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  Subjects -> SOCIOLOGY (Total: 553 journals)
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Teaching Sociology
Journal Prestige (SJR): 0.451
Citation Impact (citeScore): 1
Number of Followers: 10  
 
  Full-text available via subscription Subscription journal
ISSN (Print) 0092-055X - ISSN (Online) 1939-862X
Published by Sage Publications Homepage  [1176 journals]
  • Capturing Dis/Comfort and Navigating Transformation in the Gender Studies
           Classroom

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      Authors: Thamar Melanie Heijstra, Gyða Margrét Pétursdóttir
      Abstract: Teaching Sociology, Ahead of Print.
      Creating a positive classroom experience for students can be a challenge, especially when teaching a contested topic such as gender studies. Teaching and learning gender is teaching and learning against the grain, which can lead to feelings of comfort and discomfort among students. The objective is to capture different manifestations of dis/comfort and transformation within the classroom by presenting a case based on gender studies. The study builds on course evaluations collected between 2009 and 2019. The findings reveal three appearances of dis/comfort: inexplicit manifestations, explicit manifestations, and a transformation stage in which the experienced dis/comfort operates as a steppingstone leading to possible change through affective dissonance. We suggest that discomfort can be mitigated by openly discussing resistance and by giving students more autonomy over course assessment and lecture content but without watering down the curricula. Thus, it is possible to navigate transformation and reduce compliancy with the ruling regime.
      Citation: Teaching Sociology
      PubDate: 2023-01-17T07:01:02Z
      DOI: 10.1177/0092055X221149441
       
  • You Will Never Walk Alone: Ethnographic Training as Collective Endeavor

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      Authors: Águeda Ortega, Katherine Jensen, Javier Auyero
      Abstract: Teaching Sociology, Ahead of Print.
      Despite being intensely sociable, ethnographic research is also deeply isolating. Although fieldworkers may feel lonely, we contend that they are not (or should not be) alone. At the 10th anniversary of Urban Ethnography Lab at the University of Texas at Austin, we reflect on the ethnographic training cultivated there. We detail objectives, experiences, and lessons learned while also considering challenges for pedagogical projects of ethnographic collectivity—as well as techniques to address them. We contend that learning and teaching sociology through the ethnographic craft is not limited to the classroom but combines reading, writing, fieldwork, and dialogue with other ethnographers. These four dimensions are cultivated through various, simultaneous, classroom-based and research-development activities. We examine activities conducive to the creation of what we call, borrowing from Norbert Elias, an “ethnographer aperti.” Finally, we discuss the replicability of this model, suggesting how universities can expand pedagogical support by pursuing ethnography as more than work in isolation.
      Citation: Teaching Sociology
      PubDate: 2023-01-12T12:27:29Z
      DOI: 10.1177/0092055X221147848
       
  • A Sociological Lens on Linguistic Diversity: Implications for Writing
           Inclusive Multiple-Choice Assessments

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      Authors: Katherine Lyon, Nathan Roberson, Mark Lam, Daniel Riccardi, Jennifer Lightfoot, Simon Lolliot
      Abstract: Teaching Sociology, Ahead of Print.
      Multiple-choice questions (MCQs) are widely used in large introductory courses. Recent research focuses on MCQ reliability and validity and overlooks questions of accessibility. Yet, access to the norms of academic discourse embedded in MCQs differs between groups of first-year students. We theorize these norms as part of the institutionalized cultural symbols that reproduce social and cultural exclusion for linguistically diverse students. A sociological focus on linguistic diversity is necessary as the percentage of students who use English as an additional language (EAL), rather than English as a native language (ENL), has grown. Drawing on sociology as pedagogy, we problematize MCQs as a medium shaping linguistically diverse students’ ability to demonstrate disciplinary knowledge. Our multimethod research uses two-stage randomized exams and focus groups with EAL and ENL students to assess the effects of a modification in instructors’ MCQ writing practices in sociology and psychology courses. Findings show that students are more likely to answer a modified MCQ correctly, with greater improvement for EAL students.
      Citation: Teaching Sociology
      PubDate: 2022-11-08T01:25:46Z
      DOI: 10.1177/0092055X221134126
       
  • The Opportunity of Now: Adopting Open Educational Resources in the
           Sociology Classroom and Beyond

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      Authors: Robert D. Francis, Carleigh E. Hill, Jenise Overmier
      Abstract: Teaching Sociology, Ahead of Print.
      There is no better time than now for sociologists to adopt open educational resources (OER), and sociology as a discipline is well positioned to lead. Adopting OER takes seriously the well-documented financial challenges faced by many students, supports classroom and campus goals of equity and inclusion, and allows for increased instructor flexibility. However, OER are not without their difficulties and limitations. This conversation article suggests four ways for instructors to begin or advance their utilization of OER: Ask your librarian, start with an open textbook, join the existing OER conversation, and incorporate OER within one’s broader commitment to inclusive and empathetic pedagogy.
      Citation: Teaching Sociology
      PubDate: 2022-11-04T04:33:01Z
      DOI: 10.1177/0092055X221129638
       
  • Counting Tents: Pedagogical Reflections on Faculty–Student Collaboration
           in a Real-World Project on Homelessness

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      Authors: Karen A. Snedker, Andria Fredriks, Emily Nye
      Abstract: Teaching Sociology, Ahead of Print.
      This teaching note describes the design and implementation of an undergraduate research team project to conduct a tent census. Previous studies highlight the importance of real-world research as a part of sociology curriculum. Tents, as a visible sign of homelessness, represent one such contemporary social problem. Our undergraduate research team documented and geolocated tents in the city of Seattle between 2019 and 2020. This project integrated elements of active learning, collaborative learning, and problem-based learning. The strengths of our student research team were experiential learning, greater awareness and engagement in homelessness, and development of research and problem-solving skills. We offer some generalizable “lessons learned” from our assessment of the successes and challenges of a unique tent census project for student learning and engagement. This article concludes with the challenges of these kinds of real-world projects as well as recommendations for future faculty–student collaborations on important sociological issues.
      Citation: Teaching Sociology
      PubDate: 2022-11-02T12:27:21Z
      DOI: 10.1177/0092055X221134125
       
  • “You Make Your Own Luck”: Building Cultural and Social Capital in a
           Major-Based Career Course

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      Authors: Mary E. Virnoche
      Abstract: Teaching Sociology, Ahead of Print.
      This teaching note presents a required proseminar for sociology and criminology and justice studies majors. The American Sociological Association reported that about half of U.S. sociology program curriculum integrate career resources and about one-third offer a course. On a spring 2021 proseminar pilot self-assessment pretest, 18 students indicated it was important to them to get help on developing professional skills and materials. On that same pretest, most indicated that already developed materials would not support their professional needs for the next one to three years, and few were confident about soft skills related to networking, searching for jobs, or in translating major skills to job needs. Data based on proseminar assignment completion indicate students mitigated these shortfalls by engaging heavily in resume building, networking, and soft skills development. The author argues this work may mitigate first-generation inequities in both the type of jobs secured and related satisfaction.
      Citation: Teaching Sociology
      PubDate: 2022-10-13T05:52:25Z
      DOI: 10.1177/0092055X221129635
       
  • Going to Zion! Experiencing Environmental Sociology in an Iconic National
           Park

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      Authors: David Burley
      Abstract: Teaching Sociology, Ahead of Print.
      In this article, I examine the effects of an environmental sociology travel study program in Zion National Park (United States) on 11 students during the summers of 2018 and 2019. I outline the program, and then I use students’ reflections in their posttrip final papers to illustrate the effects of the program on their sense of environmental identity. While there was some variance in the growth of environmental identity, all students reported that they were profoundly affected by the program. For many, their environmental identity became salient. I also argue that we, as sociologists, need to grow our experiential environmental education so that many will become advocates for environmental change but also so that some will become the leaders we need to address the climate crisis and the environmental, social, and economic injustices that are deepening because of it.
      Citation: Teaching Sociology
      PubDate: 2022-09-29T08:12:28Z
      DOI: 10.1177/0092055X221125786
       
  • The Undergraduate RA: Benefits and Challenges for Sociology Faculty and
           Research Assistants

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      Authors: Molly M. King, Megan K. Imai
      Abstract: Teaching Sociology, Ahead of Print.
      The undergraduate research assistantship is key in the professionalization of future sociologists. Our study is the first in the social sciences to document benefits and challenges from both faculty and student perspectives. By interviewing 13 undergraduate research assistants (RAs) and 10 faculty in sociology departments at primarily undergraduate institutions, we outline the benefits and challenges of faculty-directed research with undergraduates. We find that students develop practical research, project management, and interpersonal skills while learning about career interests and developing relationships with mentors. RA challenges include repetitive tasks and time management. Faculty benefit from assistance with their work, the opportunity to mentor, and pedagogical feedback. Faculty challenges include communication, undergraduate turnover, and institutional barriers. Comparing these benefits and challenges with the goals and motives of both RAs and faculty, we suggest recommendations for departments and institutions interested in increasing undergraduate engagement in research.
      Citation: Teaching Sociology
      PubDate: 2022-09-24T12:58:12Z
      DOI: 10.1177/0092055X221125783
       
  • Teaching Civic Engagement through an Op-Ed Writing Assignment

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      Authors: Raj A. Ghoshal
      Abstract: Teaching Sociology, Ahead of Print.
      This teaching note presents an assignment in which students write an op-ed on a course-related issue and submit it to a newspaper. I argue that an op-ed assignment dovetails with pedagogical goals around democratic citizenship and public sociology. I explain the project’s objectives, instructions, and timeline. I present evidence from three courses showing that the assignment fostered understanding of op-eds’ form and function; deepened engagement with course-related issues; led many class members to apply their learning to a real-world civic setting; and generated high-quality work. I consider ways the project can be modified and used in other courses.
      Citation: Teaching Sociology
      PubDate: 2022-09-13T06:30:52Z
      DOI: 10.1177/0092055X221123336
       
  • Streaming Verstehen: Whither Feature Film in the Classroom'

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      Authors: Jordan Fox Besek, Anupriya Pandey
      Abstract: Teaching Sociology, Ahead of Print.
      Scholars have long praised the ways in which film can provide students with an opportunity for deep intellectual and emotional connections to classroom material. With contemporary technology, however, instructors are instead turning toward shorter audiovisual material that can be accessed with little preparation, take up less class time, and cater to an instructor’s needs. But what has been lost' Are film’s established advantages now irrelevant' Here we aim to begin a conversation about the continued use of film in the classroom. We do so through an analysis of surveys sent to students who have previously taken a class that used streaming services to assign over a dozen films as homework assignments over the course of the semester. Results show that films remain an immersive and reflexive complement to course readings and often continue to have an impact on students after the class has concluded. Nevertheless, instructor guidance remains essential.
      Citation: Teaching Sociology
      PubDate: 2022-09-13T06:29:52Z
      DOI: 10.1177/0092055X221123337
       
  • The Sociological Role of Empathy in the Classroom

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      Authors: Colleen E. Wynn, Elizabeth Ziff, Allison H. Snyder, Kamryn T. Schmidt, Lauryn L. Hill
      Abstract: Teaching Sociology, Ahead of Print.
      Teaching during a global pandemic has prompted many discussions about how faculty can best support students and create classrooms where deep learning and engagement occur. In this conversation, we argue there is a role for empathy in college classrooms. We present data from interviews with faculty at a small, Midwestern, teaching-focused university during the fall of 2020. We map these perspectives onto the empathy paths framework and suggest that the therapeutic and instrumental paths are most useful for understanding empathy in the classroom. We also discuss why it is important for faculty to think about empathy and the role sociology can play in these conversations. Finally, we present a series of empathetic practices individual faculty can incorporate into their pedagogy and structural supports that departments and universities can provide to help faculty engage in empathetic practices in the classroom.
      Citation: Teaching Sociology
      PubDate: 2022-09-10T06:43:50Z
      DOI: 10.1177/0092055X221123338
       
  • Leaving the Lectures Behind: Using Community-Engaged Learning in Research
           Methods Classes to Teach about Sustainability

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      Authors: Mehmet Soyer, Gina McCrackin, Sebahattin Ziyanak, Jennifer Givens, Vonda Jump, Jessica Schad
      Abstract: Teaching Sociology, Ahead of Print.
      This article explores the outcomes of using community-engaged learning in a sustainability-focused social sciences research course titled Methods of Social Research. The integrated components of the course were designed to teach students about the research process while addressing sustainability issues at Utah State University. Throughout the course, students learned how to collect, analyze, and interpret data; work in research teams; write a grant; and write and present a final research paper. Student sustainability surveys and the final course evaluation were used to analyze student learning outcomes. We found that students demonstrated increased confidence in collecting, analyzing, and interpreting data and an improved effectiveness and enjoyment in working in teams toward a final product. Students also exhibited their knowledge of small- and large-scale sustainability challenges as well as a decisiveness in answering questions related to sustainability. These outcomes resulted in heightened student self-efficacy and critical thinking skills when performing research and engaging with issues related to sustainability.
      Citation: Teaching Sociology
      PubDate: 2022-07-30T11:55:52Z
      DOI: 10.1177/0092055X221114688
       
  • Encouraging Productive Behavior in Student Teams with Interventions

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      Authors: Jacqueline M. Zalewski, Susan Brudvig
      Abstract: Teaching Sociology, Ahead of Print.
      Teamwork pedagogies are used for teaching and learning in sociology, addressing general education goals, and developing students’ professional skills. Nevertheless, problems arise in group work that negatively affect learning, engagement, treatment of others, and team satisfaction. An intervention was added to an Introduction to Sociology course with an established teamwork pedagogy to improve these outcomes. We compared the results of student surveys before and after the intervention, finding improvement in students’ satisfaction with teamwork and students’ perceptions of their teammates. There were large, statistically significant improvements in interactional fairness. Students’ perceptions of learning improved, although the gains were not statistically significant. We theorize that the intervention improved the psychological safety climate for students, resulting in attitudes and dispositions that benefited social interactions in their teams. Our study demonstrates that faculty can encourage productive behavior in student teams with carefully crafted interventions.
      Citation: Teaching Sociology
      PubDate: 2022-07-11T12:00:45Z
      DOI: 10.1177/0092055X221108105
       
  • The Sociological Imagination within Teaching Sociology: 1973–2020

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      Authors: Nathan Palmer
      First page: 1
      Abstract: Teaching Sociology, Ahead of Print.
      The sociological imagination is widely considered essential to sociology and sociological scholarship-of-teaching-and-learning research. Still, sociologists have struggled to agree on precisely what it is and how to measure its development effectively. A content analysis of every article published in Teaching Sociology was conducted examining where the sociological imagination appeared in the journal, where authors claimed to develop students’ sociological imagination, and the methodological sophistication of the evidence they provided to substantiate those claims. Analysis confirms the importance of the sociological imagination, appearing in a fourth of all published articles and nearly half of the articles published between 2010 and 2020. Just over a fourth of claims-making authors provided no evidence to validate their claims, and the frequency of making unsubstantiated claims persists even as the methodological rigor of the journal overall increased. Among the studies that provided evidence, however, the methodological sophistication appears to be increasing.
      Citation: Teaching Sociology
      PubDate: 2022-05-21T06:19:54Z
      DOI: 10.1177/0092055X221098452
       
  • Engaging Students Using an Arts-Based Pedagogy: Teaching and Learning
           Sociological Theory through Film, Art, and Music

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      Authors: Linda Hunter, Eleanor Frawley
      First page: 13
      Abstract: Teaching Sociology, Ahead of Print.
      In this study we explore how incorporating an arts-based pedagogical approach, specifically, the use of film, art, and music, into a second-year sociological theory course enhances students’ overall learning experiences. We report on data collected from a survey given to students enrolled in this course in 2020. Findings reveal that employing this arts-based pedagogy helps students to sustain an interest in the course material, understand the theoretical course material, engage in a higher level of thinking/analysis, feel more confident in their abilities to write about theories covered in the course, apply theory in the real world, contextualize historical content, and enhance their memory of theories and concepts. Findings are also compared with data collected from a similar survey conducted in 2009, revealing that the overall favorable responses to arts-based resources have remained consistent over time and that this pedagogy remains an enduring approach that contributes to positive student learning experiences.
      Citation: Teaching Sociology
      PubDate: 2022-05-13T08:03:46Z
      DOI: 10.1177/0092055X221096657
       
  • Behind the Scenes: Teaching the Sociology of Tourism Abroad

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      Authors: Lissette Aliaga-Linares, Troy Romero
      First page: 26
      Abstract: Teaching Sociology, Ahead of Print.
      International travel has long been considered a key pedagogical strategy for global learning. Yet very little is known about whether study-abroad experiences increase students’ awareness of the impact of tourism as a global phenomenon. In this study, we assessed students’ learning through a content analysis of their journals and final essays from a short-term study-abroad course that used key concepts from the sociology of tourism to explore the impact of tourism in a developing country. Findings demonstrate how thinking sociologically about travel and tourism enabled students to look “behind the scenes,” fostered critical-thinking skills, helped in their self-assessment of ethnocentrism, and promoted a sense of global responsibility. We also discuss areas that merit further pedagogical attention, particularly when students struggle to unlearn preconceived ideas about poverty and inequality or resort to overgeneralizations when thinking comparatively.
      Citation: Teaching Sociology
      PubDate: 2022-06-14T10:46:08Z
      DOI: 10.1177/0092055X221104835
       
  • Learning to See Like a Medical Sociologist: Comparing One- Versus
           Two-Semester Fieldwork-Based Courses

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      Authors: Nicole Lehpamer, Daniel Menchik
      First page: 41
      Abstract: Teaching Sociology, Ahead of Print.
      Using observations from a medical sociology course offered in two formats, we compare how undergraduate premedical students learned to see sociologically after (1) completing a one-semester course in which theory in medical sociology and fieldwork were taught concurrently or (2) completing a two-semester course in which theory in medical sociology and fieldwork were taught in successive semesters. We developed a taxonomy of stages to capture students’ learning and measured their progress using video simulations that alternatively depicted scenarios in a more familiar setting (an academic hospital) and a less familiar one (a foreign cultural exchange). Students learned how to see in different ways: In the one-semester course, students came to see like medical sociologists, and in the two-semester course, students also came to see like sociologists more broadly. Educators interested in teaching students to “see more” outside of the health care realm may benefit from choosing the two-semester course option.
      Citation: Teaching Sociology
      PubDate: 2022-06-17T11:23:58Z
      DOI: 10.1177/0092055X221104837
       
  • Impacts of Teaching Critical Race Theory and Applying Contact Theory
           Methods to Student’s Cross-Cultural Competency in Diversity Courses

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      Authors: Julie Putnam Hart, Austin C. Kocher
      First page: 57
      Abstract: Teaching Sociology, Ahead of Print.
      We examine the outcomes of three different teaching methods in courses where cultural competency is a course objective: (1) multiculturalism lecture only, (2) student research and reporting on other cultural groups plus multiculturalism lecture, and (3) cross-cultural conversation partners applying contact theory plus multiculturalism lecture. Lectures in courses 1 and 3 also include antiracist and critical race theories that directly challenge colorblind racism. The study measures both cultural competency and colorblind racism before and after courses over a semester on 181 students at a small midwestern university. Cross-cultural competency scores improved significantly in all three courses but were significantly higher in the course that included both content on critical race theory and contact theory methods. Colorblind racism fails to improve in courses without critical race theory. These findings have implications for improving cultural competency outcomes among undergraduates from a variety of majors.
      Citation: Teaching Sociology
      PubDate: 2022-06-15T10:52:43Z
      DOI: 10.1177/0092055X221104836
       
  • So You’ve Provincialized the Canon. Now What'

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      Authors: Caleb Scoville, Heather Mooney
      First page: 67
      Abstract: Teaching Sociology, Ahead of Print.
      Sociologists are engaging in a long-overdue reckoning about the place of the traditional canon in social theory courses and pedagogy. Instructors are revising their syllabi to include a more diverse set of authors while “provincializing” classics that have long been taught as universal. We confront the question of how to teach contested canonical works after an instructor has committed to this work. We argue that progressive reforms to theory syllabi can raise new problems associated with teaching “canonical” works and propose one way to address them with a flexible recipe designed to resolve tensions between pedagogical imperatives. An extended example from our experience teaching Durkheim’s The Elementary Forms of Religious Life is employed to illustrate our proposal. Our aim is to contribute to an ongoing disciplinary dialogue that will maintain theory’s central place in sociology’s identity while constantly asking what, and whom, it is for.
      Citation: Teaching Sociology
      PubDate: 2022-05-13T08:05:46Z
      DOI: 10.1177/0092055X221096658
       
  • Abolition as Praxis and Virtual Community-Based Learning

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      Authors: Theresa Rocha Beardall
      First page: 79
      Abstract: Teaching Sociology, Ahead of Print.
      The distressing events of 2020 challenged the United States to reimagine how our social institutions can and should respond to demands for racial justice. These demands impacted higher education and debates arose about whether the classroom is an appropriate place for teaching abolition. I address this debate by introducing a senior-level elective course, Policing in the American City, to explore how abolitionist pedagogy can guide our teaching, learning, and doing sociology alongside our students. I begin with a brief grounding in abolition and then introduce virtual community-based learning (VCBL) as an ideal medium to facilitate abolitionist pedagogy in the classroom. Next, I provide preliminary insights into the use of VCBL to illustrate how it helped students develop critical skills, mobilize their learning, and benefit community partners. Throughout, I call on instructors to consider how online education, service learning, and public sociology can align with abolitionist practices to create communities of care in our classrooms and empower students to engage abolition as praxis beyond their college years.
      Citation: Teaching Sociology
      PubDate: 2022-05-13T08:07:46Z
      DOI: 10.1177/0092055X221096663
       
  • Book Review: Animal, Vegetable, Junk: A History of Food from Sustainable
           to Suicidal

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      Authors: Deborah A. Harris
      First page: 92
      Abstract: Teaching Sociology, Ahead of Print.

      Citation: Teaching Sociology
      PubDate: 2022-11-30T10:43:24Z
      DOI: 10.1177/0092055X221141191
       
  • Book Review: Negotiating Opportunities: How Middle Class Secures
           Advantages in School

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      Authors: Sangyoub Park
      First page: 94
      Abstract: Teaching Sociology, Ahead of Print.

      Citation: Teaching Sociology
      PubDate: 2022-12-16T10:45:06Z
      DOI: 10.1177/0092055X221141183
       
  • Book Review: Cults and Extreme Belief

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      Authors: Yujia Lyu
      First page: 98
      Abstract: Teaching Sociology, Ahead of Print.

      Citation: Teaching Sociology
      PubDate: 2022-12-10T07:01:19Z
      DOI: 10.1177/0092055X221141185
       
  • Book Review: The Shape of Care

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      Authors: Maggie Ornstein
      First page: 101
      Abstract: Teaching Sociology, Ahead of Print.

      Citation: Teaching Sociology
      PubDate: 2022-12-16T10:45:31Z
      DOI: 10.1177/0092055X221141184
       
  • Book Review: Mosaic

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      Authors: Mikaila Mariel Lemonik Arthur
      First page: 104
      Abstract: Teaching Sociology, Ahead of Print.

      Citation: Teaching Sociology
      PubDate: 2022-12-03T09:25:07Z
      DOI: 10.1177/0092055X221141192
       
  • New Resources in TRAILS: The Teaching Resources and Innovations Library
           for Sociology

    • Free pre-print version: Loading...

      First page: 108
      Abstract: Teaching Sociology, Ahead of Print.

      Citation: Teaching Sociology
      PubDate: 2022-12-16T10:44:11Z
      DOI: 10.1177/0092055X221141182
       
 
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