Teaching Sociology In Turbulent Times: Decolonizing School Curricula, Strengthening Critical Citizenship, and Reimagining Global Sociology from the Secondary Classroom

The development of Sociology instruction at the upper-secondary school level has been uneven globally, shaped by diverse historical trajectories, educational philosophies, political contexts, and social needs. Sociology was incorporated into school curricula with a broad commitment to social studies, civic and democratic education. Additionally, it aims to introduce students to social studies-related professional pathways prior to their enrolment in higher education. In non-Western and postcolonial contexts, the integration of Sociology has been shaped by nation-building initiatives, postcolonial identity formation, developmental-state agendas, and the imperative to manage social diversity.

This session aims to examine the teaching of Sociology at the secondary-school level and in non-university settings as a crucial, yet often underexplored, site for the development of global sociology. In an era characterised by misinformation, declining trust in science, authoritarian resurgence, climate crises, war, social inequality, and the disruptive impact of artificial intelligence, the role of Sociology in schools has gained renewed importance. It introduces and equips students with conceptual tools to understand social change, inequality, cultural diversity, power dynamics, citizenship, and collective responsibility. This fosters a critical and participatory ethos conducive to societal improvement. Nevertheless, the potential of high school Sociology is frequently limited by standardised curricula, exam-oriented instruction, Eurocentric theoretical frameworks, insufficient teacher preparation, outdated textbooks, and inadequate integration of recent sociological research.

This inquiry addresses the theme of the XXI ISA World Congress by exploring how global sociology can be cultivated in schools, where future citizens initially encounter diverse modes of thought and develop critical responsiveness and adaptability.