Presentation

Abstract

This issue of Sociological Teaching brings together a series of contributions that explore the challenges, practices, and innovations involved in teaching Sociology in both Latin American and global contexts. The articles featured here foreground the role of the school as a contested space for knowledge production, civic formation, and the negotiation of disciplinary boundaries. Through empirical research, reflective essays, and critical dialogues, the authors offer valuable insights into how Sociology is taught, learned, and reimagined in classrooms, teacher education programs, and curriculum design.