Teaching Sociology - American Sociological Association

86 TEACHING SOCIOLOGY
courses should be more concerned with instructing
students in the potential of human
agency to change dysfunctional relations. Not
only must they understand why social problems
occur and how they are perpetuated
across time, but they must also understand
how people might successfully navigate micro-,
meso- and macro-level social arrangements.
Active-learning pedagogies of engagement,
whether they involve social engagement
in communities or classroom-based experiential
learning activities, are more likely
to teach the messages of sociology (Marullo
1998).
This objective clearly prioritizes the immersion
of students in communal processes and
environments beyond our campus walls. After
all, social theories are, at most, simplified
approximations of more complex social realities.
Our classroom discussions analyze how
the rich have gotten richer while the poor are
becoming poorer; the feminization of poverty;
academic achievement differences by
ethnicity; the underfunding of urban and rural
schools; the failure to provide a communitybased
network of care for those living with
mental illnesses following deinstitutionalization,
etc. Discussions of public issues such as
these become more meaningful when our
students can actually identify with them.
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