In Support of Disciplinarity in Teaching Sociology: Reflections from Ireland

Research output: Contribution to journalArticlepeer-review

Abstract

This article argues for the importance of disciplinarity in the education of novice sociologists and considers the impact of the European Higher Education Area (EHEA) on opportunities for undergraduate students to achieve a command of the discipline. The promotion of modularization and generic skills integral to establishing the EHEA can be understood as incrementally undermining disciplinarity. Moreover, values enshrined in the EHEA specifically disadvantage sociological disciplinarity by promoting service to the market over mastery of a discipline. This article presents the Republic of Ireland as an example of a national context in which sociology is most commonly taught within multidisciplinary degree programs and argues that the Irish experience may be portentous of more global trends, linking the structural position of sociology in Ireland to the wider European policy context. Finally, the article explores ways in which sociologists teaching in such contexts can nonetheless promote disciplinarity.

Original languageEnglish
Pages (from-to)54-64
Number of pages11
JournalTeaching Sociology
Volume45
Issue number1
DOIs
Publication statusPublished - 1 Jan 2017

Keywords

  • commodification
  • disciplinarity
  • discipline
  • marketization
  • modularization

Fingerprint

Dive into the research topics of 'In Support of Disciplinarity in Teaching Sociology: Reflections from Ireland'. Together they form a unique fingerprint.

Cite this