Service teaching and the sociological critique: Lessons from a military academy

Abstract

The challenges facing sociological pedagogy are exacerbated by the contemporary university context of service teaching. While we are well equipped with the tools to analyse the broader social forces that impact on teaching practice, there appears to be a reluctance to apply our sociological imagination to these issues. Drawing on the Sociology of the College Classroom (SoCC) agenda, we use our experience in teaching sociology in a School of Business, located in a military academy, to illustrate ways in which the sociological imagination can be incorporated into service teaching spaces. We outline the praxis–theory nexus used to inform students of sociological concepts via the utilisation of their own military experiences and an attempt to give students ‘free rein’ in the major course assessment, the Free Passion assignment. We demonstrate that it is possible to be sociologists of, and sociologists in, the service teaching classroom.