ISSN (Print) - 0012-9976 | ISSN (Online) - 2349-8846
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Canonical Traditions and Pedagogical Practices

With the institutionalised separation of postgraduate and undergraduate departments of sociology, the latter have suffered from a mad rush for marketability, leading to formulaic content and an emphasis on common sense discourse. A constructivist understanding of learning should be emphasised that takes social location seriously, allows the possibility of critical engagement with social reality, and stimulates the learner's multiple intelligences. Going beyond standardised texts and experimenting with literature, fi lm and art will help learners learn to "do sociology" rather than merely "study" it.

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