By documenting the erasure of W.E.B. Du Bois’s scientific contributions to sociology, Aldon Morris’s The Scholar Denied was a catalyst for scholars to rethink how we teach and understand social theory and a call to recognize the racialized origins of our discipline. How can we incorporate these insights into our teaching beyond a token addition of Du Bois to classical theory courses? Drawing on comments from anonymous student evaluations and completed assignments including essay exams, final papers, and end-of-year reflections from one classical theory course, the authors argue that teaching classical theory requires teaching about race, ethnicity, and gender and outline three pedagogical principles. First, we assert that it starts with the syllabus. Second, we demonstrate how incorporating theorists’ biographies situates them in their sociohistorical contexts. Finally, active learning observational assignments reveal how research is a scholarly conversation and demonstrate the enduring importance, and limitations, of classical theories and theorists. Together, these pedagogical tools show how the classical theory canon is racialized. By providing conceptual and logistical tools scholar-teachers can use to incorporate race, ethnicity, and gender in classical theory courses, we highlight how issues of race and gender should not be relegated to substantive courses. Instead, they are central to understanding and teaching the foundations of sociology.

中文翻译：

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面纱教学：古典理论课程中的种族，种族和性别

通过记录韦伯·杜波依斯（WE Bo Dubois）对社会学的科学贡献的消失，奥尔登·莫里斯（Aldon Morris）的《学者被拒绝》（The Scholar Denied）促使学者重新思考我们如何教授和理解社会理论，并呼吁人们认识本学科的种族化渊源。除了将杜波依斯（Du Bois）象征性地添加到古典理论课程中之外，我们如何将这些见解纳入我们的教学中？作者根据匿名学生的评价意见和完成的作业（包括一门古典理论课程的作文考试，期末论文和年末反思）的评论，作者认为教授古典理论需要讲授关于种族，种族和性别的知识，并概述了三种教学法原则。首先，我们断言它始于教学大纲。第二，我们展示了如何将理论家的传记纳入他们的社会历史情境中。最后，积极的学习观察任务揭示了研究如何成为学术对话，并证明了古典理论和理论家的持久重要性和局限性。这些教学工具共同说明了经典理论经典是如何种族化的。通过提供概念和后勤工具，学者教师可以使用其将种族，种族和性别纳入古典理论课程，我们强调种族和性别问题不应该被归为实质性课程。相反，它们对于理解和教授社会学基础至关重要。和局限性，古典理论和理论家。这些教学工具共同显示了经典理论经典是如何种族化的。通过提供概念和后勤工具，学者教师可以使用其将种族，种族和性别纳入古典理论课程，我们强调种族和性别问题不应该被归为实质性课程。相反，它们对于理解和教授社会学基础至关重要。和局限性，古典理论和理论家。这些教学工具共同显示了经典理论经典是如何种族化的。通过提供概念和后勤工具，学者教师可以使用其将种族，种族和性别纳入古典理论课程，我们强调种族和性别问题不应该被归为实质性课程。相反，它们对于理解和教授社会学基础至关重要。