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  • Page ID
    331078
    • Aimee Samara Krouskop, Ben Cushing, Kimberly Puttman, and Avery Temple
    • Open Oregon

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    9

    Author Message to Instructors

    In writing this textbook, five concentrations guided our work. First, as encouraged by Diné and Lakota educator Kara Bobroff, we focused on holistic learning. We sought to present a tool that supports students in their overall well-being, development, and connection to the world. The material is framed for engagement, to allow students to apply learning to their lives, within their home communities, and in their full identities.

    Second, we focused on career application. By incorporating professional contexts into the material, we aimed to demystify and provide more access to systems that directly apply sociological knowledge. For example, our focus on the international humanitarian systems in Chapter 5 is informed by that sector’s tendency to acknowledge sociological skills and employ professional sociologists.

    Third, we applied universal design. We sought to provide an environment that presents information in multiple ways, challenges and motivates learners, and connects to their prior knowledge or experience. The content is created to bolster students’ skills in thinking thoroughly and independently about our social systems. Open Oregon Educational Resources has included interactive question tools that are intended to support engagement with the material. We’ve also provided links in the chapters that allow students to jump back to previous content that relates to the material at hand. Instead of reading for memorization, we encourage students to make connections between concepts, their lived experiences, and what they observe in the world.

    Fourth, we aspired to be as creative and vigilant as possible in centering the content from a diversity of cultures, identities, and social locations. This included presenting the sociological canon, but not with prominence. This also included providing material that highlights the work of both academics and applied professionals while illuminating life stories, case studies, and examples from a diversity of experiences. To best share those ideas and contributions, we prioritized primary sources, liberally extended direct quotes, and applied a multi-media format (in subtitled video stories, personal accounts, audio, and rich images).

    Fifth, we focused on delivering material that is decolonizing in its approach and sources. We interrogated aspects of cultures and social systems that are manifestations of past and current colonialism (settler and exploitation). With this interrogation, we hope to contribute to dismantling ubiquitous and often inconspicuous deference to whiteness and preference for cultural expressions and contributions of the “West.” Simultaneously, we acknowledge the significant roles that current dominant systems and cultures play in shaping society and how they can serve as vehicles for social change.

    Ultimately, these five goals reflect our interest and sense of responsibility in creating a balance between the published and acknowledged contributions of Black, Asian, and Indigenous thinkers and Western thinkers. We are certain that there are areas where the application of these ideals can be improved. We welcome your feedback if you find any misunderstandings or gaps in our knowledge.

    Crosswalk with Sociology in Everyday Life

    We are aware of two main tracks that colleges use to present their introduction to sociology courses: Introduction to Sociology and Social Change*. One, where each course is presented as a foundational sociology course with common content. The other, where content is mainly divided between the two courses, and presented sequentially. That is, at some colleges, students are not expected to have prior knowledge of sociology before being introduced to social change material. In other colleges, students are expected to have taken Intro to Sociology.

    With that in mind, below is a crosswalk guide to prepare your students with foundational material that may not have been introduced to them. This textbook is offered in conjunction with Sociology in Everyday Life. There, the authors present foundational material that aligns with the Introduction to Sociology course.

    * Introduction to Sociology is often named Sociology in Everyday Life. Social Change is listed with comparable names. In 2024, Oregon adopted the name Social Change and Institutions.

    Concepts First Introduced in Chapter Suggested Introductory Material Found in

    Sociology in Everyday Life
    Chapter 1
    nonbinary (also in chapter 3) Chapter 9, “Gender: Identities, Interactions, and Institutions.”

    For a specific discussion of binary, see Chapter 9, section: “Beyond the Binary.”
    stereotypes Chapter 11, “Race and Ethnicity.”

    For a specific discussion of stereotypes, see Chapter 11, section: “Prejudice, Discrimination and Racism.”
    culture: customs, rituals, cultural rules, norms Chapter 6, “Sociology of Culture.”
    Chapter 3
    Social locations: race, ethnicity, religion, ability, immigration, language, marginalized groups, binary and non-binary categories of gender and sexual expression.

    Note: “The Social Construction of Identity” section has two glossaries in the “Going Deeper” section.

    		 Chapter 1, “Examining Diversity,” Chapter 9, “Identities, Interactions, and Institutions,” Chapter 10, “Sexuality,” and Chapter 11, “Race and Ethnicity.”
    Interactions of bias and oppression: prejudice, discrimination, segregation, racism, and other isms. Chapter 1, “Examining Diversity,” Chapter 9, “Identities, Interactions, and Institutions,” Chapter 10, “Sexuality,” and Chapter 11, “Race and Ethnicity.”
    social class. (Caste is introduced in Chapter 4.) Chapter 8, “Social Stratification and Class.”

    For a specific discussion on caste, see Chapter 8, section: “Stratification Systems.”
    socialization Chapter 4, “Socialization and Interaction.”
    sanctions Chapter 7, “Deviance and Social Control.”

    For a specific discussion on sanctions, see Chapter 7, section: “Sanctions and Social Control.”
    (field) research. (More research methods terminology is introduced in Chapter 4.) For a full introduction to research methodology: Chapter 3, “Research Methods.”
    theoretical perspectives For a full introduction to sociological theory: Chapter 2, “History of Sociology and Social Theory.”
    Chapter 4
    caste Chapter 8, “Social Stratification and Class.”

    For a specific discussion on caste, see Chapter 8, section: “Stratification Systems.”
    Research methodology: qualitative, quantitative, measures, indicators For a full introduction to research methodology: Chapter 3, “Research Methods.”
    Chapter 6
    correlated For a full introduction to research methodology: Chapter 3, “Research Methods.”

    For a specific discussion on causation and correlation, see Chapter 3, section: “Quantitative Research Methods.”
    Chapters 8 & 9
    social control Chapter 7, “Deviance and Social Control.”

    Integrated Openly Licensed Course Materials

    This book includes openly licensed course materials that fully integrate with the open textbook. Anyone can retain, revise, remix, reuse, and redistribute them. Best of all, future instructors can build on existing learning pathways that are aligned with the textbook and chapter learning outcomes.

    You can access openly licensed course materials in two ways:

    • Instructor Course Packs for Social Change in Societies: A collection of aligned and accessible course materials shared by pilot instructors teaching at multiple Oregon institutions. Instructors designed each course pack with an equity lens in consultation with an instructional designer. In most cases, each course pack was revised with feedback from Oregon students and an advisory board of workforce members. Each course pack includes a complete course map, an instructor guide, and ancillary materials including weekly assignment prompts, rubrics, and suggested activities.
    • OERCommons Group for Social Change in Societies: An ongoing repository of instructor-created course materials that integrate with the open textbook. Materials may include syllabi, assessments and assignments, lesson plans, activities, and entire course shells. Please note: not all OERC resources are reviewed for digital accessibility.

    You are welcome to contribute your own openly licensed course materials that align with this textbook. Thank you for building a more inclusive future for students and future educators!

    Licenses and attributions for Instructor Resources

    “Author Message to Instructors” and “Crosswalk with Sociology in Everyday Life” by Aimee Samara Krouskop are licensed under CC BY 4.0.

    “Integrated Openly Licensed Course Materials” by Open Oregon Educational Resources is licensed under CC BY 4.0.