Teaching Inequalities: Using Public Transportation and Visual Sociology to Make It Real

Autor/inn/en	Grauerholz, Liz; Settembrino, Marc
Titel	Teaching Inequalities: Using Public Transportation and Visual Sociology to Make It Real
Quelle	In: Teaching Sociology, 44 (2016) 3, S.200-211 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0092-055X
DOI	10.1177/0092055X16644658
Schlagwörter	Sociology; Bus Transportation; Qualitative Research; Statistical Analysis; Social Justice; Learning Activities; Visual Aids; Imagination; Experiential Learning; Social Stratification; Teaching Methods; Photography; Assignments; Student Surveys; Participant Satisfaction; Likert Scales; Place Based Education; College Students; Achievement Gains + Suchen Sie Ihr Suchwort? Soziologie; Qualitative Forschung; Statistische Analyse; Soziale Gerechtigkeit; Lernaktivität; Anschauungsmaterial; Experiental learning; Erfahrungsorientiertes Lernen; Soziale Zusammensetzung; Teaching method; Lehrmethode; Unterrichtsmethode; Fotografie; Assignment; Auftrag; Zuweisung; Schülerbefragung; Likert-Skala; Collegestudent; Achievement gain; Leistungssteigerung
Abstract	In this article, we describe an adaptation of Nichols, Berry, and Kalogrides's "Hop on the Bus" exercise. In addition to riding the bus, we incorporated a visual component similar to that developed by Whitley by having students conduct a sociological, photographic exercise after they disembarked. Qualitative and quantitative assessment data show that taken together, these exercises enhance students' awareness and sociological understanding of social inequalities, especially income inequalities. Specifically, the activities make abstract concepts real to students, make more obvious inequalities that often go unnoticed, help students better understand how structural barriers affect individuals' daily lives and contribute to broader social inequalities, and to some degree, dispel stereotypes of marginalized groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01