Institutional and Contextual Factors that Shape Sociological Teaching Practices

Teaching sociology itself is becoming a well-recognised specialty within our discipline. We argue that the Scholarship of Teaching and Learning can enhance teaching and learning sociology in post-secondary institutions. In this paper we critically reflect on what, how, and who we teach sociology taking into account how global relations of knowledge production inform core curriculum
and pedagogical philosophies and practices. We make a case for the need to create opportunities and enabling spaces for collaboration and dialogue between sociologists from the Global South and Global North to expand the forms of knowledge we teach, both in terms of curriculum as well as forms of classroom engagement.