Practice-Based Education in Sociology: What, Why and How?
Aura Lehtonen et al.
Abstract
This article examines the characteristics of traditionally academic vis-a-vis practice-based pedagogies in sociology; questions the former’s widely assumed superiority and the UK’s current state of pedagogical exceptionalism; and considers arguments and challenges associated with a more substantially practice-based approach. It combines pedagogic, sociological and other literatures, and includes a scoping review of practice-based provision in UK undergraduate sociology, along with a case study based on focus groups at one ‘post-1992’ university. Our analysis suggests that traditionally academic teaching and learning may inadequately prepare many students for their future civic and working lives; and that greater pedagogic plurality could enhance graduate outcomes without loss of criticality. Indeed, we conclude by articulating a ‘critical practice-based’ pedagogic model, and by considering its implications for both sociology students and the wider discipline – elaborating these in relation to social class and Burawoy’s conception of ‘public sociology’.
Evidence weight
Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40
| F · citation impact | 0.50 × 0.4 = 0.20 |
| M · momentum | 0.50 × 0.15 = 0.07 |
| V · venue signal | 0.50 × 0.05 = 0.03 |
| R · text relevance † | 0.50 × 0.4 = 0.20 |
† Text relevance is estimated at 0.50 on the detail page — for your query’s actual relevance score, open this paper from a search result.