History of Teaching Sociology

This thematic session aims to bring together research that examines the historical processes of institutionalization, professionalization, and consolidation of sociological knowledge across different levels of education, including primary, secondary, higher, and postgraduate education. It is based on the premise that the development of Sociology as a scientific discipline has been closely linked to its incorporation into educational systems and to the work of educators responsible for teaching and disseminating sociological knowledge. Understanding the history of teaching Sociology is therefore essential for understanding the broader trajectories of the discipline itself, its social functions, and its role in the formation of citizens, professionals, and intellectuals. The session welcomes contributions that explore the historical development of Sociology teaching in different national and international contexts. Topics may include curricula, pedagogical practices, teacher education, key actors and institutions involved in the dissemination of the discipline, textbooks and teaching materials, educational policies, educational reforms, and the circulation and appropriation of sociological knowledge. Particular attention will be given to studies that analyze the relationships between educational systems, academic institutions, professional associations, and state policies in shaping the teaching of Sociology over time. Contributions adopting comparative, transnational, intellectual, social, or institutional history perspectives are especially encouraged. The session also seeks to foster dialogue on methodological approaches and sources for researching the history of Sociology teaching, including archives, textbooks, curricula, legislation, professional records, and oral histories. The session aims to advance international debates on the historical development, challenges, and transformations of Sociology teaching.