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Teaching About Animals TSOXXX10.1177/0092055X20906563Teaching SociologyGrauerholz et al. 906563research-article2020 Original Article Teaching Sociology 2020, Vol. 48(2) 120 –139 Teaching about Animals: © American Sociological Association 2020 https://doi.org/10.1177/0092055X20906563DOI: 10.1177/0092055X20906563 Incorporating Nonhuman ts.sagepub.com Animals into Sociology Classrooms Liz Grauerholz1 , Julianne Weinzimmer2, Erin N. Kidder1, and Nicole Owens Duffy3 Abstract The topic of human–animal studies (HAS) remains largely ignored within the sociology classroom. While a few sociologists have encouraged teaching about animals, none has assessed whether incorporating nonhuman animals into the curriculum is effective. In this study, three instructors at two universities incorporated animal-related materials in their sociology courses in a variety of ways. Data analyzed from course exam responses and student papers as well as end-of-semester student surveys indicate that student learning and enjoyment were enhanced. We provide suggestions for instructors on how to incorporate such material in their courses. We argue that teaching about nonhuman animals can serve as a powerful gateway to introducing students to a wide variety of social issues and concepts, thereby adding another useful instrument to our pedagogical tool kit in sociology. Keywords animals, human–animal studies, inequalities, teaching activities Despite the tremendous role nonhuman animals learning are enhanced, and they learn about the (NHAs) play in culture and in our own lives (and important ways NHAs are woven into the fabric of those of our students), the topic of human–animal our social world, thereby broadening their socio- studies (HAS) remains a largely ignored topic in logical perspectives. most sociology courses. It is revealing that a search This article is intended to heighten awareness of for “animal” in titles of Teaching Sociology publica- HAS as an important area within sociology and to tions produces just one book review (Willetts 2015). introduce creative and simple ways to incorporate In this article, we argue that incorporating HAS into the subject into the sociological curriculum, both as the sociology curriculum not only provides students a topic in its own right and as a way to illuminate with a more accurate understanding of society as sociological concepts. While a few sociologists one that is shaped by NHAs in profound ways but also helps students understand conventional socio- 1University of Central Florida, Orlando, FL, USA logical topics seemingly unrelated to nonhuman 2Wright State University, Dayton, OH, USA animals. After all, many students hold a deep fond- 3University of Florida, Gainesville, FL, USA ness for animals, consider companion animals to be Corresponding Author: “family,” and miss their companion animals when Liz Grauerholz, Department of Sociology, University of transitioning to college (Adamle, Riley, and Carlson Central Florida, 4000 Central Florida Blvd., Orlando, FL 2009). By capitalizing on students’ deep love for 32816-1360, USA. and fascination with NHAs, their engagement and Email: [email protected] Grauerholz et al. 121 have encouraged teaching about animals and essential roles in human history and sociocultural offered concrete strategies for doing so (Irvine development. Ignoring these interconnections 2009; Smith-Harris 2010), none has empirically leaves wide gaps in our sociological understanding assessed whether incorporating NHAs into the cur- and theories of human society. riculum is effective. In this study, we present a vari- From even a cursory glance, one would be hard- ety of pedagogical strategies (from simply using pressed not to see the role that NHAs play in virtu- NHA examples to illustrate sociological concepts ally every dimension of social life: food, family, to fully incorporating sections of a course devoted fashion, entertainment, economy, environment, to HAS) and assess students’ perceptions of their media, medicine, and so on. For example, HAS effectiveness using data from student writing, scholars have established linkages between NHAs exams, and end-of-the-semester student surveys. and domestic violence (Akhtar 2013; Ascione 1999; Bright et al. 2017; Fitzgerald 2007); child- hood socialization (McCardle, McCune, Griffin, ANIMALS AND SOCIOLOGY and Maholmes 2011; Melson 2001; Sussman In 1979, Clifton Bryant made a compelling case for 1985); health and medicine (Beck and Katcher the sociological study of NHAs, what he called the 2003; Rogers, Hart, and Boltz 1993); poverty and “zoological connection,” in order to better under- homelessness (Irvine 2015); language and culture stand human behavior (Bryant 1979:399). Forty (Kalof 2007; Malamud 2010; Smith-Harris 2008); years later, HAS remains one of the most neglected crime and deviancy (Beirne 2002; Bryant 1979; areas in sociology. Our discipline remains a Fitzgerald, Kalof, and Dietz 2009); disasters and strongly anthropocentric one, focusing almost resiliency (Baum 2011; Chadwin 2017; Zottarelli entirely on humans (who, of course, are also ani- 2010); family formation and interactions (Owens mals), and speciesist, elevating the status, impor- and Grauerholz 2019; Laurent-Simpson 2017); tance, and needs of humans above all other animals symbolic interaction and the development of self (Arluke 2002; Nibert 2003). Mead (1934), for (Cerulo 2009; Jerolmack and Tavory 2014); ecol- example, argues that only humans have the capac- ogy, energy, the environment, and food systems ity for culture and language, and sociobiologist (Cherry 2019; Scoville 2019; Whitley 2019; Edward Wilson (1998:128) asserts that “human Winders and Ransom 2019; Wrenn 2018); advo- beings differ fundamentally from all other animal cacy and social movements (Cherry 2010; species” due to culture—tenets that have since Fitzgerald 2019); and a host of social problems been refuted (Arluke and Sanders 1996; Emery and (Bryant 1979; Jerolmack 2008), to name a few. Clayton 2004; Goodall 1986; Krutzen et al. 2005; Thus, to understand human society fully, the Sanders and Arluke 1993; Sapolsky 2006). When human–NHA connection must be taken into the topic of NHAs is raised in current disciplinary account, and in failing to do so, we miss an impor- conversation, it is commonly done to assert human tant opportunity to help students understand the superiority over nonhuman species or the impor- social world more fully. tance of human social issues over those of other In addition to their importance in better under- animals (Irvine 2008; Nibert 2003). standing the social world, we believe that HAS holds Perrow (2000:473) posits that the study of ani- a pedagogical power that can engage students and mals is a “boutique issue,” unimportant in compari- stimulate their sociological imaginations. While son to issues such as “human poverty and social some instructors offer “animals and society”–related injustice.” Irvine (2008), however, notes that such courses (for more on this, see Irvine 2009, the challenges fail to see the connection between American Sociological Association’s Teaching humans and NHAs, including the link to poverty, Resources and Innovations Library for Sociology oppression, and injustice; for example, “significant (TRAILS), and the Animals and Society Institute), environmental degradation occurs through farming most programs do not offer such courses, and instruc- practices, which are being exported to parts of the tors who wish to teach such a course sometimes meet world where they make poor people poorer” (Irvine resistance (Flynn 2003). In these cases, it may be 2008:1965). She argues that NHAs “are so tightly more feasible to incorporate HAS into established woven into the fabric of society that it is difficult to courses. For example, Smith-Harris (2010) explores imagine life without them” (Irvine 2008:1954). ways to infuse animal readings and films into her York and Mancus (2013) similarly argue that Introductory to Sociology and Anthropology course, NHAs remain largely invisible within sociological Wrenn (2018) presents materials on speciesism and theory despite the fact that they have played animal oppression within the food system to her 122 Teaching Sociology 48(2) Introductory Sociology students and asks them to Courses estimate how many animals are slaughtered for food, Introductory Sociology (taught online by Grauerholz, and some of the syllabi for Animals and Society spring 2019, 156 students). This online course was courses published in TRAILS offer exercises that structured around seven modules, and NHA exam- could be incorporated into such courses (e.g., ples were incorporated into four module lectures: Markowski 2016). It is interesting that NHAs have The Discipline of Sociology, which introduced stu- become a feature in many early-education settings to dents to the idea of sociology as an anthropocentric help children develop compassion, empathy, and discipline and implications for understanding the prosocial behavior (Beierl 2008; Daly and Suggs social world; Socialization, in which companion 2010; Nicoll, Trifone, and Samuels 2008; Thompson animals were discussed to teach about agents of and Gullone 2003), and incorporating HAS into socialization; Stratification, in which speciesism higher-education courses may extend these benefits was used as an example to help students think to college students to promote social justice as well about the many ways in which societies stratify as role taking and empathy toward others. groups; and Population Growth and Environmental
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