CFP for Teaching Sociology - Teaching and Learning a Humanistic Sociology

Amy Traver's picture
Type: 
Call for Papers
Date: 
July 1, 2022
Location: 
New York, United States
Subject Fields: 
Humanities, Social Sciences, Sociology

Teaching Sociology invites submissions for a special issue focused on teaching and learning a humanistic sociology. This issue will address our unique synthesis of scientific and humanistic perspectives via the following questions: In recognition of sociology’s disciplinary breadth, how do we expose students to our versatile and diverse means of inquiry? In what ways do we showcase the discipline’s humanistic questions, qualitative methods, and interpretive concerns? When and how do we engage the materials, procedures, and practices of the humanities in our sociology classrooms and coursework? By what means do we invite collaboration and create opportunities for students’ interdisciplinarity while upholding the rigor of the sociological perspective? More specifically, we invite manuscripts that address:

  1. Institutional and contextual challenges, problems, incentives, and opportunities that sociologists face in teaching a humanistic sociology (i.e., the pressure to over-identify with a STEM approach; problems associated with the traditional division of humanities and STEM funding sources and departments; challenges related to graduate training and mentoring relationships; the presence or absence of incentives and opportunities for intra- and interdisciplinary partnership; etc.)
  2. Methodological questions, concerns, and conditions faced by sociologists teaching a humanistic sociology (i.e., questions regarding the incorporation of reflexivity/subjectivity and self-awareness/development into sociology; concerns related to the integration of sociology’s positivism and the iterative methods of the humanities; conditions that mediate access to or mandate incorporation of specific types of course content in sociology; etc.)
  3. Pedagogical approaches to teaching a humanistic sociology (i.e., approaches that integrate the practical and critical concerns of the humanities; courses that rely on collaborative methodologies and/or teaching practices; activities that help students process and create individual and social meaning(s); assignments that address social values and the {enhancement of the} human condition; materials that emphasize unique and collective concerns; research-based projects that encourage imaginative thinking, mixed methods, diverse “data” sources, and the humanistic presentation or visualization of findings; experiences in online, flipped-classroom, hybrid, and face-to-face modalities and/or with the tools and technologies of the digital humanities; etc.)
  4. Practices for assessing and promoting the impacts and effectiveness of teaching and learning a humanistic sociology (i.e., grounding the design, implementation, and evaluation of assessment data in students’ voices and development; engaging in comparative research on teaching and learning at the intersection of scientific and humanistic sociology; publishing relevant manuscripts and research articles; disseminating sociological knowledge humanistically, to larger publics; etc.)
  5. Reviews of materials that can be used to teach a humanistic sociology (i.e., books, films, digital archives, podcasts, open-access datasets, museum or gallery exhibits, works of art, poetry, etc.)

While all submissions are welcome, we encourage those that address teaching and learning a humanistic sociology with first-generation and new-majority students, diverse learners, and adult or returning students, and those that unfold in often-ignored contexts like pre-college or dual-enrollment programs, community colleges, tribal colleges and universities, HSIs, HBCUs, graduate programs, and institutions of higher education located in the territories of or outside the United States.

All submissions for and questions about this special issue should be sent to the guest editors. Initial submissions are due by July 1, 2022; selected submissions will undergo peer review.

Contact Info: 

Amy E. Traver, Professor of Sociology, Queensborough Community College of the City University of New York, ATraver@qcc.cuny.edu
Hwaji Shin, Associate Professor of Sociology, University of San Francisco, hshin2@usfca.edu
Malgorzata Bakalarz Duverger, head of the Libraries and Archives and Academic Collaborations Manager at the Zacheta National Gallery in Warsaw, Poland, bakam123@newschool.edu

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