Deprioritizing and delegitimizing sociologies through global neoliberalization of higher education diminishes societies’ ability to tame wicked problems by removing a discipline that untangles the inherent messiness between anti-environmental acts and social injustice. Attacks include thinning sociology into neoliberal, (neo)colonial tools that, at best, ignore and, at worst, justify hegemony, socio-historical oppressions (e.g. racism, patriarchy, heteronormativity), injustices, inequalities, planetary unsustainability and anthropocentrism. A vital role of higher education in public spheres is teaching students for praxis to solve wicked environmental problems in which transformative sociologies are essential. The conundrum of how teaching sociologies diversifies reflexivity for effective problem-solving is also the reason why the discipline is being attacked – as pedagogical enemies of hegemonies grounded upon neoliberalism – will be unpacked. Ecopedagogical and transdisciplinary approaches to teaching sociologies to end wicked problems will also be highlighted.
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