Bringing the Sociological Perspective into the Interdisciplinary Classroom through Literature

Hendershott, Anne; Wright, Sheila P.

doi:10.2307/1319081

Cited by 23 publications

(18 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There is a wealth of research on the use of literature in the classroom (Adams 1990;Cosbey 1997;Coser 1963;Hall 1979;Hegtvedt 1991;Hendershott and Wright 1993;Hill 1987;Jenkins 1994;Jones 1975;Laurenson and Swingewood 1972;Lewis 2004;Moran 1999;Porterfield 1957;Sullivan 1982). Historically, two distinct pedagogical approaches have been used to adopt literature into the sociological curriculum (Coser 1963).…”

Section: Cultivating a Sociological Perspective Using Nonfiction Popmentioning

confidence: 99%

Cultivating A Sociological Perspective Using Nontraditional Texts

2008

View full text Add to dashboard Cite

In this paper, we argue that novels, mysteries and nonfiction books can provide undergraduate students with an accessible and exciting place to explore sociological concepts. Using storytelling as a pedagogical tool, we teach students key theoretical ideas by analyzing the books in their specific sociocultural contexts. First, we put forward three different strategies for using nontraditional readings in the classroom. We then present standardized assessment data to measure how well these strategies helped to meet our student learning goals: increasing engagement, enhancing conceptual understanding and improving analytic ability. We also discuss what we consider to be the pedagogical costs and benefits of using these approaches in the classroom.

show abstract

Section: Cultivating a Sociological Perspective Using Nonfiction Popmentioning

confidence: 99%

Cultivating A Sociological Perspective Using Nontraditional Texts

2008

View full text Add to dashboard Cite

show abstract

“…But, again, it is more common to find sociologists using fiction for theoretical purposes. In the sociology classroom, it is not uncommon to assign fictional literature as a way to illustrate and apply sociological concepts (Clowers and Mori 1977;Cosbey 1997;Hendershott and Wright 1993;Laz 1996;Moran 1999;Sullivan 1982). Many scholars examining the value of literary fiction in sociology focus on science fiction in particular since both science fiction and sociology probe problems of the social world and visions of a better future (Gerlach and Hamilton 2003;Laz 1996).…”

Section: Fiction Storiesmentioning

confidence: 99%

“…Finally, fiction can confirm sociological evidence of inequality and introduce a broader diversity of life experience to the classroom, thereby allowing "students to transcend the limits of their particular biographical situation" (Moran 1999:112). In general, reading literature in the sociology classroom has been shown to enhance student learning (Cosbey 1997;Hendershott and Wright 1993;Laz 1996;Sullivan 1982).…”

Section: Fiction Storiesmentioning

confidence: 99%

Sociology Students as Storytellers: What Narrative Sociology and C. Wright Mills Can Teach Us about Writing in the Discipline

Mannon

Camfield

2019

Teach Sociol

View full text Add to dashboard Cite

The Writing in the Disciplines approach encourages writing instruction in specific majors so that students learn the writing conventions of their discipline. As writing instructors, however, the role of the sociologist is problematic. Not only has standard sociological writing been jargon laden, it has privileged a clinical style of writing. Thus, we ask whether learning sociology also means learning how to write poorly or at least narrowly. Drawing from narrative sociology, we suggest that mainstream sociological writing should be viewed as a writing genre—one of many genres that students, and sociologists themselves, can choose from. Framing sociologists as both truth tellers and storytellers, we invite sociology instructors to consider at least three alternative genres for assignment in the classroom: life stories, fiction stories, and visual stories. Finally, we offer C. Wright Mills as a model for how to think like a sociologist while still writing well.

show abstract

“…This pedagogical approach is appropriate, where literature likewise illustrates theories and constructs within other disciplines (Clowers & Mori, 1977;Coser, 1972;Hall, 2000;Hendershott & Wright, 1993;Sullivan, 1982).…”

Section: Specific Exercises "Kate Quinton's Days" Undergraduate Classmentioning

confidence: 99%

Kate’s Journey: Introducing Students to the Human Side of Aging Services and Supports

Brown

Niles-Yokum

2016

Gerontology & Geriatrics Education

View full text Add to dashboard Cite

Although using novels to teach aging is not a new concept, teaching the human side of long-term services and supports from the perspective of the care recipient via novels has not been thoroughly explored. Literature often reflects societal norms and issues; thus, the use of a novel in the classroom allows for critical reflection and analysis of self and other, particularly when engaging students in aging concepts and experiences of growing old. This article describes the employment of Kate Quinton's Days (1984), a novel that brings into focus the important, and often forgotten, human side of aging services and supports. Additionally, the novel focuses on administrative and medical bureaucracy within the context of home health, and family dynamics that come into play with issues of aging and long-term care. Students may have had limited exposure to various aspects of aging and care that play out in the novel, and bringing the character Kate and her life story into the classroom allows for discussions that would not otherwise be as meaningful or instructive. The authors found that students related in important ways to Kate and went beyond the "system" to consider the lived experience of care and support as we age.

show abstract

Bringing the Sociological Perspective into the Interdisciplinary Classroom through Literature

Cited by 23 publications

References 5 publications

Cultivating A Sociological Perspective Using Nontraditional Texts

Cultivating A Sociological Perspective Using Nontraditional Texts

Sociology Students as Storytellers: What Narrative Sociology and C. Wright Mills Can Teach Us about Writing in the Discipline

Kate’s Journey: Introducing Students to the Human Side of Aging Services and Supports

Contact Info

Product

Resources

About