This article examines the characteristics of traditionally academic vis-a-vis practice-based pedagogies in sociology; questions the former’s widely assumed superiority and the UK’s current state of pedagogical exceptionalism; and considers arguments and challenges associated with a more substantially practice-based approach. It combines pedagogic, sociological and other literatures, and includes a scoping review of practice-based provision in UK undergraduate sociology, along with a case study based on focus groups at one ‘post-1992’ university. Our analysis suggests that traditionally academic teaching and learning may inadequately prepare many students for their future civic and working lives; and that greater pedagogic plurality could enhance graduate outcomes without loss of criticality. Indeed, we conclude by articulating a ‘critical practice-based’ pedagogic model, and by considering its implications for both sociology students and the wider discipline – elaborating these in relation to social class and Burawoy’s conception of ‘public sociology’.
Lehtonen et al. (Fri,) studied this question.