Teaching with Sociological Imagination in Higher and Further Education

1. Front Matter

   Pages i-xxxv

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2. Class Talk: Discussing Social Class with English Undergraduates and Sixth-Formers

   • Patrick Ainley, Maria Papapolydorou

   Pages 1-18

3. Inclusion in Education: ‘A Piggy Back Will Do?’

   • James Arkwright

   Pages 19-37

4. Learning Cultures, Reflexivity and Creative Subversion

   • David James

   Pages 39-53

5. Breaking the Silence: Critical Race Theory in Pedagogy and Practice

   • Mark Webb, Caroline Ukoumunne

   Pages 55-73

6. Sociology, Inequality and Teaching in Higher Education – A Need to Reorient Our Critical Gaze Closer to Home?

   • Tamsin Hinton-Smith

   Pages 75-90

7. Twitter as Part of an Online Learning Cultures Approach: Exploring a Lecturer’s and a Student-Teacher’s Perspectives

   • Ursula Edgington, Jade Wilton

   Pages 91-108

8. ‘I have Felt the Tears Welling Up’: Private Troubles and Public Discussions in the Sociological Classroom

   • Pam Lowe

   Pages 109-121

9. Pedagogy of Laughter: Using Humor to Make Teaching and Learning More Fun and Effective

   • Laura L. Ellingson

   Pages 123-134

10. Moving Lessons: Teaching Sociology Through Embodied Learning in the HE Classroom

    • Alex Channon, Christopher R. Matthews, Anastasiya Khomutova

    Pages 135-151

11. The Sociological Imagination and Feminist Auto/Biographical Approaches

    • Gayle Letherby

    Pages 153-169

12. Doing Public Sociology in the Classroom

    • Christopher R. Matthews

    Pages 171-182

13. Back Matter

    Pages 183-187

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This book uses research and personal stories from university lecturers to explore pedagogical strategies that illuminate how students’ minds can be ‘switched on’ in order to unlock their extraordinary potential. It presents diverse ways to create inspiring learning environments, in chapters written by internationally respected experts in the broad field of the social sciences. 

Each author illustrates how – through their unique teaching philosophies and practices – they seek to enhance students’ experiences and promote their critical thinking, learning and development. The respective chapters provide conceptual arguments, personal insights and practical examples from a broad range of classrooms, demonstrating various ways in which students’ sociological imagination can be brought to life. 

As such, the book is both practical and theoretical, and is primarily aimed at educators working in both higher and further education institutions who wish to develop their understanding of classroom pedagogy as well as gain practical ideas for teaching and learning in the social sciences.

• Sociology of Teaching
• Sociology of Learning
• Sociology of education
• Pedagogy and sociology
• Teaching in Higher Education
• Tertiary teaching
• University and College Teaching
• Virtual learning environments
• Embodied learning
• Assessment strategies
• Reflection in Higher Education
• Narratives of teaching
• learning and instruction

“Teaching with Sociological Imagination in Higher and Further Education is a valuable collection of topics from a variety of professional angles, all focused on how educators teach reflexivity and critical thinking, while practicing those same principles as educators. In doing so, Matthews, Edgington, and Channon have provided a strong and diverse contribution to the fields of sociology and education, as well as a demonstration of the value inherent in exploring, understanding, and practicing how these fields are interlinked.” (Matt Kubacki, Reflected Teaching, wabashcenter.wabash.edu, November 28, 2018)

• University of Brighton , Eastbourne, United Kingdom

  Christopher R. Matthews, Alex Channon

• Te Awamutu, New Zealand

  Ursula Edgington

Christopher R. Matthews is a senior lecturer and course leader at the University of Brighton, UK. He teaches on a variety of modules which explore introductions to the social sciences, research methods, gender, physical cultures, social theory, deviancy and globalisation. His research has primarily focused on understanding the conjunction between gender, sexuality and sport. More recently he has developed his theoretical contribution within a project examining the rearticulation of men’s power in the workplace.

Ursula Edgington is currently an international freelance teacher and researcher based in New Zealand. She had a fifteen-year career in various commercial-sector jobs in England before seizing an opportunity to pursue her passion for teaching. Ursula’s educational and research efforts are chiefly connected to issues of social justice. Her specialist areas are sociology of emotions, creative assessment strategies and enhancing student-centred learning. Ursula’s published academic work addresses topics ranging from aspects of emotional labour in teaching and learning, to the use of innovative research methodologies.

Alex Channon is a senior lecturer in physical education and sport studies at the University of Brighton, UK.  He has taught at a number of UK-based higher education institutions, and is a specialist in the social, historical and political aspects of physical education and sport.  Alex’s previous research has centred on the sociological study of martial arts and combat sports, as well as gender and sexuality issues in sport.

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