Social Science Space

SAGE’s 2022 pedagogy survey, building on prior annual surveys launched in 2020 and repeated in 2021, show some exciting developments […]

The authors provide a conceptualization of photo-elicitation as an (experiential) learning and teaching tool which shows the interaction between photo-elicitation’s arts-based elements and relevant learning processes and outcomes.

Academic staff have been working harder than ever, and after an incredibly tough 18 months they are now prioritizing their wellbeing as a top concern. What can academic publishers learn from this?

There is no blueprint for the liberation of learning in your subject discipline. Instead, deconstructing the content and approaches that have been used over the generations is a deeply personal – and at the same time, collective process.  

SAGE Publishing (the parent of Social Science Space) has launched a new Teaching & Learning hub with a range of […]

Un-modeling the ‘model minority’ — a term often used to describe Asian American populations in the United States — is […]

Join Dr. Marni A. Brown, Associate Professor of Sociology at Georgia Gwinnett College, Stephanie A. Jirard, Professor of Criminal Justice […]

New research shows that states that require civics courses do not necessarily have better test scores, more youth voting or young people volunteering at higher rates than other states

Black undergraduates consistently said they trusted the people who run the colleges they attend – and society overall – substantially less than their white peers did. We have termed this difference the racial trust gap, and it was not a trivial difference.

In this video Sarah Newman guides you through the process of setting up a workshop to get students interacting through art to help spark creativity.

The webinar, “White supremacy, ‘post-truth,’ and the failure of imagination: An intercultural praxis approach,” occurs on Wednesday, March 10 at 1 p.m. ET/10 a.m. PT.

In ‘The New PhD: How to Build a Better Graduate Education,’ Loenard Cassuto and Robert Weisbuch argue that graduate programs aren’t preparing doctoral students for the jobs they’ll likely have outside college classrooms or laboratories.