Sociology Textbooks Research Articles

Bridge building, medical sociology and beyond: an interview with Graham Scambler

ABSTRACT In this wide-ranging interview Graham Scambler provides an overview of his long academic career. He discusses how he became a medical sociologist, his early work on epilepsy and stigma, his part in the development of sociology textbooks for medical students, the diversity of his work and his many collaborations, his ‘theoretical turn’, his longstanding interest in critical realism and his attitude to ‘bridge building’ between philosophy and empirical work.

Unsettling Sociology Curriculum: Indigenous Content in Introductory Sociology Textbooks

Teaching introductory sociology is one of the primary means by which sociologists mobilize knowledge. Ongoing critical reflection on the content of sociology textbooks is therefore an important disciplinary enterprise. The current critical moment in which many nations, institutions, and publics face a reckoning with their historic and current relationships with Indigenous peoples presents sociologists with the opportunity to examine how Indigenous peoples, histories, and perspectives are to be found in these pedagogical materials. Drawing on Critical Indigenous scholarship that “disrupts the certainty of disciplinary knowledges[’]” concept of “connected sociologies,” we examine the state of inclusion of Indigenous content in introductory sociology curriculum. To achieve this, we conducted a content analysis of 10 of the top-selling English-language Canadian introductory sociology textbooks, and we drew directly from interviews with Indigenous scholars. By introducing the literature on solidarity and allyship in the final section, we conclude with teaching and learning actions to incorporate in sociology courses.

The Degree to Which the Textbook of Psychology and Sociology to be Taught for the Secondary Stage in the State of Kuwait Includes Reflective Thinking Skills from the Point of View of Teachers

الأهداف: هدفت هذه الدراسة إلى تعرف درجة تضمين كتاب علم النفس وعلم الاجتماع المقرر تدريسه للمرحلة الثانوية بدولة الكويت لمهارات التفكير التأملي من وجهة نظر المعلمين. المنهج: اتبعت الدراسة المنهج الوصفي المسحي، واعتمدت على طريقة العينة العشوائية الطبقية، ضمت عينة الدراسة 150 معلماً ومعلمة بمحافظة الجهراء بدولة الكويت. ولتحقيق أهداف الدراسة أعد الباحث استبانة مكونة من 25 فقرة موزعة على خمس مهارات. النتائج: أظهرت نتائج الدراسة أن درجة تضمين كتاب علم النفس وعلم الاجتماع لمهارات التفكير التأملي من وجهة نظر المعلمين كانت عالية. وأظهرت النتائج عدم وجود فروق دالة إحصائياً في درجة التضمين تعزى إلى متغير الجنس. في حين وجدت فروق تعزى إلى متغير المؤهل العلمي في جميع المهارات لصالح معلمي الدراسات العليا. الخلاصة: وفي ضوء ما أسفرت عنه الدراسة من نتائج قدم الباحث مجموعة من التوصيات منها: ضرورة تركيز الكتاب على تقديم أنشطة علمية تتطلب تفكيراً تأملياً.

Analysis of Sociology Textbook for Grade XI: Srikandi Empat Curriculum 2013 Revision

This research aims to analyze the Sociology textbook for Grade XI, Curriculum 2013 Revised Edition, published by Srikandi Empat. The analysis covers aspects such as content, content presentation, language aspects, and graphical aspects of the book. The results of this analysis meet the criteria set by Minister of Education and Culture Regulation Number 8 of 2016. However, there are still some shortcomings in the book cover, back cover, spine, title page, and language aspects. Nevertheless, in terms of content and content presentation, it complies with the regulations in force and does not affect the content of the book. This research adopts a qualitative approach with content analysis method. The analysis is conducted with reference to Minister of Education and Culture Regulation Number 8 of 2016, including the book cover, introduction, content, conclusion, and student activity content. As a recommendation, the author suggests improving the illustration images to make them more colorful and visually appealing.

Sejarah Sosiologi Pendidikan

One of the goals of education is to develop each person to reach their highest potential and provide opportunities to achieve everything in life according to their natural abilities. However, there are still many people who doubt that any education system can achieve these goals perfectly. Several cases in schools that occur include inequality in school welfare with imperfect coordination of learning progress. The introduction of sociology in schools is rarely well received by students. In fact, people must be able to apply it in their daily social life. The method used is the qualitative research method Library Research using information collection such as books, journals, documents, magazines, stories and history from the library. The aim of this article is to understand how the history of the sociology of education developed in line with the development of social science. The result is that the birth of Sociology of Education was influenced by three factors, firstly the very rapid development of society, secondly by teacher factors, thirdly by motivational factors in education. Sociology became a separate science in the 19th century. In 1916, New York and Columbia universities established departments of educational sociology. In 1917, the first Sociology textbook was published, compiled by Walter R. Smith. In 1923, the Sociology of Education Association was formed by the Congress of the American Sociological Association. In Indonesia, the Sociology of Education course only appeared in 1967 and was included in the curriculum of the Didactic and Curriculum Department at the Faculty of Education, IKIP Yogyakarta. Figures in Sociology of Education include (a) Lester Frank Word (b) John Dewey (c) Emile Durkheim (d) Karl Mannheim (e) Talcott Parson (f) E George Payne.

Family, Women and Religion in the Teaching of Ideological Sociology: A Content Analysis of Necmettin Sadak’s Book “Toplumbilim”

Education, as a social phenomenon, interacts with political, social, cultural and economic factors that shape society. Education plays an important role in integrating new generations into society by contributing to the cultural and political norms of the society. At this point, the political socialization function of education comes to the fore. Political socialization refers to the process of directing individuals to participation in political processes and adoption of the political culture of a society. This process involves the individual learning and internalizing the political values, beliefs, norms and behaviours of the society through his/her family, school, media and other social environments, starting from childhood. In the current study, within the context of the political socialization function of education, the book “Toplumbilim” written by Necmettin Sadak and used as one of the high school sociology textbooks of the Republican Era, was analyzed by focusing on the issues of family, women and religion. As a result of the analysis, it was determined that the book was used as a tool of ideological indoctrination.

Figures and Charts and Tables, Oh My!: A Content Analysis of Textbook Data Visualizations

Textbooks offer instructors an opportunity to promote data visualization and statistical literacy throughout the sociology curriculum. In this study, we examined 463 data visualizations from 27 textbooks for Introduction to Sociology, Social Problems, and intermediate elective courses to illuminate the range of data visualizations and their use of statistical data and numerical variables. We find that textbooks rely on a narrow range of data visualizations (e.g., bar/column charts and tables), statistical data (e.g., percentages), and numerical variables (e.g., age). Introduction to Sociology textbooks used more data visualizations, and Social Problems textbooks incorporated more types of statistics. In contrast, intermediate-level textbooks presented more measures of central tendency. Overall, our results suggest textbooks could better integrate a broader range of figures, statistical data, and numerical variables. We conclude with resources for integrating data visualization in instruction.

Sociology Textbook Based on Inside Out Circle Model to Implement Merdeka Belajar-Kampus Merdeka Program

Students have a role in maintaining values for the development of country. One effort to strengthen the role of these students is through the independent learning program (MBKM). Independent Learning – Independent Campus (MBKM) is one of the policies of the Ministry of Education, Culture, Research and Technology. This study aims to develop a Sociology textbook based on the IOC (Inside Outside Circle) model for the implementation of MBKM. This research method uses research and development (R & D) which aims to develop certain products and test the effectiveness of these products. The essence of this development research is the validation and revision of the class X sociology textbook based on the 4-D model which consists of 4 stages of development, namely Define, Design, Develop and Desiminate. The results of trials conducted on 35 students showed that student learning outcomes were in the very good category, student learning outcomes were in the good category. Of the 35 students who have completed, individually in the sociology class, it means that students have achieved the KKM that has been set, namely 80%. It can be concluded that students have met the criteria set in the development of sociology textbooks in sociology subjects.

Teaching the Abstract: An Evaluation of “Social Structure” in Introductory Textbooks

There is general agreement among sociologists that teaching social structure is a core component of a sociological curriculum. Despite this agreement, there are few guides for instructors on how to teach this key concept. Using the sociological literacy framework, this research examines the most popular undergraduate Introduction to Sociology textbooks and their supplemental resources. Most texts offer a basic definition, but beyond that, there were few additional resources for helping to clarify the concept. With this in mind, additional resources for supplementing the textbooks are offered.

Adaptation of Minahasa Local Wisdom (Maleo-Leosan) as Sociology Teaching Material

This research aims to develop sociology teaching materials in Senior High Schools about the basic competence of recognising and identifying the realities of individuals, groups, and social relations in society. This research was conducted in Minahasa Regency using a development (RD) method, namely developing a Sociology textbook Class X Semester 1 based on Minahasa local wisdom Maleo-leosan. Data were collected with a qualitative approach by conducting in-depth and structured interviews, observation, and documentation. The research results are the Minahasa community's local values in the form of local Maleo-leosan ideas. This can be elaborated in several sub-materials of sociology in Class X Semester 1, especially on the essential competencies of recognising and identifying the reality of individuals, groups, and social relations in society. Finally, of course, by developing to become a reference that teachers in schools can use as a reference book.

Sociology teaching materials development based on the inside out circle model to espouse learners’ multiliteracies

This study aims to develop sociology teaching materials based on the inside outside circle (IOC) model to espouse students’ multiliteracies. The 4D model was used in research and development (define, design, develop and disseminate). Out of 473 students, a sample of 194 students and 4 teachers purposively selected based on previous experience in teaching sociology. Questionnaires, expert validation sheets, user assessment sheets and interview guidelines were used to obtain the expected data. The results stated that all teachers had used sociology textbooks based on the IOC model to support multiliteracy, but not all teachers utilised government-provided enrichment resources. Furthermore, they expressed interest in the development of sociological teaching materials. The results of experts’ validation show that the sociology teaching materials developed were feasible with very good predicates. It can be concluded that teachers and students in sociology have a prototype that is viable with excellent predicate based on a small number of user trials in the development of sociology teaching materials. The implications for sociology teaching materials development for learners’ digital multiliteracies are discussed in this study. Keywords: Digital, IOC model, multiliteracies, paradigms, printed media, sociology materials

Themes of medical profession and professional socialization in medical sociology textbooks

Introduction: The present study examines the information on the medical profession and how the changes occurring in the medical practice, the social role and the evaluation of the physician are reflected in the English and Hungarian language medical sociology textbooks used in Hungary. Method: We analyzed chapters of Hungarian language medical sociology textbooks of thelast 25 years that discuss medical profession and student choices, and textbooks used in English language courses of Semmelweis University. Results: The corpus of the Hungarian textbooks (history of medical profession, medical role models, models of doctor-patient relationships, medical socialization) stayed relatively unchanged. While preserving the myth of the medical profession, there are criticisms towards the role and relationship models. The theme of the medical education gradually disappears from theEnglish language textbooks. The social positions of the medical profession and health care are discussed in a broader context, focusing on the health care system and health care provision, incorporating the allied professions, and taking aspects of patients/consumers into greater consideration. Summary: Both textbook types reflect on the changes in the social position of the medical profession. However, the English literature approaches the modernization processes from the angles of the health care system and health care provision, resulting in the diminishing importance of the topic of medical profession while the Hungarian literature focuses on the profession and professional education of physicians.

Pengembangan Materi Ajar Sosiologi Berbasis Local Wisdom Maesa-Esaan di SMA Negeri 3 Tondano

ABSTRACT This research is a continuation of previous research on the Utilization of Local Wisdom as a Learning Resource by Sociology Teachers at SMA Negeri 3 Tondano (Case Study on Sociology Learning Class X) in 2022, where in this study found some local wisdom of the Minahasa community that can be used in Sociology teaching materials in SMA class X are tailored to the basic competencies and core competencies as well as the objectives of learning sociology itself. The long-term goal of this research is to preserve and protect local cultures from being eroded by the currents of social change, with a specific target of innovation to produce a textbook based on local wisdom of the Minahasa Community through maesa-esaan. This study uses a development (R&D) method, namely developing a class X Sociology textbook based on local wisdom, which must have several components, namely the material feasibility component, the presentation feasibility component, the linguistic feasibility component, with the aim of producing a good textbook and provide a sociology teacher's perspective in providing a lesson. The development of textbooks uses a 4D model from Thiagarajan (1947) whose development model consists of four stages of development, namely define, design, develop, and dessiminate or be adapted into a 4-P model, namely Definition, Design, Development and Deployment. In this study, the development of textbooks was simplified only to the design stage, so that the material that had been developed was only used for Class X high school students at SMA N 01 Tondano, without being distributed to other schools. To achieve this goal, this research will be carried out in one year starting from a preliminary study and proceeding to the preparation of draft teaching materials. The product produced in this research is a draft of class X Sociology teaching materials based on local wisdom maesa-esaan. This research is expected to later be able to contribute to the quality of learning for Class X high school students in their daily lives which is also a place for enculturation and preservation of the culture of the Minahasa community itself. Based on the results of the analysis of the material, presentation and language, the objectives and teaching materials were formulated in the Class X Sociology subject. The teaching materials were designed and developed through local wisdom groups.

Toward a framework for assessing the quality of students’ social scientific reasoning

ABSTRACT This study aims to describe components and levels of upper secondary social science students’ reasoning about social problems. We consulted conceptualizations of social scientific reasoning in sociology textbooks and social science education literature, analyzed student papers, and conducted focus groups with social science teachers and teacher educators to define social scientific reasoning by proficiency levels and identify common flaws in students’ reasoning. The papers were written by upper secondary social science students from eight schools in the Netherlands. We defined social scientific reasoning in terms of three components (describing, explaining, and solving problems) and five reasoning activities (causal analysis; use of social scientific concepts, models, and theories; use of evidence; use of perspectives and reflections on them; and comparing). We described these reasoning activities in three proficiency levels supported by practical examples and rubrics for students’ reasoning. These insights can inform teachers and teacher educators in monitoring students’ progression and designing teaching materials and activities that can promote students’ social scientific reasoning.

Palestinian Erasure and Dehumanization in Introductory Sociology Texts

Settler colonial projects erase Indigenous peoples and their histories to justify expropriation of sovereign land. Educational curriculum plays a central role in settler colonialism by denying both long-standing connections to the land and dehumanizing those on it, relegating them to objects to be controlled or assimilated by colonizers, positioned as the colonized land’s rightful owners. This has long been the case for Palestinians. Violent expulsion from their land began with the settler colonial Zionist project in the late-19th century, a time of global colonization, and continues into the present, alongside the denial of Palestinian subjectivity and ‘permission to narrate’ their own history in public, political, and academic discourses. This paper examining US-based college-level introductory sociology textbooks finds that they replicate and perpetuate colonial narratives through Orientalist ascriptions and Palestinian de-Indigenization, while eliding the settler colonial and apartheid conditions under which they live, thereby contributing to the settler project themselves.

PENGEMBANGAN BUKU AJAR SOSIOLOGI BERBASIS KEARIFAN LOKAL SEBAGAI UPAYA PENGUATAN KARAKTER SISWA SMA/MA DI LOMBOK UTARA

Basic Competencies of Sociology subjects in SMA/MA show the potential for developing local wisdom-based learning as an effort to strengthen students' character. For this reason, it is necessary to prepare learning tools, in the form of textbooks which should also be in accordance with the needs for achieving the intended KD. The textbooks referred to in fact have not been developed by Sociology teachers at SMA/MA in North Lombok. Therefore, a research was conducted with the aim of producing a local wisdom-based sociology textbook that could be implemented as an effort to strengthen the character of SMA/MA students in North Lombok. For this reason, development research was carried out with activity stages, namely needs analysis, drafting of textbooks, validation tests by a team of experts, and revisions. The results of the study show that textbooks based on local wisdom are needed because they are a necessity to help students achieve the predetermined KD. Textbooks based on local wisdom of the people of North Lombok are also not yet available. This makes Sociology learning in SMA/MA in North Lombok not contextual, and does not contribute to strengthening students' character. Based on the needs analysis, a draft textbook for class XII semester II which consists of two chapters is drawn up according to the number of KD knowledge that is targeted to be achieved in that semester. The innovation in the textbook is to integrate the local wisdom of the people of North Lombok to illustrate the various existing materials, so that the material in the textbook is interesting, easy to understand and meaningful, which is not only building knowledge but also as an effort to strengthen character. The results of expert assessments of textbooks are very good and are ready to be tested for their effectiveness, which is planned for the next stage of research.

Burying the Lead: Systematic Reluctance in the Coverage of Stratification Systems in Introductory Sociology Textbooks

This article examines the presentation of caste systems of stratification in U.S. introductory sociology textbooks. First, the “caste versus class” debate from the 1930s and 1940s is summarized and its competing perspectives are evaluated. Second, after an in-depth analysis of introductory sociology textbooks presenting material on the subject, evidence is presented that (1) the majority of texts present a discussion on social stratification in the United States that is often misleading and inaccurate and (2) none of the textbooks go as far as to present the current system of stratification in U.S. society as caste. In fact, evidence suggests a kind of systematic reluctance exists among the authors to associate caste with U.S. society. The benefits of changing the way we as sociologists think about and teach social stratification, as well as the consequences for continuing the status quo, are addressed.

How Do Sociologists Know What They Know? An Examination of Sociology Textbooks for Evidence of Sociological and Scientific Thinking

The American Sociological Association recommends that instructors and departments infuse research methods instruction throughout the curriculum (i.e., beyond research methods courses). Sociology textbooks are widely used instructional components and are essential to examine how research instruction extends beyond chapters and courses on research methods. The author uses qualitative content analysis of 27 textbooks for introductory courses ( n = 19) and intermediate elective courses ( n = 8) to uncover how textbooks illuminate the process of how sociologists know what they know (i.e., do research). Overall, textbooks model asociological and unscientific thinking by using false equivalence practices, reinforcing commonsense explanations, and relying on shortcuts to scientific credibility, among other means. Textbooks describe society using basic descriptive statistical data but provide little explanation of how scholars gather or analyze data or draw conclusions about data. These results suggest that textbooks have gaps in their ability to support research methods instruction throughout the sociology curriculum.

Transnacionalna kapitalistička klasa

The text analyses the question why theories with the concept of a trans-national class in its centre are insufficiently recognized in sociological textbooks. It is an opportunity to present the works of two most important theoreticians with this concept in the centre of their respective theories.

Addressing Parsons in Sociological Textbooks: Past Conflicts, Contemporary Readers and Their Future Gains

Показано значение работ Т. Парсонса на основе рассмотрения содержания посвященных ему материалов 20 учебников социологии 1999–2019 гг. Полезно ли изучение работ Парсонса сегодняшним студентам и другим заинтересованным читателям, и какие знания заслуживают рассмотрения? Какую возможную пользу для будущих читателей усматривают авторы учебников, решая, что надлежит обсуждать при обращении к социологическим трудам прошлых эпох? Что предлагают авторы учебников читателям и как ими обсуждаются труды Парсонса? Автор с этой целью опирается на идеи Н. Лумана о памяти как функции социальных систем. Раскрыт ряд ключевых компетенций, которые читатели могут приобрести из чтения работ Парсонса и его критиков. Это было бы невозможно, если бы авторы оценивали значение Парсонса только с точки зрения (не)удовлетворительного рассмотрения им конфликта, что и сегодня отличает споры о его трудах. Анализируя то, как авторы вспоминают Парсонса, я выделила два ключевых критерия. 1. Что нужно помнить читателям, чтобы они смогли обрести эти важные компетенции? 2. Что может помешать в этом читателям и что лучше опустить? Социологам следует смотреть в будущее и находить у Парсонса помощь в исследованиях. Результатом могло бы стать возрождение Парсонса, позволяющее по-настоящему продвинуться вперед.