Introduction: On Being Sociological

Matthewman, Steve; West-Newman, Catherine Lane; Curtis, Bruce

doi:10.1007/978-0-230-22925-9_1

Cited by 4 publications

(3 citation statements)

References 2 publications

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“…This approach is also in line with several articles published in Teaching Sociology , which provide examples of the relevance of making connections between students’ individual life worlds and sociological thinking for students’ learning process (see e.g., Eisen 2012; Garoutte 2018; Kebede 2009; Noy 2014). Through reflecting about their own daily lives through a sociological lens, the exercise allowed students to get first-hand experience with the core of sociological thinking, namely, to consider how individual experiences shape and are shaped by larger contextual/structural forces (Garoutte 2018), or in other words, “the ability to see the connections between the individual and society” (Matthewman, Curtis, and Mayeda 2021:3). And most importantly, it clearly helped students to grasp the core elements of homogamy theory and to reproduce the theory in their own words several months after the course ended.…”

Section: An Inquiry-guided Learning Approachmentioning

confidence: 99%

A Matchmaking Exercise for Teaching Homogamy Theory to First-Year Sociology Students

Mol

2021

Teach Sociol

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This note discusses a class activity that was developed for first-year bachelor students in sociology to understand homogamy theory. Taught in a “classical” deductive way, this theory proved to be difficult to remember and describe on the examination. Starting from inductive learning, and more specifically, (structured) inquiry-guided learning, the aim of the exercise was to transcend passive learning, making students gradually discover the different components of the theory themselves, practicing their sociological imagination. Overall, students evaluated the exercise positively, and they performed much better on the examination.

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Section: An Inquiry-guided Learning Approachmentioning

confidence: 99%

A Matchmaking Exercise for Teaching Homogamy Theory to First-Year Sociology Students

Mol

2021

Teach Sociol

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“…These include major undergraduate texts on urban sociology (Thorns, 2002) and smaller texts concerned with particular theorists (Crothers, 1987) or theories (Crothers, 1996). A mainly NZ-written text edited by Matthewman et al (2007) is being marketed by Palgrave as a replacement to the very successful UK textbook series produced by Haralambos et al This text is organized around the usual topic areas in a sociology text, but with each chapter titled with an appropriate gerund (e.g. 'governing').…”

Section: Notesmentioning

confidence: 99%

New Zealand Sociology Textbooks

Crothers

2008

Current Sociology

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The historical sequence of core New Zealand sociology texts is presented through brief descriptions of their content and form, together with some comments on other sociology-related texts and New Zealand-produced sociology texts that have wider distributions. Texts are progressively larger and with a more extensive range of coverage and move from being compilations of previously published work to original material. As the pedagogic form and content of the texts thickens, there is a consequent tendency for the texts to be distanced from ongoing sociological research in New Zealand and there is less attention to the key features of New Zealand society as the framework for organizing the text.

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“…In terms of the Niger Delta, we adopt a broad understating of conflict that embraces the unequal distribution of resources and power, competition for money, power and status, and a situation in which societal values reflect the interests of a few rather than the interests of all (Mattewman et al, 2007, Vold et al, 2002, Buechler, 2000. In particular, resource endowed environments like the Niger Delta are arenas for contested entitlements, frustration and competition (Tilly, 2003, Collier and Hoeffler, 2004, Weinstein, 2009, in which protest or insurgencies emerge and have a significant impact upon eventual political outcomes (Ross, 2008).…”

mentioning

confidence: 99%