Conceptualizing Hurricane Katrina: Weaving the Sociological Imagination into Service-Learning

• In Event: 331 - Section on Environment and Technology Refereed Roundtable Session and Business Meeting
  In Refereed Roundtable 60min: Table 07. Disasters

Abstract

Drawing upon concepts relating to the application of principles relating to C. Wright Mills’ seminal concept of the sociological imagination in service-learning exercises, the researchers draw upon a case study analysis to highlight sociological concepts relating to social inequality in the post-Hurricane Katrina disaster zone. By placing the locus of analysis on differentiating between social issues and personal troubles, students were charged with critical thinking exercises aimed at applying the sociological imagination to their experiences, perceptions, feelings, and interpretations of life in the post-Hurricane Katrina landscape. Once students arrive on site in New Orleans, academic programming related to engaging in community service activities in the disaster zone serves as a catalyst for the development of the sociological imagination, without succumbing to voyeuristic disaster tourism. Furthermore, this experience, combined with academic assignments designed to challenge students (as a part of a service-learning course), is used to further assist students in applying their coursework to real-world social problems and learn to be more civically engaged responsible agents who can view the world and make decisions informed via an active sociological imagination. Broader issues related to the pedagogy of service-learning and its implications for students are also examined.

Author

• Dana M. Greene, University of North Carolina - Chapel Hill