L A K E H E A D   U N I V E R S I T Y

DEPARTMENT OF SOCIOLOGY
Sociology 3501 YA
Sociology of Education
Fall/Winter 2009-2010
Tuesday & Thursday: 4:00 - 5:30 p.m. RC 0005
Sociology web-page http://sociology.lakeheadu.ca
							 
Instructor: Walid Chahal		                    		
Office: UC 0037
Email:  wchahal@lakeheadu.ca
Phone: 343-8426                                           			    

Course Focus:

We will focus in this course on the social context of the development and transformation of our education system. We will also critically examine the impact of the complex interplay between the individual and the social structure of schooling, and of the broader social, economic, political and historical forces on gender, social class and racial groups.

Required Texts:

There are four required textbooks for this course:
	
Gatto, John Taylor. 2002. Dumbing Us Down: the Hidden Curriculum of Compulsory schooling. Gabriola Island: New Society Publishers.  
 
Nelsen, Randle W. 2007.  Fun and Games and Higher Education: the Lonely Crowd Revisited. Toronto: Between the Lines. 

Schissel, Bernard and Terry Wotherspoon. 2003. The Legacy of School for Aboriginal People: Education, Oppression, and Emancipation. Don Mills: Oxford University Press.   

Wotherspoon, Terry 2009.  The Sociology of Education: Critical Perspectives. Don Mills: Oxford University Press.  

Course Outline:                                                                         Required Readings
                                                                                                                          
	1.	Introduction                                                                             Wotherspoon, Chapter 1 
          Critical Pedagogy: Rethinking Teaching Practices—Recommended: b. hook, Teaching to   
                                                                                                  Transgress--Chapters 1-2 [Reserve]                                                       
                                                                                                         
2.	Historical & Organizational Dimensions of Canadian Education—Wotherspoon, Chapter 3
          Aboriginal Education: Dreams and Disappointments                  Schissel, Chapters 1 & 3 
         
3.	Sociological Theories of Education                                              Wotherspoon, Chapter 2
          Aboriginal Education in Canada: Issues & Theories                    Shissel, Chapter 2

4.	The Process of Schooling                                                              Wotherspoon, Chapter 5
          The Hidden Curriculum of compulsory schooling                       Gatto, Chapters 1- 5
                
5.	Fun & Games & Education                                                            Nelsen, Chapters 1- 6
          
6.	The structure of Canadian Education Systems                              Wotherspoon, Chapter 4
         
7.	The Politics of Teaching                                                                Wotherspoon, Chapter 6
 
8.	Schooling & Work                                                                         Wotherspoon, Chapter 7 

9.    Education & Social Inequality                                                         Wotherspoon, Chapter 8
	The Voices of Students of Aboriginal Ancestry                             Schissel, Chapter 4
                            
 10.   Contemporary Educational Challenges & Reforms                        Wotherspoon, Chapter 9
          Education & the New Technology                                                 Nelsen, Chapter 7 
          Determinants of successful Schooling                                            Schissel, Chapter 5
          Education, Justice, & Community: a Paradigm
          for Enfranchising Children & Youth                                              Schissel, Chapter 6
          
 Course Requirements:

 There are four (4) requirements for this course.

1.	One essay.  Due March 2nd ….....……………………………………………..      20%

The essay should be no more than 3000 words (10 pgs, db-spaced).  The student is expected to rely on analyses covered in class and in the reading, and to use at least one of the sociological perspectives for the analytical part of the paper.  You are strongly encouraged to select a topic of specific interest to you.  If sociology is not your major, you may write a paper on an area which ties together your major and sociology of education.

2.	Two in-class tests: November 24th  and March 25th  ………(2 @ 25% each) …      50%
     
	The tests consist of short-answer and essay questions and may include multiple-choice  
       questions. The tests cover all class work, lecture and reading material to date. It is not the 
       instructor’s aim to reproduce the same material that is covered in the text. The lecture material and 
       discussions will complement, expand, and shed more light on the issues that are covered in the   
	text.

3.    One presentation...............................................................................................        20%
        Students need to work together in groups and divide the work evenly among the
        members of their group for this assignment.  Every group will consist of two students,
        and every group is required to do the following: 

	(A)  In-Class Article-Presentation
Every group will be provided with (or will be asked to choose) an article dealing with one of the areas of sociology of education from specific social science journals or books (including our texts). The group is expected to present at least one article. The presenters should not only sum up the main argument(s)/viewpoint or idea(s) of the article, but also provide a critique of the article by making use of the concepts, theories and other material covered in class. It is important that the presenters understand their article well and effectively communicate its content to the rest of the students. The presenters should be prepared to lead the discussion and answer questions regarding their topic. They may use overheads or any other prop that will improve their presentation. 
(B) Short Film--In addition to the article, students may chose to include a short film, or parts of a film (up to 5 minutes) in order to facilitate understanding of a particular part of their topic. 

4.   Class participation and critical reflection ...................................…..............…     10%
      Class attendance is expected:  In order to do well in this course, you must attend class on a 
       regular basis. There will be substantial in-class discussions and much of the material covered 
       in lectures will not be found in the reading. In order to participate in class discussions, it is 
       important that you do the readings before coming to class.  You must come to class ready to 
       contribute to discussion in a thoughtful way, to ask questions, as well as critically reflect on 
       the assigned readings. Students are strongly encouraged not to engage in private conversations                     
    during class lectures.

PLEASE NOTE:
•	The essay must be formatted according to the ASA (American Sociological Association) Style Guide for referencing and citations. For more information, see the following website:
            http://www.queensu.ca/sociology/files/styleguiderevised%20NOV06.pdf
•	Make sure you keep a backup copy of the essay.
•	There is a penalty for essays handed in late.
•	Plagiarism will not be tolerated and will be dealt with according to the University regulations. For more information, see University Regulations section “IX Academic Dishonesty,” Lakehead University Calendar 09/10:
           http://calendar.lakeheadu.ca/current/contents/regulations/univregsIXacdishon.html

Further, the student will be given additional information concerning course topics, course
requirements, evaluation procedures and any other relevant material on the first day of class.