Abstracts
Abstract
This article critically evaluates the attempt of the authors to develop a sociological imagination within first-year undergraduate students studying the discipline of sociology at a British university. Through a sociological analysis of biography and autobiography (of both teachers and students), we attempted to create a quality of mind that would provide our students with the necessary sociological skills to critically interrogate different sociological forms, and allow them not simply to understand the subject as an academic discipline but also as a personally transformative experience. It was evident from the feedback from a number of student cohorts that the connection between sociology and the lived experience and personal consciousness had a profound and empowering impact on those who came to develop that quality of mind.
Résumé
Dans cet article, nous évaluons de manière critique la démarche de développement d’une imagination sociologique que nous avons entreprise auprès d’étudiants inscrits en première année du baccalauréat en sociologie d’une université britannique. Effectuant une analyse sociologique de biographies et autobiographies de professeurs et d’étudiants, nous avons tenté de créer une qualité d’esprit pouvant donner aux étudiants les compétences sociologiques nécessaires à l’examen critique de différentes formes sociologiques. Ainsi, nous leur permettons non seulement de comprendre la sociologie en tant que discipline académique mais également comme expérience personnelle transformatrice. Selon la rétroaction obtenue auprès d’un grand nombre de groupes d’étudiants, il apparaît évident que la relation entre la sociologie, l’expérience vécue et la conscience personnelle a eu une influence profonde et stimulante sur ceux ayant développé cette qualité d’esprit.
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Appendices
Biographical notes
Carol Stephenson was born in the steel town, Consett, in the northeast of England to a working class family. Deindustrialization and high levels of unemployment featured in the early part of her life and the study of sociology became important in providing some answers to the social and personal disruption this caused. Prior to teaching sociology in higher education, she worked in community development within the National Health Service and for the trade union movement. Her research and teaching interests include sociological theory and the cultural and political assault on the British working class from neoliberalism.
John Stirling grew up in a working class family in London and left school at 16. Armed with what were then five “O” levels, work was not difficult to find in an expanding economy, and he was the first person in the family to have a white-collar job in the civil service and a “career for life.” After another job, sociology intervened and also started to “explain” his own life to him. He went to the local Polytechnic as a mature student and then to further jobs in journalism and research. He finally gained a teaching post and left the South East for the North East where his trade union activism led to many years of teaching on trade union courses.
David Wray was born into a mining family in the town of Consett, in the northeast of England, and followed his father into the mining industry at the age of 15. On being made redundant after 25 years in that industry, he went to university as a mature student, studying Politics and Sociology. After graduating, he joined Northumbria University where his teaching and research interests have primarily been in the sociology of work and employment, particularly in the mining industry, in both the UK and Canada.
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Appendices
Notes biographiques
Carol Stephenson est née à Consett, ville de l’acier située au nord-est de l’Angleterre, dans une famille de la classe ouvrière. La désindustrialisation et de hauts taux de chômage ont marqué sa jeunesse. L’étude de la sociologie s’est avérée essentielle dans sa quête de réponses aux perturbations sociales et personnelles causées par ce contexte économique. Avant d’enseigner la sociologie à l’enseignement supérieur, elle a travaillé en développement communautaire au sein du National Health Service et des mouvements syndicaux. En recherche et en enseignement, celle-ci s’intéresse à la théorie sociologique et aux attaques culturelles et politiques exercées par le néolibéralisme envers la classe ouvrière britannique.
John Stirling a grandi à Londres dans une famille de la classe ouvrière et a quitté l’école à l’âge de 16 ans. Muni de cinq certificats d’éducation générale (connu à l’époque comme le « O » level), il a facilement trouvé un emploi dans une économie florissante. Il est devenu le premier membre de sa famille à obtenir un poste de col blanc au sein de la fonction publique et une « carrière garantie à vie ». Puis, après un autre emploi, la sociologie lui est apparue comme une manière de « comprendre » sa vie. Il est retourné sur les bancs de l’école comme étudiant adulte à l’école polytechnique locale, puis a occupé des emplois en journalisme et en recherche. Il a finalement obtenu un poste de professeur et a quitté le sud-est pour le nord-est, région où fort de son militantisme syndical, il enseigne depuis plusieurs années des cours sur le mouvement syndical.
David Wray est né au sein d’une famille de mineurs dans la ville de Consett, située au nord-est de l’Angleterre. À l’âge de 15 ans, il a suivi les traces de son père, qui travaillait dans l’industrie minière. Licencié après 25 ans de travail au sein de cette industrie, il est allé à l’université en tant qu’étudiant adulte, étudiant la politique et la sociologie. Une fois gradué, il a joint les rangs de la Northumbria University où ses intérêts de recherche et d’enseignement portent principalement sur la sociologie du travail et de l’emploi, particulièrement dans l’industrie des mines en Angleterre et au Canada.