Yükseköğretimde Sosyoloji Öğretim Çalışmaları: Amerikan, Avrupa ve Türk Sosyolojisinde Karşılaştırmalı Bir Alanyazın İncelemesi

Year 2022, Volume: 12 Issue: 2, 187 - 196, 31.08.2022

Ayşe Polat

https://doi.org/10.2399/yod.20.727000

Abstract

Bu makale üniversitelerde sosyoloji öğretimi hakkında yapılan araştırma ve yayınları karşılaştırmalı olarak inceleyen bir alanyazın çalışmasıdır. İngilizce, Türkçe ve bazı Fransızca akademik dergi ve kaynaklar taranarak farklı ülkelerde sosyoloji eğitim ve öğretimi hakkında gerçekleştirilen yayınlar derlenip yükseköğretimde “sosyoloji öğretim çalışmaları” şeklinde bir alandan bahsetmenin imkânları ve özellikleri Amerikan, Avrupa ve Türk sosyolojisi bağlamında ele alınıp tartışılmıştır. Sosyoloji eğitimi ve öğretiminin hangi açılardan ve nasıl incelendiğinin bir derlemesi ile yükseköğretimde disiplinlerin öğretimi sorunsalına ve bu alanda ne tür araştırmalar yapılabileceğine dikkat çekmek amaçlanmıştır. Sosyoloji öğretimine odaklanan, en uzun soluklu akademik dergi olan Teaching Sociology tanıtılıp Amerikan yükseköğretim yayıncılığı bağlamında değerlendirilmiştir. İngiltere, Fransa ve Almanya gibi Avrupa ülkeleri ve Türkiye’de son yirmi yılda sosyoloji öğretimi hakkında gerçekleştirilen araştırmalar yükseköğretimdeki hacimsel artış, uluslararası standardizasyon, araştırma ve öğretim iş yükü gerilimi, öğrenci odaklı çalışmalar gibi son yirmi yıldaki değişimler kapsamında ele alınmıştır. Yapılan inceleme neticesinde; sosyoloji öğretim çalışmalarında Amerikan sosyolojisi başta olmak üzere Avrupa ve Türkiye’de belirli bir birikim ve akademik ilginin elde edildiği ancak önemli eksiklik ve yetersizliklerin devam ettiği belirtilebilir.

Keywords

Amerikan, Avrupa ve Türk sosyolojisi, sosyoloji eğitim ve öğretimi, yükseköğretim

Studies on Sociology Teaching in Higher Education: A Comparative Literature Review of American, European, and Turkish Sociology

Abstract

This article is a literature review that comparatively examines publications and research conducted about the teaching of sociology in higher education. English, Turkish, and to some extent French academic journals and sources were surveyed, and articles about sociology education in different countries were compiled. Thereby, the possibilities and features of a field which can be called “studies on teaching sociology” were discussed and assessed within the context of American, European, and Turkish sociology. Through compiling the perspectives and ways sociology education are studied, the goal of this article is to draw attention to the issue of how to teach disciplines at higher education as well as to provide insights about potential future research on the topic. Teaching Sociology, the longest running academic publication devoted specifically to the teaching of sociology at higher education, was introduced and examined within the context of American higher education academic publications. Studies on the teaching of sociology in European countries such as England, France, and Germany as well as those on Türkiye were discussed in terms of the changes higher education has been going through over the last twenty years, such as the increase of the volume of the higher education, international standardization, the tension between research and teaching workload, and student focused research. While there is an increasing academic interest in the European, Turkish, and particularly American sociology concerning the topic, it is still an understudied field.

Keywords

American, European and Turkish sociology, higher education, sociology education, teaching sociology

References

• Acer, E. K., & Güçlü, N. (2017). Türkiye’de yükseköğretimin genişlemesi: Gerekçeler ve ortaya çıkan sorunlar. Yükseköğretim Dergisi, 7(1), 28–38.
• Agodi, M. C., Annandale, E., Baptista, L., & Cipriani, R. (2015). Report on national sociological associations in Europe. European Societies, 17(3), 281–300.
• Akşit, B. (1986). Türkiye’de sosyoloji araştırmaları: Bölmelenmişlikten farklılaşma ve çeşitlenmeye. S. Atauz (Ed.), Türkiye’de sosyal bilimlerin gelişimi içinde (s. 195–232). Ankara: Olgaç Yayınları.
• Alatas, S. F., & Sinha, S. (2001) Teaching classical sociological theory in Singapore: The context of Eurocentrism. Teaching Sociology, 29(3), 316–331.
• Albers, C. (2003). Using the syylabus to document the scholarship of teaching. Teaching Sociology, 31(1), 60–72.
• Amerikan Sosyoloji Derneği (ASA) (2016). Types of degree-granting sociology departments. Erişim adresi https://www.asanet.org/research-and-publications/research-sociology/trends/types-degree-granting-sociology-departments (1 Haziran 2020).
• Arlı, A. (2016). Yükseköğretimde büyüme, farklılaşma ve reorganizasyon: İstanbul örneği (1980–2015). Sosyoloji Konferansları, 54(2), 199–243.
• Arlı, A. & Bulut, Y. (2008). Türkiye’de sosyolojiyle 100 yıl: Mirası ve bugünü. Türkiye Araştırmaları Literatür Dergisi, 11, 13–32.
• ASA Journals (t.y.). Brief history of ASA journals. Erişim adresi https://www.asanet.org/brief-history-asa-journals-and-rose-series (1 Haziran 2020).
• Bahadır, Z. (2015). Anadolu’da sosyoloji eğitimi: Sivas Cumhuriyet Üniversitesi örneği. Sosyoloji Konferansları, 52(2), 157–173.
• Baker, P. (1985). Does the sociology of teaching inform Teaching Sociology? Teaching Sociology, 12(3), 361–375.
• Baker, P. J., & Everett, K. W. (1980). Knowledge available, knowledge needed: Improving sociology education. Teaching Sociology, 8(3).
• Balkız, B. (2015). Türk modernleşmesi, pozitivizm ve sosyoloji. Mediterranean Journal of Humanities, 5(2), 123–149.
• Beeman, M., Chowdhry, C., & Todd, K. (2000). Educating student about affirmative action: An analysis of university sociology texts. Teaching Sociology, 28(2), 98–115.
• Berger, R. J. (1989). Teaching the sociology of law: Alternative approaches to course organization. Teaching Sociology, 17(1), 49–55.
• Berheide, C. W. (2005). Searching for structure: Creating coherence in the sociology curriculum. Teaching Sociology, 33(1), 1–15.
• Bilici, M. V. (2011). İngiltere’de sosyolojinin dünü ve bugünü. Sosyoloji Dergisi, 3(23), 63–88.
• Bodin, R., Millet, M., & Saunier, E. (2018). Entre triple contrainte et ancrage disciplinaire. Pratiques et conditions d’enseignement à l’Universite. Cahiers de la recherche sur l’education et les savoirs, 17, 143–167.
• Boyer, E. (1990). Scholarship reconsidered: Priorities of the professorate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.
• Bulut, Y. (2008). Türkçe’de yayınlanmış sosyolojiye giriş kitapları hakkında bibliyografik bir değerlendirme. Sosyoloji Dergisi, (16), 81–144.
• Bulut, Y. (2011). Türkiye’de sosyoloji eğitimi. Sosyoloji Dergisi, (23), 1–18.
• Bulut, Y. (2014). Türkiye’de sosyolojinin 100 yılı. Sosyoloji Dergisi, (28), 1–21.
• Calma, A., & Davies, M. (2015). Studies in higher education 1976–2013: A retrospective using citation network analysis. Studies in Higher Education, 40(1), 4–21.
• Carrothers, R. M., & Benson, D. E. (2003). Symbolic interactionism in introductory textbooks. Teaching Sociology, 31(2), 162–181.
• Chin, J. (2002). Is there a scholarship of teaching and learning in Teaching Sociology? A look at papers from 1984 to 1999. Teaching Sociology, 30(1), 53–62.
• Clegg, S. (2015). Adventures in meaning making: Teaching in Higher Education 2005–2013. Teaching in Higher Education, 20(4), 373–387.
• Coşkun, İ. (Ed.) (1991). 75. yılında Türkiye’de sosyoloji. İstanbul: Bağlam Yayınları.
• Dil, K. (2015). Sosyoloji bölümü öğrencilerinin öğrenme yaklaşımları ve çalışma becerileri. Sosyoloji Dergisi, 30(1), 317–332.
• Dinç, C., & Barış, M. F. (2011). Alman üniversitelerinde sosyoloji eğitimi. Sosyoloji Dergisi, (23), 19–41.
• Dougherty, K. D., & Andercheck, B. (2014). Using facebook to enage learners in a large introductory course. Teaching Sociology, 42(2), 95–104.
• Downey, D. J., & Torrecilha, R. S. (1994). Sociology of race and ethnicity. Teaching Sociology, 22(3), 237 –247.
• Dukes, R. L. (1975). Teaching introductory sociology: The modular approach. Teaching Sociology, 2(2), 165–176.
• Erbaş, H. (2008). Üniversite-toplum ilişkileri bağlamında DTCF ve sosyoloji. R. Demir, & D. Atılgan (Ed.), Cumhuriyet ve Dil ve Tarih-Coğrafya Fakültesi içinde (s. 191–205). Ankara: Ankara Üniversitesi Yayınları.
• Fails, E. V. (1988). Teaching sociological theory through video: The development of an experimental strategy. Teaching Sociology, 16(3), 256–262.
• Ferreira, C., & Serpa, S. (2017). Challenges in the teaching of sociology in higher education. Contributions to a discussion. Societies, 7(4), 1–11.
• Fleck, C., & Hönig, B. (2014). European sociology: Its size, shape, and “excellence”. In S. Koniordos, & A. A. Kyrtsis (Eds.), Routledge handbook of European sociology (pp. 116–126). New York, NY: Routledge.
• Fullerton, S., & Graham, F. (1988). Textboooks. [Special issue]. Teaching Sociology, 16(4), [Special issue].
• Gelfand, D. (1976). Sociological education and sociological practice. Teaching Sociology, 3(2), 148–159.
• Grauerholz, L., & Gibson, G. (2006). Articulation of goals and means in sociology courses: What we can learn from syllabi. Teaching Sociology, 34(1), 5–22.
• Greenblat, C. S. (1973). Teaching with simulation games: A review of claims and evidence. Teaching Sociology, 1(1), 62–83.
• Gubbay, J. (1996). Dilemmas in the sociology curriculum: The first degree in British universities. The International Journal of Sociology and Social Policy, 16(11), 10–31.
• Guppy, N., & Arai, B. (1994). Teaching sociology: Comparing undergraduate curricula in the United States and in English Canada. Teaching Sociology, 22(3), 217–230.
• Haggis, T. (2009). What we have been thinking of? A critical overview of 40 years of student learning research in higher education. Studies in Higher Education, 34(4), 377–390.
• Hamilton, L. C. (1980). Grades, class size, and faculty status predict teaching evaluations. Teaching Sociology, 8(1), 47–62.
• Hanedar, A., & Kocabaş, E. F. (2013). Sosyolojimizin sosyolojisi: 100. yılında Türkiye’de sosyolojinin sorunları. Danışman Öğr. A. Vahap Kaya. Ortaöğretim Öğrencileri Arası Proje Yarışması, Antalya Erünal Sosyal Bilimler Lisesi, Isparta: TÜBİTAK. Erişim adresi https://docplayer.biz.tr/6005039-Sosyolojimizin-sosyolojisi-100-yilinda-turkiye-de-sosyolojinin-sorunlari.html (21 Nisan 2020).
• Harley, K., & Natalier, K. (Ed.) (2013). Teaching sociology – reflections on the discipline. Journal of Sociology, 49(4), [Special issue].
• Hochschild, T. R., Farley, M., & Chee, V. (2014). Incorporating sociology into community service classes. Teaching Sociology, 42(2), 105–118.
• Howard, J., & Zoeller, A. (2007). The role of the introductory sociology course on students’ perceptions of achievement of general education goals. Teaching Sociology, 35(3), 209–222.
• Howery, C. B. (Ed.). (1985). Strengthening the lower division curriculum. Teaching Sociology, 13(1), [Special issue].
• Hudd, S. (Ed.). (2013). Writing sociology: Practices of a discipline. Teaching Sociology, 41(1), [Special issue].
• Ingram, L. C. (1979). Teaching the sociology of religion: The student’s religious autobiography. Teaching Sociology, 6(2), 161–171.
• Jary, D., & Lebeau, Y. (2009). The student experience and subject engagement in UK sociology: A proposed typology. British Journal of Sociology of Education, 30(6), 697–712.
• Kabakçı, E. (2008). Pozitivizmin Türkiye’ye girişi ve Türk sosyolojisine etkisi. Türkiye Araştırmaları Literatür Dergisi, (11), 41–60.
• Kaçmazoğlu, H. B. (2010). Türk sosyoloji tarihi I: Önkoşullar. İstanbul: Kitabevi Yayınları.
• Kasapoğlu, A. (1991). Yüksek öğretimde sosyoloji eğitiminin sorunları. Ankara: Ankara Üniversitesi Yayınları.
• Kasapoğlu, A., Kavas, B., Kılıç, E., Çınar, S., Mandır, S., & Kılıkbiçen, M. (2014). Türkiye’de sosyoloji eğitiminin sorunları. Ankara Üniversitesi bilimsel araştırma projesi sonuç raporu. Proje Numarası:12Ö5358001. Erişim adresi https://dspace.ankara.edu.tr/xmlui/bitstream/handle/20.500.12575/72291/projeraporu.pdf?sequence=1 (17 Temmuz 2019).
• Kasapoğlu, A. (2015). Eğitime başlanmasının 100. yılında Türkiye’de sosyolojinin sorunlarının fenomenolojik incelemesi. Sosyoloji Konferansları, 52(2), 131–156.
• Kaya, T. (2008). İçtimaiyat’tan sosyolojiye: İÜEF Sosyoloji Bölümünün tarihine ve Sosyoloji Dergisine dair. Türkiye Araştırmaları Literatür Dergisi, (11), 713–730.
• Kayalı, K. (2008). Bir asırlık sosyoloji birikimi. Türkiye Araştırmaları Literatür Dergisi, (11), 33–40.
• Keen, M. F. (1996). Teaching qualitative methods: A face-to-face encounter. Teaching Sociology, 24(2), 166–176.
• Keesler, V., Fermin, B., & Schneider, B. (2008). Assessing an advanced level introductory sociology course. Teaching Sociology, 36(4), 345–358.
• Keith, B. (Ed.). (2002). Teaching sociology with a purpose: Issues in curriculum design and assessment. Teaching Sociology, 30(4), [Special issue].
• Keith, B., & Ender, M. (2004) The sociological core: Conceptual patterns and idiosyncrasies in the structure and content of introductory sociology textbooks, 1940–2000. Teaching Sociology, 32(1), 19–36.
• Kıray, M. (1986). Toplum, bilgi ve Türkiye. S. Atauz (Ed.), Türkiye’de sosyal bilimlerin gelişimi içinde (s. 187–194). Ankara: Olgaç Yayınları.
• Kolack, S. (1975). A course in ethnic studies. Teaching Sociology, 3(1), 60–73.
• Koniordos, S., & Kyrtsis, A. A. (Eds.). (2014). Routledge handbook of European sociology. New York, NY: Routledge.
• LaRossa, R. (1984). Teaching family sociology through case studies. Teaching Sociology, 11(3), 315–322.
• Lenski, G. (1983). Rethinking the introductory course. Teaching Sociology, 10(2), 153–168.
• Loewen, J. W. (1979). Introductory sociology: Four classroom exercises. Teaching Sociology, 6(3), 221–244.
• Macfarlane, B., & Burg, D. (2019). Legitimation, professionalization and accountability in higher education studies: An intergenerational story. Studies in Higher Education, 44(3), 459–469.
• McPherron, S. M. (Ed.). (1977). Sociology curriculum. Teaching Sociology, 5(1), [Special issue].
• McPherron, S. M. (1982). Report on teaching. Teaching Sociology, 10(1), 46–50.
• Moxley, R. L. (1974). Teaching introductory sociology: An explaratory experience making use of senior undergraduate majors. Teaching Sociology, 2(1), 15–26.
• Nedelmann, B., & Sztompka, P. (Eds.). (1993). Sociology in Europe: In search of identity. Berlin: W. de Gruyter.
• O’Sullivan, S. (2011). Applying the scholarship of teaching and learning in an Irish context: Mission impossible? Teaching Sociology, 39(3), 303–319.
• O’Sullivan, S. (2016). Teaching sociology in an age of teaching “excellence.” Irish Journal of Sociology, 24(1), 34–53.
• Paap, W. (1981). The concept of power: Treatment in fifty introductory sociology textbooks. Teaching Sociology, 9(1), 57–68.
• Paino, M., Blankenship, C., Grauerholz, L., & Chin, J. (2012). The scholarship of teaching and learning in Teaching Sociology: 1973–2009. Teaching Sociology, 40(2), 93–106.
• Paivandi, S. (2011). La relation à l’apprendre à l’universitè: Enquète sur la perspective d’apprentissage des ètudiants de la règion Parisienne. Recherches Sociologiques et Anthropologiques, 42(2), 89–113.
• Panayotova, P. (2019). The teaching of research methods in British sociology in the twentieth century. In P. Panayotova (Ed.), The history of sociology in Britain (pp. 301–335). Cham: Palgrave Macmillan.
• Parin, S., & Demirci, E. Y. (2014). Türkiye’de yükseköğretimde sosyoloji öğretimi: Bir dönemselleştirme denemesi (1914–2014). Sosyoloji Dergisi, 29(2), 365–382.
• Pfeffer, C., & Rogalin, C. L. (2012). Three strategies for teaching research methods: A case study. Teaching Sociology, 40(4), 368–376.
• Pike, D. (2011). Teaching sociology: Leader of the pack? An exploratory study of teaching journals across disciplines. Teaching Sociology, 39(3), 219–226.
• Pittendrigh, A. S., & Jobes, P. C. (1984). Teaching across the curriculum: Critical communication in the sociology classroom. Teaching Sociology, 11(3), 281–296.
• Preves, S., & Stephenson, D. (2009). The classroom as stage: Impression management in collaborative teaching. Teaching Sociology, 37(3), 245–256.
• Ransford, H. E., & Butler, G. (1982). Teaching research methods in the social sciences. Teaching Sociology, 9(3), 291–312.
• Rhoten, D., & Calhoun, C. (Ed). (2011). Knowledge matters: The public mission of the research university. New York, NY: Columbia University Press.
• Schneickert, C., Lenger, A., Steckermeier, L., & Rieder, T. (2019). The sociological canon, relations between theories and methods, and a latent political structures: Findings from a survey of sociology students in Germany and consequences for teaching. Teaching Sociology, 47(4), 339–349.
• Schrecker, C. (2008). Textbooks and sociology: A Franco-British comparison. Current Sociology, 56(2), 201–219.
• Shaw-Taylor, Y., & Benokraitis, N. V. (1995). The presentation of minorities in marriage and family textbooks. Teaching Sociology, 23(2), 122–135.
• Simbuerger, E. (2010). Critique and sociology: Towards a new understanding of teaching as an integral part of sociological work. Enhancing Learning in the Social Sciences, 3(1), 1–32.
• Simpson, J. M., & Elias, V. L. (2011). Choices and chances: The sociology role-playing game: the sociological imagination in practice. Teaching Sociology, 39(1), 42–56.
• Singleton, R. (2007). The campus survey: Integrating pedagogy, scholarship, and evaluation. Teaching Sociology, 35(1), 48–61.
• Sobal, J., McIntosh, A., & Whit, W. (1993). Teaching the sociology of food, eating, and nutrition. Teaching Sociology, 21(1), 50–59.
• Soulié, C. (2002). L’adaptation aux “nouveaux publics” de l’enseignement superieur: Auto-analyse d’une pratique d’enseignement magistral en sociologie. Sociétés Contemporaines, 48(4), 11–39.
• Spurk, J. (2014). European construction and sociology. In S. Koniordos, & A. A. Kyrtsis (Eds.), Routledge handbook of European sociology (pp. 116–126). New York, NY: Routledge.
• Sucu, İ. (2016). Türk sosyolojisinin kimliği: Kuruluş döneminde Türk sosyolojisinin karakteristik özellikleri. Fatih Sultan Mehmet İlmi Araştırmalar İnsan ve Toplum Bilimleri Dergisi, 8, 259–280.
• Sulik, G., & Keys, J. (2014). “Many students really do not yet know how to behave!”: The syllabus as a tool for socialization. Teaching Sociology, 42(2), 151–160.
• Sweet, S. (Ed.). (2016). Teaching in the community college context. Teaching Sociology, 44(4), [Special issue].
• Tekneci, P. D. (2016). Türk yükseköğretim sisteminin son on yıldaki dönüşümü. Yükseköğretim ve Bilim Dergisi, 6(3), 277–287.
• Tight, M. (2007). Bridging the divide: A comparative analysis of articles in higher education journals published inside and outside North America. Higher Education, 53(2), 235–253.
• Tight, M. (2017). Higher education journals: Their characteristics and contribution. Higher Education Research and Development, 37(3), 607–619.
• Ülken, H. Z. (1956). Dünyada ve Türkiye’de sosyoloji öğretimi ve araştırmaları. İstanbul: Türkiye Sosyoloji Cemiyeti Yayınları.
• Wagenaar, T. (2004). Is there a core in sociology? Results from a survey. Teaching Sociology, 32(1), 1–18.
• Weiss, G. L. (2007). A pedagogical boomerang: From Hans Mauksch to medicine to the teaching and learning of sociology. Teaching Sociology, 35(1), 1–16.
• Williams, M., Payne, G., Hodgkinson, L., & Poade, D. (2008). Does British sociology count? Sociology students’ attitudes toward quantitative methods. Sociology, 42(5), 1003–1021.
• Wright, R. A. (1995). Women as “victims” and as “resisters”: Depictions of the oppression of women in criminology textbooks. Teaching Sociology, 23(2), 111–121.
• Yıldırmış, M. A., & Seggie, F. N. (2018). Yükseköğretim çalışmalarının akademik bir alan olarak gelişimi: Uluslararası ve ulusal düzeyde alanyazın incelemesi. Yükseköğretim Dergisi, 8(3), 357–367.
• Zipp, J. F. (2007). Learning by exams: The impact of two-stage cooperative tests. Teaching Sociology, 35(1), 48–61.