There has been a growing number of calls to improve theory instruction in sociology. These conversations have focused on what instructors should teach (with a renewed emphasis on racism and sexism) and whom to teach (with calls to diversify the reading list), but comparatively little attention has been placed on how social theory should be taught. Building on recent findings from the literature on reading comprehension and on a popular description of theories as maps, we suggest that teaching theory can be treated as a form of cartography, a student-centered method that advocates for radical accessibility. We describe three different ways students can use theory maps—as tourists, navigators, and mapmakers—each adapted for a different stage in the learning process. We believe that adding accessibility to current calls for critique and representation brings our conversations about how to reimagine theory courses full circle.

越来越多的人呼吁改进社会学的理论教学。这些对话集中在教师应该教什么（重新强调种族主义和性别歧视）和教谁（呼吁使阅读清单多样化），但相对较少关注应该如何教授社会理论。基于最近关于阅读理解的文献的发现和对理论作为地图的流行描述，我们建议教学理论可以被视为一种制图形式，一种以学生为中心的方法，倡导激进的可访问性。我们描述了学生使用理论地图的三种不同方式——作为游客、导航员和地图制作者——每种方式都适用于学习过程的不同阶段。