The first wide-ranging, organic analysis of the sociology of unmarkedness and taken-for-grantedness, this volume investigates the asymmetry between how we attend to the culturally emphasized features of social reality and ignore the culturally unmarked ones.
Responding to the sudden and far-reaching implications of the COVID-19 pandemic in college classrooms and on campus, Emerging Stronger assembles an original compilation of chapters that revisit, reframe, and refine the practice of teaching in a fundamentally altered landscape.
Cultivated from a wide array of different fields, from sociology and political science to literature and secondary education, expert contributors to this volume extend their scholarship on teaching and learning and offer thoughtful pieces about curricular innovation, teaching tools and techniques, and evidence-based approaches that will interest dedicated faculty in any discipline. The chapters fall into three categories-Modalities of Teaching and Learning, Pedagogical Strategies, and Student Engagement-each of which carry an all-important focus on what readers should know about best practices now and for the foreseeable future.
Whether experienced faculty, scholars just starting out in their teaching careers, or aspiring graduate students, readers of this volume will come away with great techniques and strategies, but also community, hope, and opportunity to strengthen their teaching and provide better learning environments in their classrooms.
