This month’s dialogue will focus on the teaching dimension of being a social movement scholar. As professors across the country craft their syllabi for the new academic year, it’s worth asking some analytical as well as practical questions about the challenges of teaching social movements in an academic setting. Our goal is to provide fresh ideas, perspectives, and even inspiration to faculty who are gearing up to teach movement courses during the coming academic year. We asked our accomplished contributors to address such questions as: Must our pedagogical approaches be “value-free?” How can studying social movements on the undergraduate level contribute to the goals of liberal arts education more generally? Have you developed any innovative pedagogical approaches to the study of social movements that you would like to share?
The contributors to this dialogue were highly recommended by their peers for their excellent performance in the classroom. We thank them for sharing their pedagogical insights.
David Cunningham, Brandeis University (essay)
Nancy Davis, DePauw University (essay)
Peter Dreier, Occidental College (essay)
Dick Flacks, UC Santa Barbara (essay)
Brian Obach, SUNY at New Paltz (essay)
We will have a second round of essays, so be sure to check back in mid August. Also, if you have some insights of your own to share, we invite you to leave those in the comments section of any of the posts in this dialogue.
Editors in Chief,
Grace Yukich, David Ortiz, Rory McVeigh, Dan Myers