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This paper combines tools from policy sociology with those from Critical Race Theory (CRT) to build a framework for a CRT-based education policy analysis, based on a set of questions about the relationship between policy and racial inequalities. Drawing on a case study of assessment policy in England, the paper examines how tools from both bodies of scholarship can be used to interrogate the motivations, results, and assumptions implicit in policy. The policy used as an illustration is the introduction of Baseline Assessment, which was conducted in the first weeks of school at age four/five for the purposes of measuring progress seven years later. This policy failed to take into account the needs of bilingual learners (or children with English as an additional language in UK terminology). It is argued that this absence provides an example of how policy can serve to continue white dominance while appearing neutral and meritocratic.

Even though drawing, as a form of learning, has been confined to disciplines such as fine arts and graphics design, there is evidence that drawing can be an important heuristic device for teaching college students. However, the use of drawing as a pedagogy in teaching sociology is undeveloped. The article starts by discussing the theoretical framework for understanding drawing as a teaching technique, then it describes the drawing activity used in a sociology class to explore the topic of race and the observations I have made from the activity. The article then discusses an unexpected discovery and how to make sense of this unexpected finding. The paper concludes with a discussion of the pedagogical value of visualization in teaching social sciences.

The authors present the individual and collective results of a university-wide initiative to institutionalize a hybrid pedagogical approach--Creative Inquiry--across multiple academic disciplines. The program is intended to systematically combine inquiry-guided learning and creative thinking in order to further enhance the depth and breadth of pedagogical transformation. This transformation is explored using a series of case studies drawn from courses in nursing; science, technology, engineering, and mathematics (STEM); the social sciences; and the humanities, as well as institutional-level assessments. They then, in turn, draw upon these cases to consider effective strategies for designing, disseminating, and assessing organizational change.

This conceptual paper revisits a set of pivotal learning community notions filtered through sociological and community psychology perspectives to unravel representations of the community construct within learning contexts. A conceptual review of sociological and community psychology perspectives on the community construct is initially presented. These representations act as lens for a further integrative conceptual review of the community construct in pivotal learning community notions. This integrative conceptual review shows that although most learning communities share a basic set of community representations, some foundational differences are also observed. Our contribution aims to enhance readers' understanding of how "community" is represented in learning communities, which in turn can inform any design decisions and facilitation strategies by learning community researchers and practitioners.

Drawing from the framework of "populational reasoning," this paper explores the implicit and explicit discourses within recruitment calls for Black male teachers. "Populational reasoning" helps to construct meaning about how students learn and the socio-psychological attributes that inform school achievement. In this sense, we are interested in how wider discourses about Black male youth are tied to longstanding histories about the sociology of the Black family, which inform recruitment discussions about Black male teachers.

Purpose: This paper aims to show how the Green Campus Program has been implemented at the Faculty of Sociology of the University of A Coruña (Spain). It describes the criteria used to create teaching sustainability actions related to community engagement to introduce education for sustainable development into college curricula. Design/methodology/approach: Drawing on a human-centered design model approach, as well as on transformative teaching theories, this study explores the criteria used to build the Free Classroom based on a participatory model. Findings: The authors argue that the success of this activity depends on how it relates to the theme-based specialization of the different academic degrees through which they are managed. Equally important is the creation of permanent spaces that enable the collaboration of other organizations, such as non-governmental associations and local public administrations. Originality/value: The findings provide valuable insights into how the social dimension of sustainability in higher education institutions can be emphasized. A model of implementation of the activities is offered under which academic, political, student and community agents are coordinated to favor the change of attitudes and behaviors to strengthen SD.

The article deals with changes in the area of education, especially at the higher level, after the so-called neoliberal turn of the 1980s. In order to explore the transformation of the sphere of education, the Marxian concept of commodification was used, as well as the four-level approach to the mechanisms of social reproduction of inequalities of Göran Theborn. This allows the introduction of the concept of worthless education, which, in turn, takes into account the role of not only the phenomena of education in the contemporary capitalist society, but also -- similarly to the proposal of Max Weber -- phenomena that are conditioned by and important in terms of education. Thus outlined research area was confronted with the approach of critical pedagogy and welfare sociology, in order to articulate the social consequences of the process of spoiling education. The main aim of the article is, therefore, to critically analyse the changes in the area of education after the neoliberal turn, which through the concept of 'worthless education' allows to see the overt and covert consequences of the ongoing transformations on many levels of society (although attention and examples have been focused mainly on the issue of labour).

This article argues for a pedagogical approach to the sociology of sport and physical education that centers writing. Drawing on student reflections from my first year seminar in academic writing 'Social Inequality and Sports,' I demonstrate that students are more inclined to entertain the imperatives of critical pedagogies in the context of sport -- the development of critical consciousness and transformative praxis -- when they are empowered to take greater ownership over their own learning through intensive writing that is guided by principles of rhetorical listening. Writing assignments -- including reading responses, a literature review paper, and a work of original analysis of an empirical site or text of their own choosing -- that require students to listen to the academic literature on sport and social inequality challenge them to reevaluate their preconceived notions about sport, facilitating outcomes sought by critical pedagogies. Responses to an automatic writing prompt at the beginning and end of the semester reveal that this approach can yield a dramatic perspectival shift in students who enter the course with typical investments in normative understandings of sporting cultures, prompting them to leave it with a newfound openness to critique.

The complex nature of remote interpreting (RI) demands a multidisciplinary approach. The present article focuses on telephone interpreting (TI) in the light of the most relevant disciplines to suggest a coherent theoretical and methodologic framework. This approach will contribute to analysing TI components and mechanics, both for research purposes and for TI training. From the most general to the most fine-grained relevant paradigms, the authors will discuss the relevance of the following disciplines. The Ethnography of Communication will frame TI as a social activity. The sociology of Technologised Interaction will consider TI as the interaction between the social and the technical, where humans are constrained by the technical but also orient themselves towards the affordances offered by technology. In addition, Conversation Analysis will focus on talk as interaction. The role of Prosody and Phonetics in interpreter's positioning and agency and as a facilitator for a better coordination in turn-taking will also contribute to a more comprehensive approach to the study and training of TI. All these analytical paradigms need to be factored in when studying TI with a view to make RI trainees aware of the discursive mechanics -- both linguistic and paralinguistic- and of their potential to become effective technologised communicators.

This study focuses on the changed roles and symbolic identities of Myanmar teachers under the forces of marketisation and the privatisation of education. Private tutoring by school teachers is used as an example of what society perceives to be the incursion into education of market-oriented values that are incompatible with traditional morals. The theoretical framework draws on Durkheim's concept of the sacred and its interpretations in neo-Durkheimian scholarship, particularly cultural sociology. The main argument presented revolves around the idea that the marketisation of education is profaning the teaching profession. Based on qualitative data from a larger three-year study conducted in eight Yangon schools, combined with textbook and document analysis, the study highlights the patterns of exceptional respect traditionally afforded to Myanmar teachers. This is then contrasted with the consequences of the growing marketisation of educational values through tutoring. The study identifies tutoring as a force polluting into what society perceives to be a sacred profession. Although bringing much-needed economic benefits to teachers, in the eyes of society, it has corrupted the idea of teachers as sacred individuals. This analysis enables critical reflection on the privatisation of education and its consequences for the lives of teachers, which are still under-researched.

Building on existing critiques of contemporary arrangements in higher education, this paper focuses on the claim that the human capital model undermines the civic or public role of universities, restricts student engagement with learning and damages the capacity for critical thinking and empathy. Interviews with students studying either Business or Sociology at universities in Britain and Singapore reveal very different orientations to higher education, personal success and civic responsibility. Those studying Sociology emphasised the importance of developing empathy and critical thinking, and were more able to identify civic and non-economic benefits of their time at university, compared to those studying Business, who focussed on gaining individual competitive advantage and enhancing their job prospects. The paper concludes by considering the significance of these differences to argue that appealing more broadly to a fuller range of student motivations is necessary to counter wider trends of instrumentalism and individualism.

This article introduces a collection of papers comprising the special issue, "Competing interests: Parents, Schools and Nation States." Drawing on the seven papers in the collection, and situating them in recent developments in the sociological field, the article discusses globally shifting relations between families, schools and the state across a range of nations in the late twentieth and early twenty-first centuries (Australia, Germany, India, Norway, Singapore, Sweden, USA). The article proposes that the school is a crucial site for relations between family and state, and argues that a significant focus of the material and occupational investment of contemporary parents is the formal education of their children, re-shaping not only the relationship between parents and schools but also the nature of parenthood itself. In the contemporary context of global neoliberal education reform, parents are analysed both as local actors in schools and as subjects of national and international policy regimes.

Purpose: The purpose of this paper is to place the idea of the learning organization in a historical, multidisciplinary context with the aim of identifying obstacles and opportunities for its greater realization in practice. Design/methodology/approach: Marking the 30th anniversary of publication of Peter Senge's "The Fifth Discipline", the paper reflects on approaches to the study and analysis of organizations over the past century from German sociology, human relations, organization development, the learning organization to responses to the Covid-19 pandemic. Findings: It is suggested that distributed leadership is critical to the realization of organizational learning and its absence is a major inhibitor of such learning. Following Argyris, it is argued that high levels of skill (personal mastery) may, in some circumstances, provide a barrier to organizational learning in the face of contextual uncertainty and change. Research limitations/implications: While no specific areas of research are proposed, questions are raised which may only be answered in the wake of appropriate (interdisciplinary) research. Practical implications: The reflective nature of the paper suggests that significant reform is required in the legislation that encourages short-term thinking on the part of institutional investors to the detriment of strategic thinking and long-term planning. Social implications: The Covid-19 pandemic seems to have provided an opportunity to redress a perceived imbalance between traditional organizational thinking and opportunities demonstrated by effective community action, for reappraisal of organizations as communities of people as well as being formalized structures, systems and processes. Originality/value: This paper seeks to synthesize diverse theories of organization with the aim of stimulating further innovation in approaches to organizational learning.

This article explores the activity of canyoning in the natural territory of the Mercantour National Park (France). The investigation refers to the sociology of logics of action to understand the disparity of its development. The 85 canyons are explored according to their interest and their use. The interviews conducted with professionals and other actors in the mountain territories lead to the observation that despite a varied offer, made attractive by the presence of a natural park, only 16 canyons are regularly visited. This situation is the result of a controversy between the use that depends on the practitioners and the professionals who live there and the development of the canyons that depends on the political will of the local authorities.

While the human resource development (HRD) literature has made strides to incorporate critical race theory, critical Whiteness studies has not been substantively addressed. White experiences need to be incorporated into organizational learning literature in racialized ways. Unpacking the racialized experiences of Whites in organizational settings is important because it challenges the often-unstated assumption that White experiences are normal and neutral. The uncritical centering of Whiteness is part of what makes the marginalization of racialized others possible, and critical Whiteness studies research seeks to contribute to the decentering process. This article integrates literature exploring racialized White experiences from disciplines, including history, sociology, theology, and legal studies within an existing framework for HRD. This research will place special emphasis on aspects of critical Whiteness that relate to the workplace. The purpose of this article is to advance a theoretical framework that will enhance HRD's capacity for research and action pertaining to workplace racism.

Masking, the practice of hiding or distorting identifying information about people, places, and organizations, is usually considered a requisite feature of ethnographic research and writing. This is justified both as an ethical obligation to one's subjects and as a scientifically neutral position (as readers are enjoined to treat a case's idiosyncrasies as sociologically insignificant). We question both justifications, highlighting potential ethical dilemmas and obstacles to constructing cumulative social science that can arise through masking. Regarding ethics, we show, on the one hand, how masking may give subjects a false sense of security because it implies a promise of confidentiality that it often cannot guarantee and, on the other hand, how naming may sometimes be what subjects want and expect. Regarding scientific tradeoffs, we argue that masking can reify ethnographic authority, exaggerate the universality of the case (e.g., "Middletown"), and inhibit replicability (or "revisits") and sociological comparison. While some degree of masking is ethically and practically warranted in many cases and the value of disclosure varies across ethnographies, we conclude that masking should no longer be the default option that ethnographers unquestioningly choose.

Assessing course goals is often challenging; assessing an abstract goal, like empathy, can be especially so. For many instructors, empathy is central to sociological thinking. As such, fostering empathy in students is a common course goal. In this article, we report the initial findings of a semester-long assessment of empathy change in undergraduate students (N = 619). We employ a mixed-methods research design that utilizes qualitative instructor data to determine independent instructor-level variables and student surveys to measure student empathy change. We compare empathy change between students enrolled in introductory sociology classes to students not enrolled in sociology classes and test which student and instructor variables predict empathy change. We find that students taking sociology classes have positive empathy change compared to those who do not. We interpret these findings as evidence that study of sociology promotes empathy development and discuss implications for the classroom and further research.

We discuss findings from a survey of sociology students in Germany and consequences for teaching. We focus on the de facto formation of a sociological canon, the relation between theories and methods, and effects of social and political characteristics on student's scientific preferences. Our findings suggest that irrespective of an agreement of the sociological professionals on a common definition of a core, a de facto canon of theories and methods exists in teaching practices. Moreover, specific relations between sociological theories and methods occur in the data. Both should be recognized in the discussion about curricula design, especially concerning teaching research methods. Finally, we discovered effects of gender and political attitude on students' preferences for theories and methods. Such differences might be associated with different motivations for studying sociology and labor market orientation. This should be considered in curricula design as well, especially at the local level of departments.

Sociology has been slow in responding to the challenge of climate change. In this conversation, we advocate adding more climate change content to Introduction to Sociology courses. To support our arguments, we present data from a content analysis of the top 11 best-selling introductory textbooks in the United States, demonstrating that environmental concerns are usually relegated to the end of books, which provide little (and sometime errant) content. Climate change gets even less attention, and there has been little change to textbook content over time. To correct such deficiencies, we suggest instructors free climate change from its current position as "a subfield of a subfield" and interweave the issue with all content areas in the curriculum. Our conversation concludes by considering how climate change can be featured in the curriculum of introductory courses as well as in the pedagogies presented at the introductory level.

This article investigates the effects of teaching about metacognition in a sociological theory course. I created a series of teaching interventions to introduce students to the science of learning, including an interactive lecture on metacognition, a discussion that models metacognitive strategies, and activities for students to practice metacognition. This article describes those teaching interventions and assesses whether direct instruction led to greater use of metacognitive and cognitive strategies, confidence, and motivation to learn. Data were collected over seven semesters using a pretest-posttest approach. Comparison of means showed that students who received metacognitive instruction did not differ significantly from a control group on strategy use, confidence, or motivation. Regression analyses show that metacognitive instruction did lead to greater use of metacognitive strategies. While instruction in metacognition did not produce all desired effects, this research illustrates the value of incorporating the science of learning in sociology courses.

Data reproducibility is becoming increasingly important in the social sciences, but it has yet to be incorporated into many undergraduate sociology programs. This note describes a service-learning activity that can be added to an introductory statistics course. Students partner with a nonprofit and analyze quantitative data to answer questions selected by the agency. Reproducibility is the central mechanism of communication between the nonprofit, the students, and the course instructor. An assessment of the project suggests that students achieve an understanding of how to create reproducible data. They also come to see its value as a method of communication about data decisions.

Replicating published studies promotes active learning of quantitative research skills. Drawing on experiences from a replication course, we provide practical tips and reflections for teachers who consider incorporating replication in their courses. We discuss teaching practices and challenges we encountered at three stages of a replication course: student recruitment, course structure and proceedings, and learning outcomes. We highlight that by engaging in replication, students learn from established scholarly work in a collaborative and reflective manner. Students not only improve their quantitative literacy but also learn more generally about the scientific method and the production of research.

Previous scholarship has demonstrated the value of high-impact practices of community engagement, inquiry-based pedagogy, and collaborative learning for engagement and learning in sociology courses, especially undergraduate research methods and statistics. This article explores the changes made to an upper-division undergraduate course focused on applied research practices and community-level interventions. After teaching the course once as a lecture-based course with assignments that simulated real projects and receiving poor student evaluation scores, I revised the course by partnering with local nonprofit organizations that were in need of research assistance. I turned the major graded assignments into real-world research projects that would ultimately be presented to the local organization, thus making everything actually count--in the real world. The findings from surveys of students, course evaluations, and assessment of group projects suggest that students found this to improve their experience of the course and to increase their learning and engagement of the material and confidence in their ability to conduct applied research on their own.

Given the importance of books and book chapters as vehicles of knowledge in social sciences and humanities (SSH) disciplines, it has previously been thought that the application of citation metrics to the evaluation of these disciplines should also include, in addition to journal articles, citations from books and book chapters. The main argument supporting this claim is the belief that top cited authors in journal articles and in monographs form two distinct populations. In this article, we compare the rankings of the most cited authors in three SSH disciplines (sociology, philosophy, and history), obtained by counting citations in the journal articles covered in the Web of Science, and a large sample of books and book chapters covered in the book citation index. Contrary to what is often suggested, we show that adding book and book chapter citations to journal citations does not produce significantly different rankings than those obtained solely on the basis of citations in journal articles.

The purpose of this qualitative multiple case study is to describe and compare how researchers in the education, nursing, psychology, and sociology disciplines operationalize and conceptualize the quality of mixed methods research (MMR). An international sample of 44 MMR researchers representing these four disciplines were interviewed. The study findings point to (a) two perspectives from which the quality of MMR is understood, one contingent and flexible and the other universal and fixed; (b) a relationship between these two perspectives and the participants' discipline; and (c) a similar occurrence, both in terms of nature and frequency, of the MMR quality criteria most mentioned by the participants across disciplines. Implications of the findings for the field of MMR are discussed.

Scientific collaboration between Northern and Southern researchers and development programs for research capacity-building have received new attention of practitioners and scholars during the last decades. This essay review takes four recent publications on North-South research cooperation and development politics as a starting point to ask for possible links between macro-, meso-, and micro-levels of social analysis that has found renewed interest in the sociology of science literature. The approach has the advantage to heuristically systematize the anthropological, sociological and policy-driven approaches chosen by the editors and authors of the books under review. Moreover, the focus on links between the three levels adds to the conceptual interaction of sociology of science and the science policy fields to estimate the effects of science governance in international and especially in asymmetrical relations with different access to resources.

In Portugal, research productivity is nowadays essential for the positive assessment of academics, research units and study programmes. Academic inbreeding has been highlighted in the literature as one of the factors influencing research productivity. This paper tests the hypothesis that inbreeding is detrimental for research productivity, measured through the number of publications listed in Scopus. The study resorts to a database provided by the national Agency for Assessment and Accreditation of Higher Education (A3ES), which comprises all academics teaching in all Portuguese institutions in the academic year 2015/2016. The sample selected for the analysis contains all academics with a PhD in Sociology (N=289). The study uses a special regression model for the analysis: the negative binomial logit hurdle. This was necessary given the large amount of academics with no publications or citations in Scopus, which were the dependent variables to assess research performance. The analysis provides separate results for the probability of inbred academics of having no papers/citations, and for the probability of producing more papers/citations than the non-inbred. Findings suggest that academic inbreeding, defined at the institutional level, has no negative effect on research productivity, contrary to what was expected. However, when defined at the national level, academic inbreeding is detrimental for the recognition and the impact of research: academics with a foreign PhD are more likely to have citations compared to academics who obtained their PhD in Portugal. A tendency was also noted that inbreeding might be more detrimental to research productivity in faculties of Economics than in Social Sciences and Humanities.

Relevant in many academic contexts, recent scholarship in sociology has challenged departments to improve the public face of the discipline through introductory classes. However, this scholarship has not addressed how departments can improve the discipline's public face while maintaining student performance. It is one thing to create an engaging introductory class; it is another to create an engaging introductory class that ensures student learning. As previous literature has highlighted, one way to achieve the latter is to implement active learning strategies. In this article we examine the effects of Team-Based Learning (TBL), an active-learning strategy, on students' attitudes toward sociology (e.g. the public face of the discipline) as well as students' performances. Using a static-group comparison design, scores on final exams and an attitude survey were compared between two TBL classes and two classes that employed lecture-based learning (LBL) at a branch campus of a large mid-western university (n = 74). Results from t-tests of independent samples revealed that, as opposed to students in LBL classes, students in TBL classes have much more positive attitudes toward the discipline while demonstrating equivalent performances. Although our research has limitations, the findings indicate that instructors of introductory classes can employ active learning strategies to improve the public face of their discipline while ensuring student learning.

This article presents some of the findings of a three-year project researching the impact of changes made to teaching and learning in a first-year sociology paper for primary and early childhood education (ece) student teachers. The context of the research is an undergraduate Initial Teacher Education (ITE) programme situated in the School of Education in a New Zealand University. Through self-study, teacher educators sought to gain a deeper understanding of how changes made to the paper influenced their teaching and student learning. A collaborative teaching relationship was particularly important for the teacher educators to share concerns and present ideas for innovative practice in a safe space. The relationship, built over a period of three years, encouraged a mutual desire to create a teaching and learning environment that valued the student voice and was engaging for teacher educators and student teachers.

Announcements are considered as important source in provision of academic support to the students. Announcements assist students to get information about the university learning mechanisms, courses and other time management skills, which may help them to make their learning smooth and pleasant. In this context present study documents the perceived effectiveness of Weekly Announcements posted for Sociology students of Virtual University of Pakistan enrolled in semester Fall 2013. An online survey was conducted from the students of Sociology enrolled in semester Fall 2013. Total 399 students respond the questionnaire. For analysis purpose descriptive statistics were used. Preliminary results of the study indicate that students perceived weekly announcements favourable for their learning process. Specifically, the demos posted regarding LMS use for performing different activities in weekly announcements were considered as more auspicious element. Overall students were satisfied with the initiative of weekly announcements in Sociology courses and perceived this step helpful in their subjects' learning.

Thomas S. Henricks is the J. Earl Danieley Professor of Sociology and Distinguished University Professor at Elon University. Since receiving his doctorate in sociology at the University of Chicago, Henricks has investigated the sociology of sports from the fandom of modern American professional wrestling to the relationship between sports and social stratifi?cation in preindustrial England. Currently his interests include social theory, modernization and change, popular culture, race and ethnic relations, and, especially, the physiological, environmental, social, cultural, and psychological relationships that shape behavior and experience in sports and play. His "Play and the Human Condition" appeared in 2015. His other books include "Disputed Pleasures: Sport and Society in Preindustrial England"; "Play Reconsidered: Sociological Perspectives on Human Pleasure"; and "Selves, Societies, and Emotions: Understanding the Pathways of Experience". Henricks also writes a blog "The Pathways of Experience" for "Psychology Today", focusing on the nature of human play and other main avenues of human expression: work, ritual, and the civic spirit of celebration he calls "communitas". In this interview, Henricks discusses the study of play and notes how play gives both scholars and players a way of understanding human potential individually, in small social circles, and in larger communities.

The author defines play as something beyond culture and its quotidian practices, discussing play as an embodied, affective experience that cannot be fully conveyed using conventional language. She looks at notions of play in the political philosophy and cultural criticism of the late-modern thinkers of late-capitalist society and notes that, although they have studied play extensively and theorized about it as a psychological, sociological, and anthropological phenomenon, they do not think play transcends human activity and culture. This means, she argues, that political theory and play studies have lost a highly productive way of considering play. To rectify this loss, the author conducts a selective survey of play scholars, including Johan Huizinga, Thomas S. Henricks, and Mihai I. Spariosu, to help her make philosophical claims about play as a basic force, one which drives language to adapt to feelings, sensations, and experiences that language currently fails to represent adequately. She argues that a more extensive exploration of this idea might enable many popular theories of culture and politics to deal more honestly with resistance, social change, and revolution. In short, she argues for a theory of play as the force that allows us to imagine alternatives to current cultural verities. ?

Although social inequality is critical to the study of sociology, it is particularly challenging to teach about race, class and gender inequality to students who belong to privileged social groups. Simulation games are often used successfully to address this pedagogical challenge. While debriefing is a critical component of simulation exercises that focus on teaching about social inequality, empirical assessments of the significance and effectiveness of this tool is virtually nonexistent in sociology and other social sciences. This paper analyzes the significance of debriefing in a simulation game called "Cultural Capital in the Classroom" in order to address this lacunae in the pedagogy literature. The analyses reveal that the simulation contributed to students developing a greater degree of empathy for the working class and that the individual debriefing was a crucial step in developing students' critical thinking skills. Students gain even deeper insights during the collective debriefing session, which influenced them to question the validity of the ideology of meritocracy.

In training networks, particularly small and medium-sized enterprises pool their resources to train apprentices within the framework of the dual VET system, while an intermediary organisation is tasked with managing operations. Over the course of their apprenticeship, the apprentices switch from one training company to another on a (half-) yearly basis. Drawing on a case study of four training networks in Switzerland and the theoretical framework of the sociology of conventions, this paper aims to understand the reasons for the slow dissemination and reluctant adoption of this promising form of organising VET in Switzerland. The results of the study show that the system of moving from one company to another creates a variety of free-rider constellations in the distribution of the collectively generated corporative benefits. This explains why companies are reluctant to participate in this model. For the network to be sustainable, the intermediary organisation has to address discontent arising from free-rider problems while taking into account that the solutions found are always tentative and will often result in new free-rider problems. [See: Online Submission article, at ED562559.]

Two professors from two disciplines--education and sociology--analyzed the commonalities, differences, successes, and challenges of conducting cross-disciplinary Scholarship of Teaching and Learning (SoTL) research at the course level (micro-level). This case study of their collaboration resulted in a series of lessons learned which add to the literature base on the process of SoTL collaboration. The results of their professional collaboration at this level provide a validation for increased communication and alignment during the development and implementation of the projects developed to enhance teaching and learning in their respective courses. This erudition illuminates the potential of increased SoTL collaborations across disciplines at the micro-level.

This study examined test performance as a function of test format (proctored versus unproctored) and course type (traditional versus distance). The participants were 246 undergraduate students who completed introductory sociology courses during four semesters at a southeastern university. During each semester, the same instructor taught a traditional lecture section and a distance section of the course. Students in both course types took unproctored online tests in two semesters while students in both course types took proctored classroom paper-and-pencil tests in the other two semesters. Students scored significantly higher on the unproctored online tests than on the proctored classroom tests. There was no significant difference in test performance between students enrolled in distance courses and those enrolled in lecture courses. Additionally, no significant interaction was found between test format and course type. Implications of these results for the design and structure of online and hybrid courses are discussed.

This article examines the experiences of final year undergraduate sociology students enrolled in an internship course where they researched a local community project, mostly in small groups, for a client. A sociology lecturer supervised their projects. Course-related outcomes were assessed using conventional university procedures but a research process was used to evaluate the extent to which the cohort developed characteristics, or identities, of qualitative researchers. The research demonstrates that the students made many false starts but through processes of trial and error, and with effective support, they considered that they had increased their confidence and became capable of planning and carrying out research. For the students, this internship was not just another class. Their stories reflect on their abilities as researchers and adoption of attitudes towards appropriate research approaches, processes and outputs typical of professional qualitative researchers.

In training networks, particularly small and medium-sized enterprises pool their resources to train apprentices within the framework of the dual VET system, while an intermediary organisation is tasked with managing operations. Over the course of their apprenticeship, the apprentices switch from one training company to another on a (half-) yearly basis. Drawing on a case study of four training networks in Switzerland and the theoretical framework of the sociology of conventions, this paper aims to understand the reasons for the slow dissemination and reluctant adoption of this promising form of organising VET in Switzerland. The results of the study show that the system of moving from one company to another creates a variety of free-rider constellations in the distribution of the collectively generated corporative benefits. This explains why companies are reluctant to participate in this model. For the network to be sustainable, the intermediary organisation has to address discontent arising from free-rider problems while taking into account that the solutions found are always tentative and will often result in new free-rider problems.

One goal of service and community-based learning is to produce students who are more tightly engaged in the larger communities surrounding their institutions. Drawing on data from three courses, we argue that an asset-based approach plays a role in creating authentic campus-community partnerships that strive to engage students as members of the community from the outset and throughout their service learning courses. Asset-based activities help students come to understand the value of relationships amongst community members while also underscoring the value of their individual role in this group. As such, students are more prepared for future work within the community.

This paper considers the photographic act as an affective and affirmative encounter--a reflexive, embodied, and relational community engagement that may produce a rupture in our habitual modes of thinking. The author uses the Deleuzo-Guattarian concept of the nomadic weapon to consider how the camera may become an affective trigger for self-reflexivity, catalyzing the potential of nomadic thinking in a participatory frame. By transposing uses of photography as visual research method across cultural geography, visual anthropology, sociology, and arts-based educational research, the author discusses shifts in the function of photography from a practice emphasizing image production to an embodied and performative approach to community engagement. Using a photographic encounter with a local taco stand as an example, the piece considers the pedagogical potential of engaging with unfamiliar spaces as a participatory and reflexive photographic process.

A public service announcement is a form of public, free-space messaging in which an individual proposes an idea with the aim to influence the public's attitude toward an exciting potential (Slater 2006). In this article, the author describes implementing this method across a wide variety of undergraduate content disciplines, including psychology, physical education, sociology, and kinesiology. Four key steps to promote statistical investigation and research, creative development, and application of knowledge of the PSA project are presented so students can learn to connect theory to practice by selecting evidence-based strategies in their given topic area.

The present contribution to theory construction in music educational research focuses on the contemporary requirements for general music education. One starting point are the normative claims of a democratic liberal education as to find in the field of critical pedagogy and the sociology of education. Another point of departure is provided by cultural sociological and rather descriptive reflections. The latter takes concern on the increasing ephemeral sociocultural contexts in postmodern "network" societies. Leitmotiv questions are how to retain the democratic function of criticism in the fluxes of everyday digital music culture. Thus, a music cultural orientated concept of learning in general education is envisaged as one that takes into account both the postmodern (post-democratic) developments as well as the modern educational requirements in the frame of democratic principles. At least, the music computer and the social (cultural) network appear as an appropriated toolkit in a music cultural pedagogy. Moreover, these tools seem to provide convenient possibilities to initiate democratic and informal music learning processes that should be accompanied by continuous critical reflection. The article closes with an outlook on further needs and teaching praxis

This article presents a critical media literacy technique for teaching about the social construction of terrorism. In a post-9/11 context where the human rights of Arabs and Muslims in the United States and overseas are threatened by drone attacks, profiling, detentions, and hate crimes, educators must not shy away from this issue. I use visual media to engage students with three questions: (1) How do everyday Americans define "terrorism" and perceive "terrorists"? (2) Where do these images come from? (3) What are the consequences for domestic and foreign policy? Using students' own socialization as a starting point, I challenge them to consider how media representations can have real-life consequences.

Service-learning is a high-impact pedagogical strategy embraced by higher education institutions. Direct service based on a charity paradigm tends to be the norm, while little attention is paid to social change-oriented service. This article offers suggestions for incorporating social justice education into courses designed to promote social change through service-learning. The article delineates the characteristics of social justice education, discusses ways to incorporate social justice and service-learning components into appropriate courses, and provides a blueprint for constructing the syllabus.

Building on previous studies on action-oriented strategies for teaching race-related courses, we explore the general effectiveness of teaching about racial stereotypes and racial/ethnic identity construction in two undergraduate race and ethnicity courses. Given that race and the term "White" are culturally constructed and serve to maintain racial power in the U.S., this study focused on student conceptions of the categorization of whiteness. Specifically, we ask to what degree students' general perceptions of race, their confidence in identifying the percentage of Whites or non-Whites from a list of twenty-seven countries, can change after exercises in critical thinking and active learning. We found that students' generalized perceptions of people from other countries were in fact radically different after going through the lessons and projects. Students who received the materials were less confident in who was White or not and thus overwhelmingly answered that they were "not sure" when prompted to classify the racial/ethnic backgrounds of each of the twenty-seven different national groups.

The current study provided cross-cultural and cross-disciplinary analyses of the distribution of directives in discussion and conclusion sections of English and Persian research articles (RAs) in disciplines of physics, chemistry, counseling, and sociology, representing hard and soft sciences, respectively. To that aim, 80 RAs from both English and Persian journals between 2000 and 2012 were selected. The RAs were textually analyzed to determine the distribution of directives. Findings revealed a significant difference between Persian hard and soft science RAs in the employment of directives, with soft science writers employing directives more frequently in discussion and conclusion sections in comparison with hard science writers. However, no significant difference was found in the distribution of directives across discussion and conclusion sections of English soft and hard RAs. Moreover, findings did not show a significant difference across Persian and English RAs. Overall, results suggest that Persian and English academic writers tend to follow a similar generic and discursive trend in the employment of directives in their discussion and conclusion sections pointing to the universal nature of directives as persuasive strategies employed by academic writers in canonical branches of science. The findings of the present study might raise learners' awareness of the conventions and lexico-grammatical features of academic writing in Persian and/or English RAs.

This article provides an example of a social studies lesson from Turkish educational context in order to facilitate comparison with examples of social studies lessons from other parts of the world. This lesson was recorded in a 7th grade class at a middle school in one of the metropolitan neighborhoods in Istanbul. According to the current curriculum in Turkey, social studies education is an interdisciplinary field (TTKB, 2009b; 2009c). The subjects of social studies include history, geography, economics, sociology, anthropology, psychology, philosophy, political science, law, and civics (TTKB, 2009b; 2009c). Social studies courses are taught under two different titles in elementary and middle schools from the first through seventh grades in Turkey. In early grades (grades 1-3), the course is called Life Studies (see TTKB, 2009a) and, from grades four through seven, it is called Social Studies. nation. At the high school level (Grades 9-12), social studies subjects are taught as discipline based courses such as history, geography, sociology, psychology, and philosophy. Educational research studies in Turkey are dominated by surveys and questionnaires. Thus, generally school administrators and teachers limit educational research only to these kinds of surveys which they call "anket". "Anket" is originally a French word "enquête" and has been integrated into Turkish to mean "public poll" or "questionnaire". Therefore, this type of educational research which required a video recording of a class session was unconventional for the school administrators and teachers and they were not eager to participate in this research. The lesson was video recorded and transcribed verbatim. Then, the transcripts in Turkish were translated into English. Explanations were given in brackets when necessary. Transcription and translation process were not easy. Some issues came up especially with the translation as some words lose their meaning when translated to English. Two sessions covering the same topic were recorded. Nevertheless, for reasons of space, only the first session was prepared for this issue, with a summary of the second lesson provided.

The broad question that interests this article is how does one read and compare the negotiations public and private universities are making with the neo-liberal paradigm of knowledge production with reference to their social science curricula. Michael Apple's (1993, "Teachers College Records," 95(2), 222-241; 2001, "Currículo Sem Fronteiras," 1(1), i-xxvi) argument that curriculum is not a 'neutral assemblage of knowledge' but a crafted vision of 'legitimate knowledge' produced by hegemonic powers within society forms the theoretical foundation for this article. To understand the changes within a university's academic practice, this article analyses and compares the undergraduate and postgraduate sociology curricula of two public universities (Delhi University and Ambedkar University), an international university (South Asian University) and one private university (Shiv Nadar University), as well as engages with its practitioners to assess the everyday within these universities. The undergraduate and postgraduate sociology curricula across public and private universities indicate certain convergences in their academic approaches. The universities in question encouraged foreign university collaborations, reframed the course structure to strengthen the university-industry linkages and increased the employability of the students. Interdisciplinary and contemporary papers are offered through new modes of pedagogy. The mode of assessment also focus on writing research papers/dissertations and frequent visits to the field to develop an application-based approach to learning. The neoliberal paradigm of knowledge production affected the convergence of academic practices of public and private universities despite difference in governance structure. This convergence problematises the meaning of 'public' in a liberalised, privatised and globalised society.