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Department of Sociology
SOC 339 | Course Introduction and Application Information
| Course Name |
Education and Society
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
SOC 339
|
Fall/Spring
|
3
|
0
|
3
|
6
|
| Prerequisites |
None
|
|||||
| Course Language |
English
|
|||||
| Course Type |
Elective
|
|||||
| Course Level |
First Cycle
|
|||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | Q&ALecture / Presentation | |||||
| National Occupation Classification | - | |||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | - | |||||
| Assistant(s) | - | |||||
| Course Objectives | The aim of this course is to introduce students to the sociological perspectives and theoretical frameworks within the field of educational sociology. The aim of this course is to introduce students to the sociological perspectives and theoretical frameworks within the field of educational sociology. The aim of this course is to introduce students to the sociological perspectives and theoretical frameworks within the field of educational sociology. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | The course is designed to examine the phenomenon of education through a sociological thinking. To do this, by evaluating key concepts and theoretical debates in the field of educational sociology, the course focuses on subjects such as the relationship between education and society, educational institutions, policies, and ideologies, as well as the role of education in reproducing social inequalities and addressing contemporary issues in education. |
| Related Sustainable Development Goals |
|
|
|
Core Courses | |
| Major Area Courses |
X
|
|
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation |
| 1 | Introduction | |
| 2 | Theoretical Perspectives in Sociology of Education | Susan L. Robertson. (2010). “Spatializing’ the sociology of education: stand-points, entry-points and vantage-points”, chap 1 in The Routledge International Handbook of the Sociology of Education. (New York: Routledge). |
| 3 | Education and Power | Inés Dussel. (2010). “Foucault and education”, chap 2 in The Routledge International Handbook of the Sociology of Education. (New York: Routledge). |
| 4 | Pedagogy and Knowledge | Ursula Hoadley and Johan Muller (2010). “Codes, pedagogy and knowledge: advances in Bernsteinian sociology of education”, chap 6 in The Routledge International Handbook of the Sociology of Education. (New York: Routledge). |
| 5 | Education and Modernity | Philip A. Woods. (2010). “Rationalisation, disenchantment and re-enchantment: engaging with Weber’s sociology of modernity, chap 11 in The Routledge International Handbook of the Sociology of Education. (New York: Routledge). |
| 6 | Gender, Subjectivities and Education | Deborah Youdell. (2010). “Recognizing the subjects of education: engagements with Judith Butler”, chap 12 in The Routledge International Handbook of the Sociology of Education. (New York: Routledge). |
| 7 | Gendered Labor in Education | Michael W. Apple. (2010). “Doing the work of God: home schooling and gendered labor”, chap 13 in The Routledge International Handbook of the Sociology of Education. (New York: Routledge). |
| 8 | Midterm | |
| 9 | Social Democracy and Education | Mark Olssen. (2010). Social democracy, complexity and education: sociological perspectives from welfare liberalism”, chap 7 in The Routledge International Handbook of the Sociology of Education. (New York: Routledge). |
| 10 | Education and Ideologies | Stephen J. Ball. (2010). “ New states, new governance and new education policy”, chap 14 in The Routledge International Handbook of the Sociology of Education. (New York: Routledge). |
| 11 | Social Reproduction and Education | Andrew Brantlinger, Laurel Cooley and Ellen Brantlinger. (2010). “Families, values, and class relations: the politics of alternative certification”, chap 16 in The Routledge International Handbook of the Sociology of Education. (New York: Routledge). |
| 12 | Social Class and Education | Maria Alice Nogueira. (2010). “A revisited theme – middle classes and the school”, chap 22 in The Routledge International Handbook of the Sociology of Education. (New York: Routledge). |
| 13 | Ethnicity and Education | Kris D. Gutiérrez, Arshad Ali and Cecilia Henríquez. (2010). “Syncretism and hybridity: schooling, language, and race and students from non-dominant communities”, chap 32 in The Routledge International Handbook of the Sociology of Education. (New York: Routledge). |
| 14 | Critical Pedagogy, Resistance and Education | Ramón Flecha. (2010). “The dialogic sociology of the learning communities”, chap 30 in The Routledge International Handbook of the Sociology of Education. (New York: Routledge). |
| 15 | Semester Review | |
| 16 | Final Exam |
| Course Notes/Textbooks |
|
|
| Suggested Readings/Materials |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation |
1
|
10
|
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury | ||
| Project | ||
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm |
1
|
40
|
| Final Exam |
1
|
50
|
| Total |
| Weighting of Semester Activities on the Final Grade |
2
|
50
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
50
|
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
3
|
48
|
| Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
0
|
|
| Study Hours Out of Class |
14
|
3
|
42
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
0
|
||
| Presentation / Jury |
0
|
||
| Project |
0
|
||
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
1
|
40
|
40
|
| Final Exam |
1
|
50
|
50
|
| Total |
180
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
|||||
|
1
|
2
|
3
|
4
|
5
|
|||
| 1 |
To have the knowledge of classical and contemporary theories in sociology, and be able to comparatively analyze these theories. |
-
|
-
|
X
|
-
|
-
|
|
| 2 |
To have the knowledge of main methodological approaches in sociology as well as social research and data analysis methods. |
-
|
-
|
X
|
-
|
-
|
|
| 3 |
To have knowledge in the fields of general sociology, sociology of institutions, social structure and change, and applied sociology. |
-
|
-
|
X
|
-
|
-
|
|
| 4 |
To be able to determine the appropriate methods in the design of the planning stage and conclusion of a sociological project, individually or as part of a team. |
-
|
-
|
-
|
-
|
-
|
|
| 5 |
To be able to diagnose the social dynamics behind personal problems by using sociological imagination. |
-
|
-
|
X
|
-
|
-
|
|
| 6 |
To be able to define social problems at local, national, and global level, and offer new policies for solutions. |
-
|
-
|
-
|
-
|
-
|
|
| 7 |
To be able to apply commonly-used computer programs for data collection and analysis in sociological research. |
-
|
-
|
-
|
-
|
-
|
|
| 8 |
To be able to develop a socially responsible, scientific and ethical perspective regarding the collection, analysis, interpretation and presentation of data. |
-
|
-
|
-
|
-
|
-
|
|
| 9 |
To be able to analyze different aspects of the social world by drawing on the knowledge produced by other disciplines of the social sciences. |
-
|
-
|
X
|
-
|
-
|
|
| 10 |
To be able to constantly renew herself/himself professionally by following scientific and technological developments in sociology and social research. |
-
|
-
|
-
|
-
|
-
|
|
| 11 |
To be able to collect sociological data and communicate with sociologists and other social scientists in a foreign language ("European Language Portfolio Global Scale", Level B1). |
-
|
-
|
-
|
-
|
-
|
|
| 12 |
To be able to speak a second foreign at a medium level of fluency efficiently. |
-
|
-
|
-
|
-
|
-
|
|
| 13 |
To be able to relate the knowledge accumulated throughout the human history to their field of expertise. |
-
|
-
|
-
|
-
|
-
|
|
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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