TEACHING SOCIOLOGY IN THE 90'S: THE THREE FACES OF RELEVANCE

Abstract

Many academic departments in the social sciences today are being called upon to justify the utility of their courses and tangibly demonstrate their contributions to the general college curriculum. Because it has traditionally lacked a clearly defined career path, has no consensual, conceptual core, and has few easily quantifiable pedagogical outcomes, sociology is particularly susceptible to such scrutiny. In this paper I outline several strategies and techniques sociology instructors can use to maximize the relevance of their courses and, by extension, the discipline.

Citation

Newman, D. (1996), "TEACHING SOCIOLOGY IN THE 90'S: THE THREE FACES OF RELEVANCE", International Journal of Sociology and Social Policy, Vol. 16 No. 11, pp. 81-94. https://doi.org/10.1108/eb013281