----- Original Message -----
Sent: Friday, April 07, 2006 2:48
PM
Subject: TEACHSOC: Re: need advice
Interesting conversation going - I too have had concerns expressed about
the bleak picture the sociology intro texts appear to present to my students,
who are mainly from - at best - working class homes. I love
to point out ways of thinking associated with the various classes. I
have several readings on class relationship to money - one book that covers it
is RICH DAD POOR DAD, but I also have a New York Times article, "When Richer
Weds Poorer, Money Isn't the Only Difference" (May 19, 2005).
When students expand thinking, at the very least, they can explore options
that give them some advantages - while definitely not all - of other
classes. For example, I spend time in my Family class on credit ratings
and credit card debt, home financing (including FHA history &
discrimination) and basic civil rights.
Today students developed composite families as various class level
in common US Social Classes. I was surprised at the response of the
group that has "working class" because they listed the public assistance
programs that they likely took advantage (qualifying for school lunch at
reduced rates, etc.). I then asked the "upper classes" to list the
benefits received (business lunch deductions, etc.) as "wealthfare." Any
social problems text should have a ready list - I use Eitsen & Zinn when
teaching Social Problems.
I
would like to hear others chime in with ideas, too.
Susan St. John-Jarvis,
Assoc. Professor of Sociology
Corning Community College
1 Academic
Drive
Corning, NY 14830
(607) 962-9526 or secretary 962-9239
----- Original Message -----
From: "Del Thomas Ph. D." <[EMAIL PROTECTED]>
Date: Friday, April 7, 2006 1:40 pm
Subject: TEACHSOC: Re: need advice
>
> Erin,
>
> Give me a break. Rather than
explain upward mobility research
> ........we1. tell the student that
only the examined life is
> really worth living.
> Who are we to
tell anyone what is worth living?
> 2. Your solution "learning how to
overcome them through social
> action"
> places the burden on
the student in the tradition
> of the puritan ....... far more damaging
that the
> alternatives.
> This is a classic example of the
teacher/preacher approach that
> has
> weakened our educational
system. An escape from sociology
> that is really damaging because it
looks like we are pushing our
> agenda/ideology. This is not science.
> 3."personal troubles are often rooted in public issues." How
>
booogus is
> that. tell that to the woman who was raped by the Duke
students
> or the Enron employees ..... or those who are patients in
mental
> hospitals.... or better yet the family of a person who
committed
> suicide.
> Some of these folks have social problems
not personal troubles.
> We
> should provide social solutions
not demean their life
> or send them out to change the world.
>
> Del
>
>
>
>
> [EMAIL PROTECTED]
wrote:
> > I would tell the student that only the examined life is
really worth
> > living. It is much more viable to strive towards
social
> mobility while
> > understanding that personal
troubles are often rooted in public
> issues.> Realizing that
structural barriers and vested interests
> may stand in
> >
your way and learning how to overcome them through social action is
>
> much better than struggling and failing and then blaming
>
yourself, your
> > genes, or a wrathful god! I teach my first year
students that
> sociology> is the equivalent of "Defense Against the
Dark Arts"
> from the Harry
> > Potter books. Forewarned is
forearmed.
> >
> > Erin Steuter
> > Mount
Allison University
> >
> >
> > >
>
>
> >
>
>
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