Realities and Perceptions of Methodological Teaching and Debates in Post-War British Sociology: New Evidence from Peel (1968) and Wakeford (1979)

This article contains the first systematic analysis of the undergraduate sociology methods course syllabuses collected by John Peel in the late 1960s and John Wakeford in the late 1970s. It outlines the major trends in methods teaching in the late 1960s and 1970s, highlighting the teaching of quantitative methods in this period. But the broader aim of the analysis is to explain how the debates surrounding the rise of feminist sociology and the critiques of ‘positivism’ in the 1960s and 1970s affected methods teaching in British sociology. The article argues that despite their limited influence on the contents of the methods curriculum, these debates had another, more subtle but pervasive, impact on how methods were perceived in the sociology community and which methods could be justifiably seen as important and which as irrelevant.

Beyond drink, drainage and divorce? What the Sociological Society did for British sociology

This article improves upon our current understanding of the Sociological Society’s contributions to the development of sociology in Britain. It challenges the assessment of the Society’s legacy made by Philip Abrams in 1968 and the more recent conclusions reached by scholars who contributed to a debate published in The Sociological Review in 2007. The article is built on original findings garnered from empirical research undertaken at The Sociological Review’s archives in Keele. It shows that, despite achieving some results in its attempts to introduce a particular type of sociology into Britain, the influence of the Society in establishing, both institutionally and intellectually, a sociological tradition was largely unsuccessful. A limited legacy, however, does not mean that the history of the Society is of little importance in the history of sociology in this country; on the contrary, as this article attempts to highlight, the Society deserves a critical examination precisely because of its limited legacy.