Dr. Abdul-Jaleel Saani

My teaching philosophy as an educational sociologist is rooted in the belief that education is a social process shaped by cultural, economic, political, and selection forces. I view the classroom as a microcosm of society, where diverse identities, experiences, and power relations intersect and influence learning.

I aim to create an inclusive and participatory learning environment that values learners’ backgrounds and lived experiences as important sources of knowledge. Drawing on sociological perspectives, I encourage learners to critically examine how factors such as social class, gender, ethnicity, and culture influence access to education and academic success. In doing so, I strive to develop learners’ innovative, creative, and critical thinking skills and their ability to question taken-for-granted assumptions about schooling and society.

My teaching approach is learner-centred and dialogical. I promote active learning through discussions, collaborative work, directed-readings, and problem-solving activities that connect theory to real-world educational issues. I also integrate contemporary research and local contexts to make learning relevant and meaningful.

As an educational sociologist, I see teaching as a tool for social transformation and reconstruction. I am committed to fostering equity and social justice by empowering learners to recognise and challenge inequalities within educational systems. I encourage learners to become reflective practitioners and socially responsible and competent citizens who can contribute to positive change in their communities.

Assessment in my teaching is continuous and diverse, focusing not only on academic achievement but also on learners’ ability to apply sociological concepts, think critically, and engage with social issues.

Ultimately, my goal is to cultivate informed, critical, and empathetic individuals who understand the complex relationship between education and society and are equipped to promote fairness and inclusion in educational practice.