 134
      PubDate: 2015-04-06T04:28:37-07:00
      DOI: 10.1177/0160597615573990
      Issue No: Vol. 39, No. 2 (2015)
  • "Maybe This Is Because of Society?": Disrupting and Engaging
           Discourses of Race in the Context of a Service-learning Project
    • Authors: Veloria C. N.
      Pages: 135 - 155
      Abstract: The popularity of service-learning courses has dramatically increased in colleges and universities across the country. As these projects often require engagement with diverse communities of color, scholars of color in particular are faced with tension that requires a pedagogical balancing act of focusing on academic content while simultaneously attending to sensemaking of experiences. As sensemaking can be in part dialogic, this scholarship focuses on the critical readings of student journal entries and sensemaking of class dialogue at the end of the semester. I interrogate students’ discursive practices and textual representations by drawing on socio cultural theory and critical race theory in an attempt to learn how to critically structure future service-learning courses. Interpretations highlight that students’ discursive practices often omit views of how economic, political, and social structures impact individuals and communities. Unexamined discourses, varying ways of knowing, and positionality stances warrant disruption and engagement for the sake of civic participation in a democratic, justice-oriented, and culturally responsive manner.
      PubDate: 2015-04-06T04:28:37-07:00
      DOI: 10.1177/0160597615574741
      Issue No: Vol. 39, No. 2 (2015)
  • Wonderful When It Works ...: A Case Study of Electronically Mediated Guest
    • Authors: Pennell, G. E; Thakore, B. K, West, R. J.
      Pages: 156 - 169
      Abstract: Ubiquitous technology theoretically allows for the creation of a global classroom with students engaging scholars, activists, and other professionals from around the world. Technical and pedagogical issues, however, can result in less-than-effective presentations that in turn result in negative learning outcomes. Using a case study approach, we discuss the key considerations, common pitfalls, and outcomes of using Skype to facilitate a guest lecture with three presenters in three different locations.
      PubDate: 2015-04-06T04:28:37-07:00
      DOI: 10.1177/0160597615573989
      Issue No: Vol. 39, No. 2 (2015)
  • The Rocha Nicaragua Project: Using Research to Build Relationships in
           International Service Learning
    • Authors: Haubert, J; Williams, G.
      Pages: 170 - 188
      Abstract: When class, language, and cultural differences abound between community residents and universities, it is particularly important for service-learning coordinators to take a step back from "helping" and work toward "understanding" through community-based research. Through an in-depth discussion of the evolution of this project and our successes and failures doing service learning for the past six years in rural Nicaragua, we argue that research is an essential component of any international service–learning partnership not only for much needed assessment purposes but also for its relationship building potential both inside and outside of the host community.
      PubDate: 2015-04-06T04:28:37-07:00
      DOI: 10.1177/0160597615570941
      Issue No: Vol. 39, No. 2 (2015)
  • Commit Sociology: Learn to Be a Critical Thinker
    • Authors: Machum, S; Clow, M.
      Pages: 189 - 212
      Abstract: This article elaborates how C. Wright Mills’ "sociological imagination" invites us to "commit sociology." We argue critical thinking is the foundation of a liberal arts education, and its purpose is to have students recognize that the social world is constantly being constructed and reconstructed—how exactly depends upon the power dynamics embedded in the social, economic, and political institutions of any given time and place. Yet it is very challenging to achieve an awareness of the larger social processes in which our everyday actions are embedded or to recognize the role our everyday practices have in the maintenance or erosion of existing social injustices and inequalities. Moreover, political leaders feel threatened when their agendas, policies, and actions are questioned by the masses. Committing sociology—ipso facto being a successful liberal arts graduate engaged in public debates—threatens political leaders because it calls them to account for their ideologies and the impacts of their policies: a "crime" indeed.
      PubDate: 2015-04-06T04:28:37-07:00
      DOI: 10.1177/0160597615574551
      Issue No: Vol. 39, No. 2 (2015)
  • Don't Just Read Books, Write Them! Four Lessons Learned from a Multiyear
           Student-authored Book Project in Social Theory
    • Authors: Jones E.
      Pages: 213 - 223
      Abstract: This article documents the process of having students research, create, edit, and self-publish a book of social theorist profiles (arranged alphabetically from Adorno to Weber) for a required theory course I teach in the department of sociology. An ongoing project, it currently spans over three semesters worth of theory students with each class building on the work of the last. It is both a guide to implementing a similar project in any course (though particularly relevant to those specifically looking to engage students in their sociological theory course) and an analysis of the lessons I have learned along the way that may help others overcome a number of the inherent challenges. Although others are certainly implementing projects like this in their own college classrooms, the materials available in peer-reviewed journals are almost nonexistent. I assert that public sociologists, in particular, should consider taking on these kinds of projects as they both benefit larger communities and allow us to reconsider the long-term results of our teaching efforts.
      PubDate: 2015-04-06T04:28:37-07:00
      DOI: 10.1177/0160597615572849
      Issue No: Vol. 39, No. 2 (2015)
  • Step Your Game Up: Teaching Sociology Through the Art of the Hip-hop Rap
    • Authors: Sawyer D. C.
      Pages: 224 - 235
      Abstract: Sociology has many theoretical concepts educators attempt to get undergraduate students to grasp. As technology, popular culture, and our students evolve, educators must create new and innovative approaches to reach our students and keep them interested in the subject matter. This article describes an innovative exercise used to get students to actively participate in sociological explication, critique, and debate. In a Sociology of Hip-Hop course, the author uses the format of the Hip-Hop Rap Battle to engage students in sociological competition.
      PubDate: 2015-04-06T04:28:37-07:00
      DOI: 10.1177/0160597615574552
      Issue No: Vol. 39, No. 2 (2015)
  • Globalizing the Classroom: Innovative Approach to National and
           International Learning
    • Authors: Bell, P; Coates, R, Colombo, E, Dolgon, C, Hernandez, S, Margulis, M. E, Nyamathi, A, Pavlish, C, Romo, H.
      Pages: 236 - 253
      Abstract: This essay examines an innovative approach to teaching across international and cultural boundaries and evaluates the experience in a course on Globalization, Social Justice, and Human Rights, co-taught collaboratively by faculty from different campuses and countries since 2011. This course was created to address unmet needs in the traditional higher educational systems. These include, but are not limited to, lack of cross-cultural and interdisciplinary collaboration among students, faculty, and institutions. Although economies, polities, environments, and human societies are experiencing great connections across the globe, educational systems continue to be modeled on nineteenth century assumptions and structures. In this course, faculty teach at their respective universities but use an online platform to allow for cross-campus communication. In addition to the classroom rooted in a physical place, a major component of student work is to interact online with students on other campuses, including undertaking collaborative group work across borders. A shared core syllabus can be modified by institution to satisfy local needs. In this essay, we examine the following: the history and logistics of this course; the facilitators and barriers in its implementation, including the use of technology; the role of language and communication; and the mechanisms necessary for faculty to adopt such a collaborative, global effort to local curricular guidelines. We also address the benefits of the course for students, including exposure to global diversity (culture, worldviews, and pedagogy); developing teamwork skills such as leadership and flexibility; accepting and accommodating diverse educational needs/approaches; and promoting interdisciplinary communication and collaboration. Finally, we assess the challenges for faculty in designing and managing a course across different time zones and academic calendars, facilitating transnational group service learning projects, and the greater time demands required to coordinate and monitor students’ online interactions. Our objective is to help improve and encourage innovative approaches to teaching globalization, social justice, and human rights.
      PubDate: 2015-04-06T04:28:37-07:00
      DOI: 10.1177/0160597615574742
      Issue No: Vol. 39, No. 2 (2015)
  • Book Review: On the Importance of Books, Reviews, and Humanist Sociology
    • Authors: Hughey M. W.
      Pages: 254 - 260
      PubDate: 2015-04-06T04:28:37-07:00
      DOI: 10.1177/0160597614568614
      Issue No: Vol. 39, No. 2 (2015)
  • Frank Lindenfeld Outstanding Student Paper Award
    • Pages: 261 - 261
      PubDate: 2015-04-06T04:28:37-07:00
      DOI: 10.1177/0160597615581270
      Issue No: Vol. 39, No. 2 (2015)
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