Lehtonen, Aura ORCID: https://orcid.org/0000-0001-6330-4640, Roeschert, Franca and Jones, Peter (2026) Practice-based education in sociology: what, why and how? Sociology. ISSN 0038-0385 (Print), 1469-8684 (Online) (doi:10.1177/00380385261422942)

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Abstract

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’.

Item Type:	Article
Uncontrolled Keywords:	graduate outcomes, higher education, practice-based education, public sociology, social class, United Kingdom, widening participation
Subjects:	H Social Sciences > HM Sociology L Education > L Education (General) L Education > LB Theory and practice of education > LB2300 Higher Education
Faculty / School / Research Centre / Research Group:	Faculty of Law, Arts and Social Sciences Faculty of Law, Arts and Social Sciences > School of Humanities and Social Sciences
Last Modified:	09 Apr 2026 15:26
URI:	https://gala.gre.ac.uk/id/eprint/51985

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