Building the Sociological Imagination, Deconstructing False Consciousness and Reducing "Othering"

Abstract

Understanding the sociological perspective and developing a sociological imagination are cornerstones of a successful introductory course in Sociology. In addition to reading and reviewing classic writings by Mills, Berger and others, it is pedagogically productive to engage students in active learning through applying sociology to contemporary topics....

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Details

Subject Area(s):

Introduction to Sociology/Social Problems

Resource Type(s):

Class Activity

Class Level(s):

College 100

Class Size(s):

Small

Usage Notes

One or both of the issues (or other issues) may be used for the activity, depending on the class size. Five groups are needed for each example and groups of 4-6 are ideal. As such, the exercises can be used in classes ranging from 20 to 50. The activity takes 45-60 minutes. It is best to do it in one class period, but it can easily be divided into two...

Learning Goals and Assessments

Learning Goal(s):

1. 1) Students apply the sociological imagination – understanding how specific social forces (public issues) affect individual lives and experiences (personal troubles) to the examples used in the activity.
2. 2) Students identify instances of blaming the victim using the issues from the activity and understand how this leads to "othering".
3. 3) Students identify incomplete/inaccurate explanations of issues (bullying) and false consciousness (unemployed working-class males), understand how these ignore structural causes leading to ineffective solutions/policies.

Goal Assessment(s):

1. 1) In class discussion, in a response paper or exam essay, students will identify multiple sociological explanations for credit card debt, opioid addiction, transgender youth bullying and working- class male unemployment...
2. 2) In class discussion, in a response paper or exam essay, students will correctly identify popular victim-blaming explanations of the issues used in the activity and discuss how this "others" those who are blamed leading to more mistreatment.
3. 3) In class discussion, in a response paper or exam essay, students will deconstruct individual-level analyses of bullying and unemployment, explain how they are inaccurate and represent false consciousness, and how some solutions/policies are misguided.