MAHandbook2014 2015

M.A.
Student
Handbook
2014-2015
Department of Sociology
Queen s University
at Kingston
Qjeens
UNIVERSLTV
Welcome! This handbook is designed to help ease your way into the academic
community at Queens. It provides you with the names of contact people, some
important dates and departmental course regulations. It serves as a complement to the
School of Graduate Studies and Research Calendar and provides preliminary course
information.
We hope that the handbook will facilitate your course selection and help you to
plan your academic year. Please feel free to contact us if you have any problems.
We look forward to seeing you in September.
Annette Burfoot, D Phil
Professor and Graduate Studies Coordinator
Macintosh-Corry Hall, Room D415
(613) 533-6000, ext. 77857
burfootacgueensu.ca
Michelle Ellis
Graduate Program Assistant
Macintosh-Corry Hall, Room D427
(613) 533-6684
mel 2cueensu.ca
July 2014
DEPARTMFNT OF SOCTOLOGY
Mackintosh-Corry Hafl, Room 0431
Qeens University
Kingston, Ontario, Canada K7L 3N6
Tel 613 533-2162
Fax 613 533-2871
http: / / www queensuca /sociology
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Queens University
DEPARTMENT OF SOCIOLOGY
GUIDELINES FOR STUDENTS IN THE M.A. PROGRAM
July 2014
INTRODUCTION
These guidelines have been produced to acquaint incoming M.A. students with the administrative
requirements of the program and to give some direction enabling you to plan your time efficiently and
effectively. For more general information on graduate studies at Queens, you may consult the School of
Graduate Studies and Research Calendar htt://www.gueensu.ca1ca1endars/sgsr/.
I. LENGTH OF PROGRAM
The School of Graduate Studies (SGS) stipulates that the MA degree be completed in two years.
Some students complete the degree in less than two years. Any student planning to do so should discuss
this with the Graduate Coordinator upon arrival. You can find the SGS time to completion and request for
extension regulations here:
http://www.queensu.caJcalendars/sqsr/Time Limits for Corn letion of Proqrams.htrnI
http://www.pueensu.ca/calendars/sgsr/Extension of Time Limits.html
Should you require a leave (r,arental. medical and so on. olease contact the Sociology Graduate
Coordinator.
II. STUDENTS SUPERVISION
1. The Department requires that there be a supervisor for each student. During the Fall or
early winter term of the first year, each student after consulting with appropriate faculty
members and if necessary, with the Graduate Coordinator, will decide upon a supervisor.
The supervisor will advise the student in all aspects of his or her program, course work, as
well as the thesis/essay. In consultation with his/her supervisor and appropriate faculty, a
second faculty member will be asked to be a secondary supervisor, who may be involved in
the direct supervision of the student, but is more likely to provide a second reading of a
completed draft of the thesis or essay prior to thesis defense or final essay review.
The second supervisor and a co-supervisor may be from outside the Department of
Sociology, but a sole supervisor of the Masters thesis or essay must be from within the
Department (including cross- and joint-appointed faculty).
2. Students pursuing their Masters degree have two options in terms of the general program of
study: the thesis option and the essay option. Details of these options are specified below.
Students should give careful consideration as to which option they wish to pursue.
3. The supervisor is responsible for monitoring the progress of the thesis or essay and is the
person with whom the student will work most closely. Students should ensure that they
meet with their supervisor on a regular basis. Your supervisor, in consultation with you, will
complete a Progress Report yearly. The Progress Report serves as an important means of
monitoring student progress, and any issues arising.
4. During the Fall or early winter term, each student is responsible for advising the Graduate
Assistant of the name of the person who has agreed to be the supervisor and which option
they will pursue (essay or thesis). If your plans change or if you are having difficulties
deciding on a program or supervisor, please consult the Graduate Coordinator.
Ill. COURSE WORK
1. All students take the required Fall and winter courses, SOCY 901 (Sociological Theory)
and SOCY 902 (Sociological Methodology). Students pursuing the thesis option take two
additional term-length courses of their choosing. Students pursing the essay option take
four term-length additional courses of their choosing. Students can choose their elective
courses from other departments who offer courses jointly with Sociology. With the
permission of the Graduate Coordinator, students may also arrange to take graduate
courses outside of the Department.
2. Regulations of the Graduate School require that a minimum grade point average of 2.7 or
B- be attained in all primary courses, i.e., courses required for the degree. This includes
elective courses.
3. In case of legitimate student problems, medical or personal, an instructor may agree to
accept a late assignment. In this case, the instructor will assign an IN (incomplete
grade). The missing work should then be submitted no later than the end of the winter
term for Fall term courses, or the end of summer term for winter term courses. The
system will automatically add a deadline date of 120 days from the last date in the term in
which the IN is entered, after which the grade will automatically become an F if no grade
change is submitted before the deadline. A failed course is also one in which the student
obtains less than a grade point of 2.7 or B-. Incomplete grades, particularly if there is
more than one, will normally affect a students ranking by the Department in making
recommendations for further financing, allocation of teaching assistantships and so on.
4. Normally, both thesis and essay option students will take the required courses (SOCY
901 and SOCY 902) and their electives in the Fall and winter terms of the first year. For
students who intend to complete their M.A. within twelve to eighteen months, it is
essential that all courses are taken and completed during the Fall and winter terms.
5. With research involving human subjects, all students must successfully complete SGS
804, the Human Research Ethics online course. As well, all graduate students will have
to complete the compulsory AODA-800 Accessible Customer Service on-line tutorial.
Further information can be found at:
http:llwww.gueensu.ca/epuity/aps/AccessibleCS Trainin.ph
IV. THE MASTERS THESIS
1. Students should carefully read the general regulations of the Graduate Calendar that set forth
the University regulations concerning the thesis. Please visit the following website,
hp:llwww.cueensu.ca/scs/current-students/deree-completion.
2. The preparation of the Masters thesis constitutes one-half of the weight of the program.
3. The thesis normally does not exceed 25,000 words. Theses and essays that have been
filed with the Department are available on a loan basis.
4. The procedures for writing a thesis are as follows:
(a) The student will choose a faculty member who agrees to supervise the thesis.
(b) The supervisor in consultation with the student will choose a second supervisor.
(c) The thesis will be defended before a committee comprising the supervisor, the
second supervisor, the Head of Department or delegate as chair, and a faculty
member from an external department.
(d) The outcome of a thesis defense will be a pass, a referral (major revisions) or a
fail.
V. THE MASTERS ESSAY
1. The preparation of the Masters essay constitutes one-quarter of the students work
towards the MA degree. The lesser weight of the essay, by comparison with the thesis,
does not indicate a difference in standards, but reflects the fact that preparation of the
essay does not involve the time-consuming research that goes into the thesis.
2. The Masters essay should be between 10,000 and 12,000 words in length and will
demonstrate a critical mastery of the state of scholarship on a relevant sociological
problem or question.
3. The procedures for writing an essay are as follows:
(a) The student will choose a faculty member who agrees to supervise the essay.
(b) The essay will be marked by the supervisor and by a second reader. The
second reader will be a member of the Department, chosen by the supervisor in
consultation with the Graduate Coordinator and the student.
(c) Marking will be on a Pass/Fail basis.
(d) Disputed cases will be mediated by the Head or delegate, whose decision will be
final.
4 Students should choose their topics with care. Their particular approach may be used to
explore the achievements and the limitations or deficiencies of the literature on a given
subject. This is easier to accomplish with some subject matters than with others, and the
Graduate Studies Committee accordingly suggests that it is only prudent to choose
subjects in which there is an extensive secondary literature. The essay need not take the
form of a review of the literature exclusively, but it must demonstrate a critical awareness
of the state of scholarship concerningthe topic.
5. If you intend to assess the quality of the literature by conducting research in primary
materials, or by testing some propositions in the literature in a specific empirical context,
you should probably choose the thesis option. You should discuss this with your
supervisor.
VI. PROGRESS REPORTS (Annual)
Supervisors and graduate students are responsible for completing progress reports once a year in the
Spring Term. The progress report serves as an important means of monitoring student progress, and any
issues arising. Once the forms are distributed by the graduate Assistant late in the winter term, students
begin by filling their parts on the form; the supervisor then fills out their section, and returns the form to
the student for final review and their signature. The Supervisor then signs and submits the report to the
Graduate Coordinator by May
1 st
of each year. Please see the attached example of our annual progress
report.
VII. APPEALS ON ACADEMIC MATIERS
Please visit the following site http:llwww.Queensu.ca/calendars/archive/2005-
06/sQsr/AopealsAc4ainstAcaderncDecisions 69.htm for information on appeals on academic matters.
IMPORTANT DATES
2014
September 8: Fall term classes begin
October 13: Thanksgiving Day (no classes)
November 28: Fall term classes end
December 31: End of fall term
2015
January 5: Winter term classes begin
Feb. 17-20: Reading Week
April 2: Winter term classes end
April 3: Good Friday (no classes)
April 30: Last date to apply to graduate for spring
August 31: End of summer term
September 18: Last date to apply to graduate for fall
Annual Progress Report Form (MA and PhD)
To be completed by the student and the supervisor(s) and returned to
the Graduate Assistant no later than May 1.
All fields will expand as text is entered.
To be completed by the student:
Student Name:
________________________
Name of
Student Number:
Supervisor(s):
Program (MA or Names of Members
PhD):
________________________
of Supervisory
Committee:
Year in Proaram: (If aoolicable
Program requirements still to be completed
(course work, comprehensive exam, ethics review,
literature review, fieldwork, data collection, essay
or thesis writing, defense):
Date of Completion or anticipated completion of
comprehensive examinations, (PhDs only):
Proposed timeline for completion of essay or
thesis and defence
Please indicate progress in the last academic year on completion of the requirements of the program.
Comment, where applicable, on progress in research, fieldwork, analysis and/or writing of dissertation.
Please report on papers submitted or published, conferences, presentations, grant applications, and/or
professional development. Please indicate if there is anything that has hindered rooress in the last year.
1
Specific goals for the next academic year:
Spring/Summer:
Fall:
Winter:
For PhDs in their
4 th
year only Do you require another year to complete?
If YES, provide details of plans for completion in the
5 th
year.
If you wish to respond to the Supervisor(s) comments, please do so here.
2
To be completed by the supervisor(s) and/or committee members:
Comment on the students progress.
Are the proposed goals reasonable and compatible with timely degree completion?
If delays or obstacles to progress have been reported, please comment on remedial action
If the PhD student in their
4 th
year has requested an additional year to completion (see above),
does the plan for completion seem reasonable?
Signatures and Dates the student and supervisor should sign this document before it is given to
the Graduate Coordinator.
Signature Date
Students Signature
Faculty Supervisors(s)
Signature(s)
Graduate Coordinators
Signature
Teaching should not be evaluated in this annual progress report.
3
TEACHING ASSISTANTS
ROLES AND RESPONSIBILITIES
(2014-2015)
1. A Teaching Assistantship (TA) is a contractual agreement between a department and a
student for a specified number of hours of teaching support delivered within a specified
period such as a term.
The awarding of teaching assistantships serves several functions. A teaching
assistantship provides teaching support to undergraduate courses; it is a basic component
of financial support for many graduate students; and, for many gradiste students, it is an
important part of their professional development.
2. The stipend for teaching assistantships is for an average of 10 hours per week (no more
than 130 hours per term). This includes all duties including attendance at lectures,
preparing and giving tutorials, any administrative duties, and all marking including any
marking for final exams.
It is the responsibility of the graduate student to monitor her/his time and to consult with
the faculty member teaching the course if there is a risk cI reaching or exceeding this limit.
3. In accordance with university policy, thedepartment affirms its commitment to the
principles of employment equity.
4. Teaching assistants are assigned to undergraduate classes with enrolments of 50
students or above. (The ratio used to determine the number ofTAs per course is one TA
per 50 students.) This number is presently being reviewed and might potentially be lower.
Remuneration
For the 2014-15 academic year, the teaching assistant stipend paid to graduate students
will be $4925 for the fall term and $4925 for the winter term.
Teaching assistants must inform the instructor and the graduate program assistant if it is
necessary for them to be away during any part of the academic session.
Duties
Your first responsibility is to attendtwo workshops on being a teaching assistant. The first
one is run by the Centre for Teaching and Learning, a fulday workshop, not compulsory but
highly recommended and the second one, a half.day, compulsory workshop, run by the
Sociology Department. This year, the Centres workshop is scheduled forWednesday,
September 3. The Sociology Department workshop is tentatively scheduled for Friday,
September 12. More information on these is forthcoming.
Specific duties to be performed by ateaching assistant are assigned by the faculty member
responsible for the course. It is stressed that the stipend associated with the teachin
assistantship is not an award but rather payment for senices. General duties usually consist
of the following:
1. Instruction of one hour per week per tutorial group. The specific format this instruction will
take (seminar, discussion group, lecture) is decided in consultation with the faculty member
responsible for the course.
2. Regularly scheduled office hours. Office hours are for the purpose of counselling and
assisting students in the tutorial group(s) with course-related problems, discussing issues that
arise from the academic content of the course, and answering questions related to the
operation of the course. One hour per week per tutorial is suggested.
3. Mark assignments, exercises, examinations as assigned by and under the supervision of
the faculty member teaching the course.
4. Meet on a regularly scheduled basis with the faculty member teaching the course and with
other teaching assistants for the purpose of exchange of information and discussion of any
problems that may arise.
5. Attendance at class lectures is usually required by the faculty member teaching the course.
The time so spent is to be counted as part of the overall workload.
6. Teaching assistants are not expected to give class lectures, but they may do so on a
voluntary basis. Time so spent (including preparation time) isto be counted as part of the
overall workload.
Procedures for Resolving EmploymentRelated Disputes
From time to time, problems arise in relation to the performance of duties. If you have a
problem with the instructor regarding your responsibilities, yw should, when possible, speak
first to the instructor. When you do not wish to, or feel that you cannot do thi you should
consult the Head of Department or the Coordinator of Graduate Studies This discussion will
be confidential. When appropriate, the Head or Coordinator will undertake to resolve the
problem in consultation with you and the instructor. Every effort will be made to resolve
problems by reasonable discussion within the department.
If no resolution is possible at the departmental leveL the university grievance procedures are
available to you as they are for all employees. Copies of these procedures are availabIn
the Office of the Senate of the University.
Express Prep is an entrepreneurial effort to get graduate students to teath cram
courses for exams, charging students for the service. Tie Department of Sociology
does not support the activities of Express Prep and other similar enterprises, and
advises people associated with our department not to associate with Express Prepor
other similar enterprises.
INTEREST AREAS OF FACULTY- 2014-2015
Full-time Faculty in Sociologv
BARON, Stephen Criminology; Young Offenders
BEAMISH, Rob Early Modernity; Sociology of the Body; Hegel and Marx on Consciousness and Labour; History
of Sociological Theory; Noetics
BURFOOT, Annette Feminism, Visual Science Studies (anatomy, cancer care, science fiction); Technology
Studies (political economy of manufacturing, reproductive & genetic engineering); Cultural Studies
DAY, Richard Social, Political, and Cultural Theory; Cultural Studies; Radical Social Movements; Anarchism;
Indigenism; Colonialism; Alternatives to Development (not available for supervision)
HAND, Martin Emergent Media; Digital Culture; Photography and Imaging; Archives and Memory; Consumer
Culture; Domestic Technologies; Everyday Life; Sociological Theory
KAY, Fiona Sociology of Law, Work and Occupations, Gender, Mixed Research Methods
KRULL, Catherine Diaspora/Transnationalism, Inequality, Cuban Studies, Reproductive/Body Politics,
Postcolonialism, Family Diversity/Policies, Indigenous Studies, Feminist Theory, Qualitative Methods
LEVINE-RASKY, Cynthia Race, Ethnicity, Critical Race Theory, Whiteness; Immigrants and Refugees;
Immigration Policy; Diaspora and Migration; Romani Studies; Qualitative Methods; Intersectionality; Inequality
LYON, David Surveillance; Identification; Biometrics. Histories and cultures of surveillance. Surveillance in
Canada and internationally. Religion, Ethics and Surveillance
MURAKAMI-WOOD, David Surveillance and Security, especially in International Comparative Perspective
(Japan, Brazil, UK); Cities, particularly Global I World Cities; Globalization and Global Flows; New Technologies;
Risk, Disaster, War and Terrorism; Science Fiction and Futurology; Actor-Network / Assemblage Approaches to
Social Theory
SACCO, Vincent Victimization & Community Reactions to Crime; Urban Sociology; Sociology of Deviance; Mass
Media, Social Constructionism
SRIVASTAVA, Santa Social Movements; Critical Race Theory, Anti-Racist Theory and Practice, Feminist
Movements and Feminist Theory, Sociology of Gender and Race, Sociology of Emotion
Cross-Appointed Faculty:
ADAMS, Mary-Louise Cultural studies of sport and physical activity; sociology of the body; sexualities; gender;
queer theory; feminist theory; historical sociology (Affiliated with the School of Kinesiology and Health Studies)
DACOSTA, Dia Cultural Politics of Development; Social Movements; Cultural and Historical Sociology;
Postcolonial Theory; Feminist Epistemology and Ethnography; South Asian Studies (Affiliated with Global
Development Studies)
GOEBEL, Allison Environmental Justice; Women, Health and Environment; Local Food Issues/Movements;
Gender, Environment and Development in Africa, especially Southern Africa, including use of Management of
Natural Resources, Social Forestry, Agriculture, Urbanization and Housing, Social Impacts of Climate Change
(Affiliated with Environmental Studies)
JEFREMOVAS, Villia International Development; Indigenous Peoples in the Philippines; Non-Western
Indigenous Peoples Rights including Land Tenure and Land Claims in the Philippines; Rural Development including
Cash Cropping; Gender and Labour; Labour and Labour Organization in Rwanda and the Philippines; Genocide in
Rwanda (Affiliated with Global Development Studies)
LEWIS, Magda Social Identity and Culture; Feminist Theories; the Culture of Higher Education and its
Commodiflcation; Cultural Studies and its Methodologies; Qualitative Research Methods; Education and Social
Justice. (Affiliated with Faculty of Education [Cultural and Policy Studies Specializationj, Department of Gender
Studies, and the Interdisciplinary Cultural Studies Programme)
SISMONDO, Sergio Science & Technology Studies; Pharmaceuticals; Sociology of Philosophy (Affiliated with
Philosophy)
TAYLOR, Marcus Climate Change Adaptation and Rural Livelihoods; Political Ecology and Political Economy;
Marxism and Postcolonialism; Latin America and South Asia (Affiliated with Global Development Studies, School of
Environmental Studies)
Emeritus Faculty:
HAMILTON, Roberta Feminist Theory; Canadian Political Economy; Quebec Society; Historical Sociology
KEANE, Carl Organizations; Criminology; Applied Sociology; Collective Behaviour
MOSCO, Vincent Sociology of Communication and Information Technology, especially Labour; Political
Economy of the Media; Science and Culture
PEARCE, Frank Classical and Contemporary Sociological Theory, Ontology and Epistemology (Marxism,
Radical Durkheimianism, Foucauldianism); Sociology of Sacrifice; Sociology of Law, Crime and Deviance
PIKE, Robert Sociology of Education; Sociology & Social History of Communications; Public Policy &
Communications; Public Policy & Education
SNIDER, Laureen Sociology of Law & Corporate Crime; Feminism & the Criminal Justice System; Social
Control, Punishment; Punitiveness & Modernity
VARGA, Ivan Anthropology; Religion; Sociological Theory; Art & Culture; Social Change & Development;
Postmodern Theory
ZUREIK, Ella Sociology of the Middle East; Social Impact of Information and Communication Technology
COURSE OUTLINES
201 4-2015
SOCY 901. Sociological Theory, and SOCY 902, Sociological Methbdoloqy, are two
required courses for all graduate students.
SOCY 901, Sociological Theory
(Last Years Outline)
Classes: Wednesday, 2:30-5:30, Location TBA Fall Term
Instructor: Rob Beamish, D424
(613) 533-6000, ext. 74475
Rob.beamish @gueensu.ca
Course Description
Developing a required course in sociological theory for MA and PhD students is a com
plex balancing act: students will enter the course with very different backgrounds in the
ory, in general, and sociological theory in particular; they will have differing interests in
theory, metatheory, and sociological theory; various expectations of what they hope to
achieve in a core course in sociological theory; and certain apprehensions about the
course and the instructors expectations. In addition, there are the Departmental ex
pectations for a 12 week, core theory course that complicate course design. Finally, 12
weeks is a short period of time to cover what could be a large number of theorists, is
sues, and considerable substantive material. Everyone would design the course differ
ently.
As you first look at this syllabus, you might feel intimidated. Dont. When we meet, Ill
talk more about the syllabus and course evaluation but you should know at the outset
that my main goal is to provide you with an opportunity to read some important material,
to think about it as you read, and then to discuss and think about it collectively. The
seminar wont be a competition to see who knows the mostbut an opportunity to help
each other learn and to advance your own knowledge of sociological theory.
In this version of SOCY 901A, I have chosen to focus on original workI want to en
courage you to address the theorists themselves rather than secondary accountsfrom
a relatively small number of theorists. The number is small due to time constraints and
they have been selected partly on the basis of what I anticipate your particular interests
will be but largely because (a) they are significant theorists for sociologists, (b) their
work is significant in the shaping of contemporary sociological theory or (c) they are im
portant contemporary theorists whose work and ideas you should address. Because the
course is selective, it is not comprehensive but it does provide us with the opportunity to
consider an important and significant range of theoretical and sociological issues and
will let you extend material covered in the course into discussions of the theoretical is
sues that are most pertinent to your graduate course work and thesis or essay projects.
The course starts with some recent overview essays regarding theory. These will pro
vide you with a fairly comprehensive overview of the state of sociological theory at the
present time. These essays will provide some context for the material covered in the
course.
The course does have one specific focus. Among the greatest challenges facing sociol
ogy and sociological theorists is the development of theory that integrates agency and
structure, subject and object, and micro and macro. Maurice Merleau-Ponty titled his
critique of Jean-Paul Sartre The Adventures of the Dialectic and that could also serve
as the title of the main theme of this course although to make the theme more explicit,
Id call it the adventures of subject and object dialectic. What that means is the journey
that sociology and sociological theory has taken in conceptualizing the relationship be
tween subject (what constitutes the human agent and the nature of usually micro level,
social action and the knowledge upon which it is based) and object (the social structure,
social system, social totality). Michel Foucault, Pierre Bourdieu, and others developed
their ideas in response to the powerful presence of Edmund Husserl, Martin Heidegger,
Karl Jaspers, Gabriel Marcel, and Sartres different phenomenological or existentialist
positions. But those positions, accentuating the importance of human agency and sub
jectivity were a response to the strong system or totality orientation found in classical
sociology (Emile Durkheim, Marcel Mauss, Herbert Spencer, and Marx and Orthodox
Marxism). It is this conceptual movement back and forth between a greater emphasis
on structure or agency that I want to explore in this course as well as the different solu
tions that have been put forward. Bourdieu describes his sociology as a constructivist
structuralism and a structuralist constructivism to convey the integration of agency
and structure (subject and object) and that is where we will be headed during the course
but before we see what Bourdieu is actually proposing, I want us to work our way along
the wood path leading to that clearing to use Heideggers terminology.
To begin, Ill have you read some overall statements about sociological theorywhere it
has come from, where it is, and where it is headed. This will get us talking about theory
and the theoretical enterprise.
Week two addresses two inter-related themes. The first is the Enlightenment and the
second is the nature of modernity and postmodernity. Obviously those are interrelated
and they will also establish a bit more of a backdrop to the adventure of the dialectic.
Week three will focus on system-based sociology. This week could focus on Comte,
Spencer, and Durkheim but since most contemporary theory either draws upon Marx or
is shaped in a debate with at least part of Marxist or Marxs work, well focus on Marx
(and Foucault, Giddens, and Bourdieu, all of whom we will focus on in the latter parts of
the course, develop critical aspects of their work in response to Marx).
Week four will shift the focus 180 degrees and concentrate on the human subject. The
material here may be challenging largely because most of you have probably not read
much, if any, phenomenology or existentialist philosophy or theory. Once again, a con
scious choice has been made that eliminates two important wood paths that we could
also follow. One is the North American traditions of symbolic interactionism, pragmatism
(despite its recent rise to prominence again), role theory, or ethnomethodology. The
second is Wittgenstein and the linguistic turn in the social sciences. Both of those are
important but we cant cover everything. I chose to focus on Heidegger and Sartre (the
existentialist and not the Sartre of Search for Method and The Critique of Dialectical
Reason) because of the significant role they played in shaping Foucault and Bourdieus
ideas, critical aspects of structuralist Marxism, and other trends in contemporary theory.
Week five focuses on Marxs Paris Manuscriptsan incomplete set of three draft note
books that Marx wrote in 1844 and first published in part and then in total in 1930 but
not examined in much detail until after 1945 and not take up in earnest among English
language social scientists until the 1960s following their translation into English in a va
riety of partial formats and the Struik translation, followed by others somewhat later, of
the whole. These manuscripts open up three different challenges to the Orthodox Marx
ist and Soviet readings of Marx although there is considerable overlap among those
three challenges. One can be termed a Heideggerian reading of Marx (most closely
associated with Herbert Marcuses early work during and shortly after his association
with Heidegger). A second is the humanist Marx which was fairly widely adopted, par
ticularly in North America following Eric Fromms long introductory essay and the Bot
tomore translation of the main parts of the Paris Manuscripts in Marxs Concept of Man.
The third is the emphasis upon the continuity between Hegel and Marx producing an
Hegelian Marxist reading of Marx. Key to this reading are Alexandre Kojve and Jean
Hyppolite who had a significant impact on Foucault, Jacques Lacan, Louis Althusser,
Merleau-Ponty, and Bourdieu, among others.
Week six introduces the critical responses to existentialism, humanism, their variations
within Marxism, and other subject-centred theories. Week six examines one of the key
perspectives that moved the study of the subject away from its Cartesian-based, posi
tion of central importance; well take a quick look at structuralism. We will focus on
Barthes rather than Ferdinand de Saussure or Roman Jakobson who really initiated the
structuralist turn in their study of language because Barthes takes us directly into
structuralisms impact on the social sciences and sociological thought.
The material in week six sets the stage for week sevena foray into Louis Althusser
and Jacques Rancires structuralist Marxism. Structuralist Marxism had an enormous
impact on Marxist theory as well as sociological theory in general. There is also no
doubt that Bourdieu, and to a lesser extent, Giddens both respond to the structuralist
turn in their particular theories. Foucault continually found himself having to emphasize
the he was not a structuralistand I would maintain that he wasntbut seeing the
structuralist Marxist position helps you see why Foucault was not.
Weeks eight and nine will focus explicitly on two of Bourdieus booksPascalian Medi
tations and The Logic of Practice. Ive chosen Bourdieu and those two books partly be
cause of Bourdieus importance in sociology but also because of the issues that he ad
dresses in both those books. I think that the two books constitute an opportunity to bring
together the main themes that I hope we have covered throughout the course.
Week ten will focus on Giddens The Constitution of Society. Giddens seems to be a bit
of a polarizing figuresome people love him while others reject his work completely. I
think that his theory of structuration is an important attempt to create an integrated theo
ry of social life and merits more than a cursory examination through secondary sources.
Week eleven will allow us to focus on Foucault with whom many, if not all, of you are
familiar.
I have left week twelve empty. We can determine the best way to fill it as we proceed
through the course.
Assignments
We will talk about evaluation in our first couple of meetings. In the end, Id like you to
write a major paper that will allow you to consolidate your thoughts about theory to
wards the end of the course. This will, to be sure, a provisional synthesis of where you
stand theoretically but its a worthwhile exercise in self-clarification and I can give you
feedback on that self-clarification exercise. Whether you want to write and submit mate
rial before that paper is something we can discuss.
Week One: The Differing Nature of Sociological Theory
Suggested Required Readings:
Turner, Bryan. 2009. Introduction: A New Agenda for Social Theory? The New Black-
well Companion to Social Theory. Retrieved at
httrx//www. blackwell reference.com/subscriber/uid=1 58/tocnode?id=Q9781 405169004
chunk c9781 4051690041
Delanty, Gerard. 2009. The Foundations of Social Theory. The New Blackwell Com
panion to Social Theory. Retrieved at
htt://www.blackwellreference.com/subscriber/uid=1
58/tocnode?id=g978 1405169004
chunk Q9781 4051690042
Holmwood, John. 2009. Contemporary Sociological Theory. The New Blackwell Com
panion to Social Theory. Retrieved at
httix//www. blackwe II reference. com/subscriber/uid=1 58/tocnode? d=ci9781405169004
chunk ci9781 4051690043
Evans, Mary. 2009. Feminist Theory. The New Blackwell Companion to Social Theory.
Retrieved at
http://www.blackwellreference.com/subscriber/uid=158/tocnode?id=c9781 405169004
chunk Q978l 40516900413
Pakulski, Jan. 2009. Postmodern Social Theory. The New Blackwell Companion to
Social Theory. Retrieved at
httr://www. blackwell reference.com/subscriber/uid=1 58/tocnode?id=c9781405169004
chunk g9781 40516900414
Turner, Stephen. 2009. The Future of Social Theory. The New Blackwell Companion
to Social Theory. Retrieved at
http://www.blackwellreference.com/subscriber/uid=1
58/tocnode?id=cj9781 405169004
chunk Q978l 40516900429
Other Readings
Giddens, Anthony. 1982. Classical Social Theory and the Origins of Modern Sociolo
gy. Pp. 40-67 in A. Giddens, Profiles and Critiques in Social Theory, Berkeley: Uni
versity of California Press. (on Moodle)
Giddens, Anthony. 1979. The Prospects for Social Theory Today. Pp. 234-59 in An
thony Giddens, Central Problems in Social Theory: Action, Structure and Contradic
tion in SocialAnalysis. London: Macmillan Press.
George Steinmetz, (ed.). 2005. Politics of Method in the Human Sciences: Positivism
and its Epistemological Others. Durham, NC: Duke University Press (available elec
tronically at Queens Call number: H61 .P5875 2005).
Gulbenkian Commission on the Restructuring of the Social Sciences. 1996. Open the
Social Sciences: Report of the Gulbenkian Commission on the Restructuring of the
Social Sciences. Stanford, CA: Stanford University Press (chapter one on Moodle).
Jay, Martin. 1982. Should Intellectual History Take a Linguistic Turn? Reflections on
the Habermas-Gadamer Debate. Pp. 86-110 in D. LaCapra and S. Kaplan (Eds.),
Modern European Intellectual History: Reappraisals and New Perspectives. Ithaca,
NY: Cornell University Press (available electronically through Queens library
Dl 055.M59).
Parsons, Talcott. 1959. Some Problems Confronting Sociology as a Profession. Amer
ican Sociological Review24(4):547-59 (on Moodle).
Featherstone, Mike. 1986. French Social Theory: An Introduction. Theory, Culture &
Society 3(3):1-5 (On Moodle).
Hirst, Paul. 1972. Recent Tendencies in Sociological Theory. Economy and Society
1(2):216-28 (on Moodle).
Barrett, Michle. 1999. Rethinking the Marxist/Feminist Encounter. Imagination in
Theory: Essays on Writing and Culture. Cambridge UK: Polity Press,
pp.
135-56 (on
Moodle).
Karl Popper. 1976. The Logic of the Social Sciences. Pp. 87-104 in The Positivist Dis
pute in German Sociology. London: Heinemann.
Theodor Adorno. 1976. On the Logic of the Social Sciences. Pp. 105-22 in The Posi
tivist Dispute in German Sociology. London: Heinemann.
Albert, Hans. 1974. The Myth of Total Reason: Dialectical Claims in the Light of Undi
alectical Criticism. Pp. 157-94 in Anthony Giddens, ed., Positivism and Sociology.
London: Heinemann.
Habermas, Jurgen. 1974. Rationalism Divided in Two: A Reply to Albert. Pp. 195-223
in Anthony Giddens, ed., Positivism and Sociology. London: Heinemann.
Winch, Peter. 1958. The Idea of a Social Science and its Relation to Philosophy. Lon
don: Routledge and Kegan Paul.
Hall, Stuart. 1992. Cultural Studies and its Theoretical Legacies. Pp. 277-85 in L.
Grossberg, G. Nelson and P. Treichler (eds), Cultural Studies. New York: Routledge.
Dworkin, Dennis. 1997. Cultural Marxism in Postwar Britain: History, the New Left, and
the Origins of Cultural Studies. Durham: Duke University Press.
Lee, Richard. 2003. Life and Times of Cultural Studies: The Politics and Transformation
of the Structures of Knowledge. Durham: Duke University Press.
Week Two: The Enlightenment, Modernity and Postmodernity
Descartes, Ren. 1637. Discourse on the Method of Rightly Conducting Ones Reason
and Seeking Truth in the Sciences (on Moodle)
Kant, Immanuel. 1784. What is Enlightenment? (on Moodle)
Cassirer, Ernst. 1951. The Mind of the Enlightenment. Pp. 3-36 in E. Cassirer, The
Philosophy of the Enlightenment Princeton: Princeton University Press. (On Moodle)
Horkheimer, Max and Theodor Adorno. 2002 (1947). The Concept of Enlightenment.
Pp. 1-34 in Max Horkheimer and Theodor Adorno, Dialectic of Enlightenment:
Philosohical Fragments, edited by Gunzelin Noerr, translated by Edmund Jephcott.
Stanford CA: Stanford University Press (on Moodle).
Foucault, Michel. 1984. What is Enlightenment? Pp. 32-50 in Paul Rabinow (ed), The
Foucault Reader. New York: Pantheon Books (on Moodle).
Berman, Marshall. 1988 (1982). Introduction. Pp. 15-36 in Marshall Berman, All That
Is Solid Melts into Air: The Experience of Modernity. New York: Penguin Books (on
Moodle).
Giddens, Anthony. 1990. Introduction. Pp. 1-54 in Anthony Giddens, The Conse
quences of Modernity. Stanford CA: Stanford University Press (on Moodle).
Featherstone, Mike. 1988. In Pursuit of the Postmodern: An Introduction. Theory, Cul
ture & Society 5(2):195-215 (on Moodle).
Bauman, Zygmunt. 1988. Is there a Postmodern Sociology? Theory, Culture & Society
5(2):217-37 (on Moodle).
Lyotard, Jean-Francois. 1984. The Postmodern Condition: A Report on Knowledge.
Minneapolis: University of Minnesota Press (on Moodle).
Morley, David. 1996. Postmodernism: The Rough Guide. Pp. 50-65 in Cultural Studies
and Communications, edited by James Curran et al. London: Arnold (on Moodle).
Other Readings:
Descartes, Ren. 1641. Meditations on First Philosophy in which are Demonstrated the
Existence of God and the Distinction between the Human Soul and Body. (on Moo-
dIe).
Bauman, Zygmunt. 1992. Sociological Responses to Postmodernity. Pp. 26-67 in
Zygmunt Bauman, Intimations of Postmodernity. New York: Routledge (on Moodle).
Baert, Patrick and Fernando Rubio. 2009. Philosophy of the Social Sciences. The New
Blackwell Companion to Social Theoiy. Retrieved at
http://www.blackweUreference.com/subscriber/uid=1 58/tocnode?id=c9781405169004
_chunk c9781 4051690044
Hamilton, Peter. 1996. The Enlightenment and the Birth of Social Science. Pp. 20-54
in Modernity: An Introduction to Modern Societies, edited by Stuart Hall, David Held,
Don Hubert, Kenneth Thompson. Cambridge: Polity Press (on Moodle).
Butler, Judith. 1994. Contingent Foundations: Feminism and the Question of Post-
modernism. Pp. 153-70 in Steven Seidman (ed), The Postmodern Turn: New Per
spectives on Social Theory. Cambridge: Cambridge University Press (on Moodle).
Marcuse, Herbert. 1965. Industrialization and Capitalism. New Left Review 1 (30):3-1 7
(on Moodle).
Reijen, Willem, and Dick Veerman. 1988. An Interview with Jean-Francois Lyotard.
Theory, Culture & Society 5(2):271 -75 (on Moodle).
Lyotard, Jean-Francois. 1984. Answering the Question: What is Postmodernism? Pp.
71-82 in Jean-Francois Lyotard, The Postmodern Condition: A Report on Knowledge.
Minneapolis: University of Minnesota Press (see link above).
Haraway, Donna. 1988. Situated knowledges: The science questions in feminism and
the privilege of perspective. Feminist Studies 1 4(3):575-599 (On Moodle).
Week Three: Orthodox Marxisms
Marx, Karl and Friedrich Engels. 1934 (1848). Preamble, and Chapter I. Bourgeois
and Proletarians. In Manifesto of the Communist Party. Retrieved from
http://www. marxists.om/archive/marx/works/1 848/cornmunist-manifesto/chO1. htm
Marx, Karl and Friedrich Engels. 1845. Preface. The German Ideology. Retrieved from
http://www.marxists.org/archive/marx/works/l 845/cerman-ideoIoqy/preface. htm
Marx, Karl and Friedrich Engels. 1845. Part I: Feuerbach. Opposition of the Materialist
and Idealist Outlook. The German Ideology. Retrieved from
http:llwww. marxists.orcJarchive/marxJworks/1845/perman-ideo!ociy/chOl a. htm#a2
Marx, Karl. 2006 (1859). Translators Introduction and Preface to Towards the Cri
tique of Political Economy. Pp. 55-67 in Rob Beamish (ed.), Intersections Readings
in Sociologys Task and Promise, Boston: Pearson Custom Publishing (on Moodle).
Engels, Friedrich. 1892. Socialism: Utopian and Scientific. Retrieved from
htt://www. marxists.orci/archive/marxJworks/l 880/soc-utop/index. htm
Kautsky, John. 1988. Introduction. Pp. xxi-ixiv in Karl Kautsky, The Materialist Concep
tion of History. Edited by John Kautsky. New Haven: Yale University Press (on Moo-
die).
Marx, Karl. 1887. The Commodity. In Karl Marx, Capital(Vol. 1). Translated by Samu
el Moore and Edward Aveling. Retrieved from
httrx//www. marxists.orcilarchive/marx/works/1 867-cl /chOl .htm
Marx, Karl. 1867. The Commodity. In Karl Marx, Capital (Vol. 1). Translated by Albert
Dragstedt. Retrieved from http://www.marxists.org/archive/marx/works/1
867-
cl/commoditv.htm
Bukharin, Nikolai. 1924. Dialectical Materialism. In Bukharin, Historical Materialism.
Retrieved from https://www. marxists.orQ/archive/bukhari n/works/i 921/histmat/3. htm
Other Readings:
Engels, Friedrich. 1962 (1859). Karl Marx, A Contribution to the Critique of Political
Economy. Pp. 332-41 in Karl Marx and Friedrich Engeis, Selected Works, Vol. 1 (on
Moodle).
Marx, Karl. 1883. Results of the immediate Process of Production. Pp. 949-1065 in
Karl Marx, Capital(Vol. 1). Translated by Ben Fowkes. London: Penguin Books (on
Moodie).
Marx, Karl. 1887. Part Eight: So-Called Primitive Accumulation. In Karl Marx, Capital
(Vol. 1) Retrieved at http:f/www.marxists.ora/archive/marx/works/1 867-cl/index. htm
Marx, Karl. 1887. The Labour Process and the Process of Producing Surplus-Value. In
Karl Marx, Capital (Vol. 1) Retrieved at
http://www.marxists.org/archive/marx/works/l 867-cl /chO7 .htm
Week Four: The Existentialist Subject
Flaherty, Michael. 2009. Phenomenology. The New Blackwell Companion to Social
Theory. Retrieved at
http://www.blackwellreference.com/subscriber/tocnode. html?id=p9781 4051 69004_ch
unk p978140516900412
Marcuse, Herbert. 1965. On Science and Phenomenology. Pp. 279-90 in: Proceed
ings of the Boston Colloquium for the Philosophy of Science, 1962-1964, edited by
Robert S. Cohen and Marx W. Wartofsky. New York: Humanities Press. Retrieved at
httD:Ilwww. autodidactproject.orp/other/marcuse7. html
Dreyfus, Hubert and Mark Wrathall. 2004. Martin Heidegger: An Introduction to His
Thought, Work, and Life. A Companion to Heidegger. Retrieved at
http://www. blackwell reference.com/subscriber/uid=1 58/tocnode?id=p9781 405110921
_chunk P97814051109213
Heidegger, Martin. 1996 (1927). Introduction. Pp. 2-12 in Martin Heidegger, Being and
Time, Joan Stambaugh (trans.). Albany: State University of New York Press (on
Moodle).
Sartre, Jean-Paul. 1956 (1943). The Pursuit of Being. Pp. xlv-Ixvii in Jean-Paul Sartre,
Being and Nothingness, Hazel Barnes (trans). New York: Random House.
Sartre, Jean Paul. The Humanism of Existentialism. Pp. 31-62 in Jean Paul Sartre,
The Philosophy of Existentialism. New York: Philosophical Library (on Moodle).
Heidegger, Martin. 1998 (1943). Letter on Humanism. Pp. 239-276 in Martin
Heidegger, Pathmarks. Cambridge: Cambridge University Press. Retrieved at
http://archive.org/details/HeideggerLetterOnhumanism1949 (on Moodle).
Heidegger, Martin. 1956. Existence and Being. Pp. 207-21 in in Walter Kaufmann
(ed.). Existentialism from Dostoevsky to Sartre. Cleveland: Meridian Books. Re
trieved at
http://www.marxists.org/reference/subiect
tphilosophy/works/pe/heidepp2. htm
Other Readings:
Beauvoir, Simone de. 1948. The Ethics of Ambiguity. New York: Philosophic Library.
Retrieved at http://www. marxists.orp/refe rence/sublect/ethics/de
beauvoir/ambipuitv/index. htm
Kaufmann, Walter. Existentialism from Dostoevsky to Sartre. Pp. 11-51 in Walter
Kaufmann (ed.). Existentialism from Dostoevsky to Sartre. Cleveland: Meridian
Books.
Week Five: The Paris Manuscripts and Hegelian-Marxism
Marx, Karl. 1844. Economic and Philosophic Manuscripts. Retrieved at
http:/Iwww. marxists.orp/archive/marx/works/1 844/em/index. htm
Marcuse, Herbert. 1972 (1932). The Foundation of Historical Materialism. Pp. 1-48 in
Herbert Marcuse, Studies in Critical Philosophy. Boston: Beacon Press. Retrieved at
http:I/www. marxists. orcilreference/archive/marcuse/works/h istorical
materialism/index. htm
Marcuse, Herbert. 2005 (1930) on the Problem of the Dialectic. Pp. 53-207 in Herbert
Marcuse, Heideggarian Marxism. Lincoln NB: University of Nebraska Press (on Moo
dIe).
Lukacs, Georg. 1971 (1923). What is Orthodox Marxism? Pp. 1-26 in Georg Lukacs,
History and Class Consciousness, Rodney Livingstone (trans.). Retrieved at
httD://www. marxists.org/archive/lukacs/works/history/orthodox. htm
Lukacs, Georg. 1971 (1923). Reification and the Consciousness of the Proletariat. Pp.
83-222 in Georg Lukacs, History and Class Consciousness. Retrieved at
htt :llwww. marxists.ora/archive/l u kacs/
Korsch, Karl. 1971 (1923). Marxism and Philosophy. London: New Left Books. Re
trieved at http://www. marxists.orci/archive/korsch/1 923/marxism-rhilosophy. htm
Rojahn, Jurgen. 2002. The Emergence of a Theory: The Importance of Marxs Note
books Exemplified by Those from 1844. Rethinking Marxism 1 4(4):29-46 (on Moo
dIe).
Arthur, Chris. 2003. The Hegel-Marx Connection. Historical Materialism 1 1(1):1 79-83
(on Moodie).
Other readings
Rozdolski, Roman. 1977 (1968). The Making of Marxs Capital. Translated by Pete
Burgess. London: Pluto Press.
Oilman, Berteli. 1971. Alienation: Marxs Conception of Man in Capitalist Society. Cam
bridge: Cambridge University Press, pp.3-74.
Hegel, Georg. 1971. introduction to the History of Philosophy. Pp. 67-159 in Q. Lauer
(ed), Hegels Idea of Philosophy. New York: Fordham University Press.
Marcuse, Herbert. 1955. Reason and Revolution: Hegel and the Rise of Social Theory
(2h1d
ed.). London: Routiedge and Kegan Paul.
Hegel, Georg. 2005 (1806). Hegels Preface to the Phenomenology of Spirit. Translation
and Running Commentary by Yirmiyahu Yovel. Princeton: Princeton University
Press.
Mszros, lstvn. 1975. Marxs Theory of Alienation.
4th
ed. London: Merlin Press.
Week Six: Structuralism and the De-Centred Subject
Chaffee, Daniel and Charles Lemert. 2009. Structuralism and Poststructuralism. The
New Blackwell Companion to Social Theoiy. Bryan Turner (ed). Blackwell Publishing.
Retrieved at
http://www.blackwellreference.com/subscriber/tocnode.html?id=p9781405169004 ch
unk p97814051690047
Scholes, Robert. 1974. What is Structuralism? Pp. 1-12 in Robert Scholes, Structural
ism in Literature. New Haven: Yale University Press (on Moodle).
Giddens, Anthony. 1987. Structuralism, Post-Structuralism, and the Production of Cul
ture. Pp. 73-108 in Anthony Giddens, Social Theoiy and Modern Sociology. Stanford
CA: Stanford University Press (on Moodle).
Bourdieu, Pierre. 1968. Structuralism and Theory of Sociological Knowledge. Social
Research 35(4):681 -706.
Barthes, Roland. 1966. An Introduction to the Structural Analysis of Narrative. New
Literaiy History 6(2), 237-72. Retrieved at
htt://www.pooqle.caJurI?sa=t&rct=j&p=&esrc=s&source=web&cd=1 &ved=OCDMQFL
AA&u rl=httD%3A%2F%2Fwww. rlwclarke. net%2FTheorv%2FSourcesPrimarv%2FBar
thesi ntroductiontotheStructuralAnalysisofNarra
tive.Ddf&ei=3XQnUriMGIL0QwHx44HQBA&usp=AFQjCNGzcw ki kGTpJ
d KWihh rV6fWnVq&sic2=nA2dtin73C2G5mtwnWdZ1A&bvm=bv.5 1 495398,d.aWM
Barthes, Roland. 1971 (1963). The Structuralist Activity. Pp. 1128-30 in Hazard Ad
ams (ed.), Critical Theory Since Plato. New York: Harcourt Brace Jovanovich. Re
trieved at
http://www.poople.ca/url?sa=t&rct=j&p=&esrc=s&source=web&cd=3&ved=OCDcQ.FjA
C&url=htti%3A%2F%2Fecmd. niu.du.cn%2FUrIoadFile%2F1 7%2F8078%2Fstruca
ctivitv.doc&ei=EmIf UpmtGpit2QWChYHwAw&usp=AFQ1CNH6E7T1 2JJ-
i2ci r4j7pJ44ceToA&sip2=3fp 1 Ee RIONWWViC3ofAd Rw&bvm=bv.5 1 495398,d . b2 I
(on Moodle).
de Saussure, Ferdinand. (2000). The Nature of the Linguistic Sign. Pp. 832-35 in Da
vid Richter, ed. The Critical Tradition: Classic Texts and Contemporary Trends. Bos
ton: St. Martins Press. Retrieved at
http:I/facultv.smu.edu/nschwartlseminar/saussure. htm (on Moodle).
Week Seven: Structurahst Marxism
Althusser, Louis 1977 (1961). On the Young Marx: Theoretical Questions. Pp. 49-86 in
Louis Althusser, For Marx. London: New Left Books. Retrieved at
http://www.marxists.org/reference/archive/althusser/l 961/young-marx. htm (on Moo
die).
Althusser, Louis 1977 (1963). Part Five. The 1844 Manuscripts of Karl Marx: Political
Economy and Philosophy. Pp. 155-60 in Louis Althusser, For Marx. London: New
Left Books. Retrieved at
http://www. marxists.orcilreference/archive/althusser/1 962Ieconomy-hilosohy. htm
(on Moodle).
Aithusser, Louis 1970 (1968). Partl. From Capitalto Marxs Philosophy. Pp. 11-70 in
Louis Althusser and Etienne Balibar (eds), Reading Capital. London: New Left Books.
Retrieved at http://www. marxists.orcVrefe rence/archive/aithusseni 968/read nci
caital/ch0i .htm (on Moodle).
Althusser, Louis 1970 (1968). Part II. The Object of Capital. Pp. 71-198 in Louis Al
thusser and Etienne Balibar (eds), Reading Capital. London: New Left Books. Re
trieved at htt:I/www. marxists.orci/reference/archive/althusser/1 968/readinfl
capital/chO2.htm (on Moodle).
Althusser, Louis 1971 (1969). Preface to Capital Volume One. Pp. 69-96 in Louis Al
thusser, Lenin and Philosophy and Other Essays. London: New Left Books. Re
trieved at httL :llwww. marxists.orp/reference/archive/althusser/i 969/preface-
capital.htm (on Moodle).
Rancire, Jacques. 1976. The Concept of Critique and the Critique of Political Econ
omy (From the 1844 Manuscripts to Capital. Economy and Society, 5(3), 352-76.
Retrieved at
http://www.tandfonline.com/doi/abs/1 0.1080/0308514760000001 6#. Uid98D8udAl (on
Moodle).
Brewster, Ben. 1976. Fetishism in Capital and Reading Cap;ital. Economy and Socie
ty, 5(3), 344-51. Retrieved at
http://www.tandfonline.com/doi/abs/1 0.1080/0308514760000001 5#. Uid9pj8udAI (on
Moodle).
Week Eight: Pierre Bourdieus Pascalian Meditations (Pt. I)
Bourdieu, Pierre. 2000. Pascalian Meditations. Cambridge: Polity Press.
Mauss, Marcel. 1973. Techniques of the Body. Economy and Society, 2(1), 70-88. Re
trieved at http://www.tandfonIine.com/doi/abs/10.1080/03085147300000003#. Uid
9D8udAl (on Moodle).
Week Nine: Pierre Bourdieus Pascalian Medications (Pt. II) and The Theory of
Practice
Bourdieu, Pierre. 2000. Pascalian Meditations. Cambridge: Polity Press.
Bourdieu, Pierre. 1977. Outline of a Theory of Practice. Translated by Richard Nice.
Cambridge: Cambridge University Press.
Week Ten: Anthony Giddens Theory of Structuration
Giddens, Anthony. 1984. The Constitution of Society: Outlines of a Theory of Structu
ration. Cambridge: Polity Press. Electronic version available at Queens at
httx//solomon.soth.alexanderstreet.com/ccii
bin/aw/Dhilo/soth/documentidx. l?sourceid=S10023878
Week Eleven: Foucault and Sociological Theory
Foucault, Michel. 1993 (1980). About the Beginning of the Hermeneutics of the Self.
Political Theory 21(2): 198-227. Retrieved at http://www.istor.org/stable/1 91814 (on
Moodle).
Foucault, Michel. What our Present Is. Pp. 407-15 in Michel Foucault, Foucault Live:
Collected Interviews, 1961-1984, Sylvre Lotringer (ed). New York: Semiotext(e) (on
Moodle).
Foucault, Michel. 1991. Politics and the Study of Discourse. Pp. 53-72 in The Foucault
Effect: Studies in Governmentality, Graham Burchell, Cohn Gordon and Peter Miller
(eds). Chicago: University of Chicago Press. Retrieved at
httj://www.cooghe .ca/url?sa=t&rct=j&p=&esrc=s&source=web&cd=1 &ved=OCDMQFI
AA&url=httr%3A%2F%2Fwww. mcgill.ca%2Ffiles%2Fcrclaw-
dis
course%2FFoucault Politics Discourse.Ddf&ei=7YQnUDnJAsrVrQGoiYH0BQ&usg=
AFQiCNFl suKf-KiOyYlaMpUa-o-WOQaHciQ&sig2=_x9ErVV5EsRXO6-FTW-
OpQ&bvm=bv.5 1 495398,d.aWM
Foucault, Michel. 1971. Orders of Discourse. Social Science Information 10(2):7-30.
Retrieved at httr://ssi.sageub.com/contentI1 0/2.toc (on Moodle).
Foucault, Michel. 1980 (1976) Two Lectures. Pp. 78-108 in Power/Knowledge: Select
ed Interviews and Other Writings, 1972-1977. New York: Pantheon. Retrieved at
httD://www.c:loople.calurl?sa=t&rct=j&Q=&esrc=s&source=web&cd=2&ved=OCDkQFIA
B&url=htrn%3A%2F%2Fwww. ual berta.ca%2Frmorrow%2FResources%2FF
rower%25202%2S2Olectures
pow
er.idf&ei=4Z4fUt6l HoakQGb8YDoBQ&usq=AFQiCNHlOCvqtHIv1 D8pd 1sJApIV-
alZc&sia2=R z 841 tnoxcPrR8B55htp&bvm=bv.51 495398,d.aWM (on Moodle).
Foucault, Michel. 1979 (1975). Part 3: Discipline. Pp. 135-228 in Discipline & Punish.
New York: Vintage. (available electronically at Queens at
htttx//solomon.soth.alexanderstreet.com/cgi
bin/as/philo/soth/documentidx. I?sourceid=S10021788
Foucault, Michel. Preface to the 1961 Edition. Pp. xxvii-xxxvi in Michel Foucauft, The
History of Madness. Oxon: Routledge (on Moodle).
Foucault, Michel. Two Lectures. Pp. 78-108 in Michel Foucault, Power/Knowledge.
Selected Interviews and Other Writings 1972-1977, Cohn Gordon (ed). New York:
Pantheon (on Moodle).
Barrett, Michle. 1999. Words and Things. Imagination in Theory: Culture, Writing,
Words, and Things. New York: New York University Press,
pp.
18-34.
SOCY 902, Sociological Methodology
Classes: Wednesday, 2:30-5:30, Location TBA
Winter Term
Instructor: Fiona Kay, D527
(613) 533-6000, ext. 74486
kayf@Queensu.ca
Condensed course outline
This course is a graduate-level seminar on sociological research methods. The course is
designed to provide an overview and a critical assessment of methodology, methods
and designs in sociological research. One goal of the course is to expose students to
some of the methods used by sociologists and their epistemological foundations. Soci
ologists explore a rich diversity of research questions and therefore the research strate
gies used by sociologists are also extraordinarily diverse. Topics to be covered include
linking theory and methods, formulating questions and hypotheses, design, causal logic,
interviewing, ethnography, surveys, analyses of secondary data and official data,social
experiments, and ethics in social research. Throughout the term, we will examine the
fundamental principles and logic governing research design. It is expected that upon
completion of this course, students will have a good understanding of the central meth
odological debates in sociology and a sound foundation in practical sociological research
skills.
SOCY 903, Surveillance Studies
Classes: Monday, 11:30-2:30, Mac-Corry D528
Fall Term
Instructor: David Lyon, D526
(613) 533-6000, 74489
lyond @Queensu.ca
Introduction
This course is (mainly) about the sociology of surveillance. Surveillance is sociologically
significant because it has become a central means of social ordering, of governance, in
Canada as elsewhere. Yet it develops unevenly and ambiguously. In recent years, gov
ernment-led surveillance has been intensified significantly since September 11 2001;
social surveillance since February 2004 when Facebook was launched. The more so
cieties depend on information infrastructures, especially electronic ones, the more eve
ryday surveillance occurs. In one sense, the growth of surveillance is a product of the
digital world. But surveillance also increases the more people seek privacy, and do
things at a distance. Its a cultural phenomenon that involves imaginaries, practices and
ways of life.
Personal data are gathered by many means -- digital, video, biometric, genetic --and are
processed to create categories by which risks and opportunities are assessed, and
through which peoples life-chances and choices are influenced and managed. Collec
tively, these processes may be thought of as social sorting which, like all surveillance,
is two-edged. Personal data flow in ways that are hard to track; indeed, surveillance it
self seems increasingly liquid, which again reveals its relations with contemporary cul
ture. Questions are raised about what is public, and what private, a debate that has a
long history. The lines are very blurred today, even though privacy is a concept used to
mobilize concern and to promote legislation.
Equally, questions of power are present: what are the consequences for consumers,
citizens, travellers and workers of everyday surveillance? While metaphors like Big
Brother or the panopticon are important to the sociology of surveillance, many other
concepts, such as visibility and exposure, are vital to fruitful analysis. This course is
not primarily about prying, privacy or paranoia. A sociology of surveillance inquires
critically about technology, culture, organizations, risk, ethics, and politics. And thus the
mainly above is a reminder that with topics like surveillance, we have to draw from
other disciplines as well as sociology to obtain a clear view (as it were).
During the course I shall give a series of talks on surveillance culture and students will
also make presentations on the assigned readings and on their research essay. Stu
dents are also as far as possible -- expected to attend the SSC seminars (details at
http:I/www.sscqueens. org/category/tags/ssc-semi nar-series/)
Required Reading:
David Lyon, 2007. Surveillance Studies: An Overview, Cambridge: Polity.
Recommended Reading:
Zygmunt Bauman and David Lyon, 2013. Liquid Surveillance, Cambridge: Polity.
Kirstie Ball, Kevin Haggerty and David Lyon, eds., 2012. Routledge Handbook of
Surveillance Studies, London and New York: Routledge.
David Lyon ed. 2006 Theorizing Surveillance: The Panopticon and Beyond,
Cullompton: Willan Publishing.
Assignments: Each student will participate in classes (please let me know in advance
if illness or accident prevents your attending) by completing the assigned readings,
leading class discussions of the readings, preparing a seminar paper (30%) based on
library research and relating to your own research plans and producing a term paper
(70%).
Assigned Readings
Listed under each class in the program.
Leading Class Discussions
Students will take turns to summarize the readings on a day assigned, offer some criti
cal commentary and ask appropriate questions to elicit class discussion. Please ensure
that you are not leading the readings discussion and presenting the seminar on the
same day.
Seminar Paper
Students will each present on a specific topic. The idea is to stimulate discussion, not to
give a comprehensive account. Work done by each student should be closely related to
the term paper. The presentation may be supported with PPT or Prezi. As in the term
paper, clear reference should be made to sociological and related theory by which top
ics may be explained. This is elaborated in the term paper. Students will discuss the
topic with me in advance, to have it approved and to obtain advice. You are also re
quired to distribute an abstract of your presentation and one related reading to the class
during the week before the presentation. The reading is regarded as required for the
class.
Term Paper
Each student will prepare a 25 page (double spaced) grammatical, fully referenced,
sociological essay. The bibliography is in addition to the 25 pages. A combination of
good empirical evidence with thoughtful sociological reasoning will garner the best
grades. This is a research essay, so sociological and, where appropriate, other
disciplinary -- sources will be sought. Online sources are acceptable only if properly
referenced. Students will tie the topic in with their research area. Due two weeks after
seminar presentation.
Academic Integrity
Academic integrity is constituted by the five core fundamental values of honesty, trust,
fairness, respect and responsibility (see www.academicintegrity.org). These values are
central to the building, nurturing and sustaining of an academic community in which all
members of the community will thrive. Adherence to the values expressed through
academic integrity forms a foundation for the freedom of inquiry and exchange of ide
as essential to the intellectual life of the University (see the Senate Report on Princi
ples and Priorities).
Students are responsible for familiarizing themselves with the regulations concerning
academic integrity and for ensuring that their assignments conform to the principles of
academic integrity. Information on academic integrity is available in the Arts and Sci
ence Calendar (see Academic Regulation 1), on the Arts and Science website
(see http:/Iwww. q ueensu.ca/artsci/sites/defaultlfiles/Academic_Regulations.pdf), and
from the instructor of this course.
Departures from academic integrity include plagiarism, use of unauthorized materials,
facilitation, forgery and falsification, and are antithetical to the development of an
academic community at Queens. Given the seriousness of these matters, actions which
contravene the regulation on academic integrity carry sanctions that can range from a
warning or the loss of grades on an assignment to the failure of a course to a require
ment to withdraw from the university.
Program
Class meets 2:30-5:30 Tuesdays in MC A416.
September 10: Introduction to each other and to the course.
September 17: What is Surveillance Studies?
This area is multi-disciplinary, international, comparative, theory-guided, empirical,
ethical. Surveillance Studies is for us not abstract but active. Students should come
prepared for a critical discussion of Suiveillance Studies: An Overview. Of course, I am
willing to answer your questions but I shall also add my critical voice. You may wish to
suggest ways in which your own work might be informed by or will go beyond the book.
September 24: Some key statements
Assigned readings:
Lyon, D., K. D. Haggerty and K. S. Ball. 2012. Introducing Surveillance Studies, in
Ball, K. S., K. D. Haggerty and D. Lyon, eds. Handbook of Surveillance Studies. London
and New York: Routledge, 1-11.
Haggerty, K. D. and Ericson, R. V. 2000. The Surveillant Assemblage. British Journal
of Sociology, 51(4), 605-622.
Ball, K. 5. 2009. Exposure: exploring the subject of surveillance. Information,
Communication and Society. 12(5): 639-657.
See also earlier work by Michel Foucault, Oscar Gandy, Gary T. Marx, Clive Norris,
Priscilla Regan, James Rule, and others. Plus the collection: David Lyon and Elia Zureik
eds. 1996. Computers, Surveillance and Privacy. Minneapolis: University of Minnesota
Press.
The Culture of Surveillance: Introduction
Sep 25 SSC Alexander Mitchell, Queens School of Business
October 01: Social Sorting
Assigned readings:
Gandy, 0. H. Jr. 2010. Engaging Rational Discrimination: Exploring Reasons for
Placing Regulatory Constraints on Decision Support Systems, Ethics and Information
Technology, 12(1), 29-42.
Jenkins, R. 2000. Categorization: Identity, Social Process and Epistemology, Current
Sociology, 48(3), 7-25.
Morgan, N. and Annette Pritchard. 2005. Security and social sorting: Traversing the
surveillance-tourism dialectic. Tourist Studies. 5(2): 115-132.
See also
Bowker, G. C. and Star, S. L. 1999. Sorting Things Out, Cambridge: MIT.
Lessig, L. 1999. Code and Other Laws of Cyberspace. New York: Basic Books.
The Culture of Surveillance chapter.
October 08: State and Society
Assigned readings:
Giddens, A. 1987. The Nation-State and Violence: A Contempora,y Critique of
Historical Materialism, volume It. Berkeley: University of California Press, 157-181.
Murakami Wood, D., 2009. The surveillance society: Questions of history, place,
culture. European Journal of Criminology, 6:2, 179-94.
Simon, B., 2005. The Return of Panopticism: Supervision, Subjection and the New
Surveillance, Surveillance & Society, 3(1).
Edward Higgs. 2001. The rise of the information state: The development of central state
surveillance in England 1500-2000. Journal of Historical Sociology. 14(2): 175-197.
See also:
James C. Scott. 1998. Seeing Like a State. New Haven CN: Yale UP.
McCoy, A. 2009. Policing Americas Empire: The United States, the Philippines and the
Rise of the Surveillance State. Madison: University of Wisconsin Press. [McCoy has al
so made connections between this work and the 2013 revelations about the NSA in
Surveillance blow-back: The making of the US surveillance state 1898-2020. The
Nation. Available at: http://www.thenation.com/article/l75280/surveillanceb1owback#
axzz2drZtyGaU/]
Elia Zureik, David Lyon and Yasmeen Abu-Laban eds., 2011. Suiveillance and Control
in Israel/Palestine. London and New York: Routledge.
Sadi, A. 2013. Thorough Suiveillance: The genesis of Israeli policies of population
management, suiveillance and political control towards the Palestinian minority.
Manchester: Manchester University Press.
Lovell, G. W. 2013. The archive that never was: State terror and historical memory in
Guatemala. The Geographical Review. 103 (2): 199-209.
A Culture of Suiveillance chapter.
Oct 09 SSC Benjamin Muller, Western U
October 15: Techno-Social Relations
Student presentations
Assigned readings:
Burrows, R., and N. Gane. 2006. Geodemographics, software and class Sociology.
40(5): 793-812.
Martin Dodge 2010 Code/Space. Urbis Research Forum Review. 1(2):
Lyon, D. 2012. Digital spaces, sociology and surveillance, in Nick Prior and Kate
Orion-Johnson eds. Rethinking Sociology in the DigitalAge, London: Palgrave
McMillan.
A Culture of Surveillance chapter.
October 22: Internet, Consumers, Social Media
Assigned readings:
Cohen, Nicole S. 2008 The valorization of surveillance: Towards a political economy of
Facebook Democratic Communiqu. 22(1) 5-22.
Gandy, Oscar H. 2012. Consumer protection in cyberspace. Triple C: Cognition,
Communication, Co-operation, 9(2): 175-189.
Trottier, Daniel. 2011. Mutual transparency or mundane transgressions: Institutional
creeping on Facebook. Surveillance&Society. 9(1-2): 17-30.
Christiansen, Miyase. 2011. Online social media, communicative practice and complicit
surveillance in transnational contexts. In M Christensen, A Jansson & C Christensen
(eds), in: Online territories: globalization, mediated practice and social space. Peter
Lang, New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, pp. 222-
238.
See also:
Christian Fuchs ed., 2012. Internet and Surveillance. London and New York: Routledge.
The Culture of Suiveillance chapter.
Oct 23 SSC Peter Marks, U Sydney
October 29: Political Economy of Surveillance
Assigned readings:
Fuchs, Christian. 2013. Political economy and surveillance theory. Critical Sociology.
39 (5): 671-687. At httiD://fuchs.uti.atlwD-contentlMarxSurveillance.pdf/
Eric Tpfer. 2009. UniSys: A spider in the web of high-tech security. Statewatch
Bulletin. 4(4):1 -9.
Galdon, Gemma. 2011. The political economy of surveillance in the (wannabe) global
city. Surveillance&Society. 8(4). http:/Iwww.survei liance-andsociety.
org/ojs/index. php/journal/article/view/wannabe
Ball, Kirstie et al. 2010. Democracy, surveillance and knowing whats good for you:
The private sector origins of profiling and the birth of citizen relationship management.
In Kevin D. Haggerty and Minas Samatas, eds. Surveillance and Democracy. London
and New York: Routledge.
See also:
Kirstie Ball and Laureen Snider eds. 2013. The Surveillance-Industrial Complex: A
Political Economy of Surveillance. London and New York: Routledge.
Louis W. Pauly. 1997. Who Elected the Bankers: Surveillance and Control in the World
Economy. Ithaca: Cornal UP.
Robert OHarrow. 2005. No Place to Hide. Glencoe: Free Press.
November 05: Class, Race, Gender
Assigned readings:
Fiske, J. 1998. Surveilling the City: Whiteness, the Black Man and Democratic
Totalitarianism, Theory, Culture and Society. 15, pp. 67-88.
Monahan, T. 2009. Dreams of Control at a Distance: Gender, Surveillance, and Social
Control, Cultural Studies: Critical Methodologies, 9(2), 286 305.
Monahan, T. 2008. Surveillance and inequality. Surveillance & Society. 5 (3): 217-226.
Koskela, H. 2004. Webcams, TV Shows and Mobile Phones: Empowering
Exhibitionism, Surveillance and Society, 2(2/3), 199-215, available at
htt:/Iwww.surveillance-and-societv.org/artic!es2(2)/webcams.pdf
Nov 06 SSC Didier Bigo, Sciences P0, Paris; Elspeth Guild, Queen Mary, U Lon
don November 12: Identification Practices
[RESCHEDULE CLASS USC conference]
Assigned readings:
Rule, J., McAdam, D., Stearns, L. and Uglow, D. 1983. Documentary Identification and
Mass Surveillance in the United States, Social Problems, 31, 222-234.
Torpey, J. 2000. Coming and Going, The Invention of the Passport: Surveillance,
Citizenship and the State, Cambridge: Cambridge University Press., 4-20.
Caplan, J. 2001. This or That Particular Person: Protocols of Identification in Nineteenth
Century Europe, Documenting Individual Identity: The Development of State Practices
in the Modern World, in Caplan, J. and Torpey, J. (eds), Princeton: Princeton University
Press, 49-66.
Gates, K. 2011. Our Biometric Future: Facial Recognition Technology and the Culture
of Surveillance, New York: New York University Press, 1-24.
Magnet, S. 2012. When Biometrics Fail: Gender, Race and the Technology of Identity.
Durham: Duke University Press.
November 19: Regulation and Resistance
Assigned readings:
Andrejevic, M. 2007. iPolitics, iSpy, Lawrence: University of Kansas Press, 186-211.
Bennett, C. 2010. The Privacy Advocates: Resisting the Spread of Surveillance,
Cambridge MIT Press, 1-25; 199-225.
Gilliom, J. 2005 Resisting surveillance Social Text. 83: 71-83.
Marx, G. 2003. A tack in the shoe: Neutralizing and resisting the new surveillance.
Journal of Social Issues. 59 (2): 369-390. At http://web.mit.edu/gtmarx/www/tack.htmh
Fernandez, L. and L. Huey. 2009. Is resistance futile? Suiveillance & Society. 6 (3):
198-202. (See also the collection that this introduces). At
http:Ilwww. librarv.pueensu.caloislindex. php/surveillance-and-society/. ./3243
Wed Nov 20 SSC Alice Marwick
November 26: Surveillance Futures
Assigned readings:
Selected sections of Transparent Lives: Suivei!lance in Canada for a discussion of
trends, constraints, opportunities and possible outcomes.
Additional optional readings
If you wish to know my views on specific Surveillance Studies issues these extra items
will give you some guidance.
Lyon, D. and Ozgun Topak. 2013. Promoting global identification: corporations, IGOs
and ID systems in Kirstie Ball and Laureen Snider eds. The Su,veillance-Industrial
Complex. London and New York: Routledge.
Lyon, D. 2010. Liquid Surveillance: The Contribution of Zygmunt Bauman to
Surveillance Studies, International Political Sociology, 4(4), 325-338.
Lyon, D. 2006. Surveillance, power and everyday life Oxford Handbook of Information
and Communication Technologies, Oxford University Press.
Lyon, D. 2002. Everyday Surveillance: Personal Data and Social Classification,
Information, Communication, and Society, 5(1).
Lyon, D. 2003. Surveillance as social sorting: Computer codes and mobile bodies in
Surveillance as Social Sorting: Privacy, Risk and Digital Discrimination, London:
Routledge, 13-30.
Bibliography; Kevin D. Haggerty and Daniel Trottier. 2012. Surveillance in the Oxford
Bibliographies Online series. http://www.bibliographies.com/view/document/obo-
97801 95396607/obo-9780195396607-0031 .xml/
SOCY 920, Advanced Issues in Socio-Legal Studies
Classes: Tuesday, 11:30-2:30, Mac-Corry D528 Winter Term
Instructor: Steve Baron, D417
(613) 533-2170
barons@pueensu.ca.
Description
This seminar offers an overview of theoretical developments and empirical research in
the sociology of crime. Each week we will examine readings that offer a combination of:
(1) a definitive statement from an important theoretical tradition and (2) a critical empiri
cal test of that theory. The principal goal of this course is to develop an understanding of
the role of sociological theory and research in explaining crime.
Objectives
The course will help you develop a more nuanced understanding of the dominant
theoretical traditions in the sociology of crime. This knowledge is absolutely fun
damental to teaching sociology of crime (or criminology) at the college or univer
sity level and to conducting original research in the area.
I will help you work through selected empirical pieces by some of the very best
criminology & sociology of law researchers. As you develop your own research
style, it is beneficial to see how others have translated propositions into testable
hypotheses, devised appropriate methodologies to test them, and presented the
results to diverse audiences.
The course will stimulate your thinking about questions at the intersection of so
cial science and crime. These include how we produce our knowledge, its rele
vance to lives outside the academy, and the utility of sociological theories and
academics themselves. Such big-picture considerations may help you to choose
the level of abstraction at which you wish to work and the contribution that you
can make as teachers and researchers studying the sociology of crime.
Course Requirements
Each student will be responsible to take the lead on a number of course read
ings. The number will depend on course enrolment. This includes summarizing
and distributing a prcis of the core reading and a list of open-ended questions
about the materials prior to each class session. The prcis is a detailed two-page
single-spaced summary of the theory, data, methods, and argument of the read
ing.
An original seminar project is required of all students. This essay consists of a
synthesis and critical evaluation of a particular line of research or a substantive
problem in the sociology of crime. The project should have some link to the theo
retical material covered in the class. The project is due the last day of class
(March 31).
Seminars are constructed in interaction. I will provide a brief setup at each
course meeting and strive to provide an environment in which everyone feels
comfortable participating, but responsibility for the seminar is borne collectively.
This means that you must come to class prepared to discuss the readings (pref
erably with written comments and questions of your own) and to have considered
how the course materials will affect your work. I deliberately kept the reading re
quirements to a manageable volume so that you will have more time to seriously
engage the articles.
Policies
Your course grade will be determined by your written work and seminar participa
tion. I intend to weigh prcis and discussion leadership at 30%, seminar projects
at 55%, and participation at 15%. Active seminar participation is a necessary (but
not sufficient) condition to earning an A grade.
I will only give incompletes in truly extraordinary circumstances. In almost every
case, it is far better to turn in a work in progress than to delay your progress by
taking an incomplete. Official written documentation is required for medical or
other circumstances.
All components of this course will receive numerical percentage marks. The final grade
you receive for the course will be derived by converting your numerical course average
to a letter grade according to Queens Official Grade Conversion Scale:
Queens Official Grade Conversion Scale
Numerical
Grade Course Aver
age (RangeJ
A+ 90-100
A 85-89
A- 80-84
B+ 77-79
B 73-76
B- 70-72
C+ 67-69
C 63-66
C- 60-62
D+ 57-59
D 53-56
D- 50-52
F 49 and below
Statement on Academic Integrity
Academic integrity is constituted by the five core fundamental values of honesty, trust,
fairness, respect and responsibility (see www.academicintegrity.org). These values are
central to the building, nurturing and sustaining of an academic community in which all
members of the community will thrive. Adherence to the values expressed through aca
demic integrity forms a foundation for the freedom of inquiry and exchange of ideas
essential to the intellectual life of the University (see the Senate Report on Principles
and Priorities).
Students are responsible for familiarizing themselves with the regulations concerning
academic integrity and for ensuring that their assignments conform to the principles of
academic integrity. Information on academic integrity is available in the Arts and Sci
ence Calendar (see Academic Regulation 1), on the Arts and Science website
(see http://wvvw. queensu.calartsci/sites/defaultlfiles/Academic_Regulations. pdf), and
from the instructor of this course.
Departures from academic integrity include plagiarism, use of unauthorized materials,
facilitation, forgery and falsification, and are antithetical to the development of an aca
demic community at Queens. Given the seriousness of these matters, actions which
contravene the regulation on academic integrity carry sanctions that can range from a
warning or the loss of grades on an assignment to the failure of a course to a require
ment to withdraw from the university.
Disability Accommodations
Queens University is committed to achieving full accessibility for persons with disabili
ties. Part of this commitment includes arranging academic accommodations for students
with disabilities to ensure they have an equitable opportunity to participate in all of their
academic activities. If you are a student with a disability and think you may need ac
commodations, you are strongly encouraged to contact the Disability Services Office
(DSO) and register as early as possible. For more information, including important
deadlines, please visit the DSO website at: http://www.queensu.calhcds/ds/.
Classroom Protocol
1. All class participants are expected to refrain from the use of electronic devices (eg.
cell phones, internet use, text messaging, iPods) during seminars.
2. The Freedom of Information and Protection of Privacy legislation disallows the public
distribution of assignments (e.g leaving assignments outside the professors office), and
the general posting of grades. All assignments will be picked up by individual students
during class or during the professors office hours.
Caution
This course is not comprehensive. There are several definitive statements and a myriad
of critiques and tests for many of these topics. To maximize the amount we can cover in
a twelve-week term, I have selected work that I consider exemplary or at least repre
sentative. Nevertheless, there are important areas in the sociology of crime that we will
not touch.
Required Readings
The required readings for the course are listed below. Each of the readings can be ob
tained online through the library webpage by the following steps. Begin by clicking on
Library on the university homepage. Then click Databases. Then type in Web of Sci
ence. Click Web of Science. Here type in the appropriate citation to gain online access
to each particular journal article.
OUTLINE
Week 1 (Jan. 6): Welcome: Introduction, Goals, Orientation
Week 2 (Jan. 13): Rational Choice
Assigned Readings:
Piquero, Alex R., and Greg Pogarsky. 2002. Beyond Stafford and Warrs Reconceptu
alization of Deterrence: Personal and Vicarious Experiences, Impulsivity, and Offending
Behavior. Journal of Research in Crime and Delinquency 39: 153-186.
Sherman, Lawrence W. and Douglas A. Smith. 1992. Crime, Punishment, and Stake in
Conformity: Legal and Informal Control of Domestic Violence. American Sociological
Review57: 680-90.
Mathews, Shelly Keith, and Robert Agnew. 2008. Extending Deterrence Theory: Do
Delinquent Peers Condition the Relationship between Perceptions of Getting Caught
and Offending? Journal of Research in Crime and Delinquency 45: 91-118.
Carmichael, Stephanie, Lynn Langton, Gretchen Pendell, John D. Reitzel, and Alex R.
Piquero 2005. Do the Experiential and Deterrent Effect Operate Differently Across
Gender? Journal of Criminal Justice 33:267-276.
Week 3 (Jan. 20): Social (Dis)Organization & Neighborhood Context
Assigned Readings:
Vesey, Bonita M., and Steven F. Messner. 1999. Further Testing of Social Disorganiza
tion Theory: An Elaboration of Sampson and Groves Community Structure and Crime.
Journal of Research in Crime and Delinquency 36: 156-174.
Warner, Barbara D. 2007. Directly Intervene of Call the Authorities? A Study of Forms
of Neighborhood Social Control Within a Social Disorganization Framework. Criminolo
gy45: 99-1 29.
Pattilo, Mary E. 1998. Sweet Mothers and Gangbangers: Managing Crime in a Black
Middle-Class Neighborhood. Social Forces 76: 747-74.
Clear, Todd; Dma R. Rose, Elm Waring, and Kristen Scully. 2003. Coercive Mobility
and Crime: A Preliminary Examination of Concentrated Incarceration and Social Disor
ganization. Justice Quarterly 20: 33-64.
Week 4 (Jan. 27): Social Learning/Differential Association
Assigned Readings:
Brauer, Jonathon R. 2009. Testing Social Learning Theory Using Reinforcements Res
idue: A Multilevel Analysis of Self-Reported Theft and Marijuana Use in the National
Youth Survey. Criminology 47: 929-970.
Morselli, Carlo, Pierre Tremblay, and Bill McCarthy. 2006. Mentors and Criminal
Achievement. Criminology 44: 17-43.
Haynie, Dana L. Suzanne McHugh. 2003. Sibling Deviance: In the Shadows of Mutual
and Unique Friendship Effects? Criminology 41: 355-391.
Giordano, Peggy C., Stephen Cernkovich, and Donna D. Holland. 2003. Changes in
Friendship Relations Over the Life-Course: Implications for Desistance From Crime.
Criminology 41: 297-327.
Week 5 (Feb. 3): Micro Strain Variants
Assigned Readings:
Tittle, Charles R., Lisa M. Broidy, and Marc G. Gertz. 2008. Strain, Crime and Contin
gencies. Justice Quarterly2s: 283-312.
Agnew, Robert; Timothy Brezina; John Paul Wright; and Francis T. Cullen. 2002.
Strain, Personality Traits, and Delinquency: Extending General Strain Theory. Crimi
nology4o: 43-72.
Slocum, Lee Ann, Sally Simpson, Douglas A. Smith. 2005. Strain Lives and Crime: Ex
amining Intra-Individual Variation in Strain and Offending in a Sample of Incarcerated
Women. Criminology 43: 1067-1109.
Konty, Mark. 2005. MicroAnomie: The Cognitive Foundations of the Relationship be
tween Anomie and Deviance. Criminology 43: 107-131.
Week 6 (Feb. 10): Strain Macro Variants; Social Control Theory
Assigned Readings:
Pratt, Travis C., and Timothy Godsey. 2003. Social Support, Inequality, and Homicide:
A Cross-National Test of and Integrated Theoretical Model. Criminology 41: 611-643.
Baumer, Eric P., and Regan Gustafson. 2007. Social Organization and Instrumental
Crime: Assessing the Empirical Validity of Classic and Contemporary Anomie Theories.
Costello, Barbara and Paul VoweIl. 1999. Testing Control Theory and Differential As
sociation: A Reanalysis of the Richmond Youth Project Data. Criminoiogy37: 815-42.
Rebellon, Cesar J., and Karen Van Gundy 2005. Can Control Theory Explain the Link
Between Parental Physical Abuse and Delinquency? A Longitudinal Analysis. Journal
of Research in Crime and Delinquency 42 247-274.
Week 7 (Feb. 24): Self-Control & A General Theory of Crime
Pratt, Travis C., Michael G. Turner, Alex R. Piquero. 2004. Parental Socialization and
Community Context: A Longitudinal Analysis of the Structural Sources of Low Self-
Control. Journal of Research in Crime and Delinquency 41: 219-243.
Wright, Bradley R. Avashalom Caspi, and Terrie E. Moffitt. 1999. Low Self Control, So
cial Bonds, and Crime: Social Causation, Social Selection, or Both? Criminology 37:
479-514.
Antonaccio, Olena, and Charles R. Tittle. 2008. Morality, Self-Control and Crime.
Piquero, Alex R., and Jeff A. Bouffard. 2007. Something Old, Something New: A Pre
liminary Investigation of Hirschis Redefined Self-Control. Justice Quarterly24: 1-27.
Week 8 (Mar. 3): Gender and Crime
Assigned Readings:
McCarthy, Bill, Diane Felmlee, and John Hagan. 2004. Girlfriends are Better. Gender,
Friends, and Crime Among School and Street Youth. Criminology 42: 805-835.
Mullins, Christopher, W., Richard Wright, and Bruce Jacobs. 2004. Gender, Streetlife,
and Criminal Retaliation. Criminology 42: 911- 940.
Mason, W. Alex. and Michael Windle. 2002. Gender, Self-Control, and Informal Social
Control in Adolescence. A Test of Three Models of the Continuity of Delinquent Behav
ior. Youth & Society 33: 479-514.
Kaufmann, Joanne M. 2009. Gendered Responses to Serious Strain: The Argument for
a General Strain Theory, Justice Quarterly 26: 410-444.
Week 9 (Mar. 10): Crime and Punishment as Causal Factors; Desistance and Ab
stention
Assigned Readings:
Bernburg, Jon Gunnar, Marvin D. Krohn, and Craig J. Rivera. 2006 Official Labeling,
Criminal Embeddedness, and Subsequent Delinquency. Journal of Research in Crime
and Delinquency 43: 67-88.
Zhang, Lening, and Sheldon Zhang. 2004. Reintegrative Shaming and Predatory De
linquency. Journal of
Research in Crime and Delinquency 41: 433-453.
Uggen, Christopher, and Candace Kruttschnitt. 1998. Crime in the Breaking: Gender
Differences in Desistance. Law & Society Review. 32: 339-366.
Piquero, Alex R. Timothy Brezina, and Michael G. Turner. 2005. Testing Moffitts Ac
count of Delinquency Abstention. Journal of Research in Crime and Dellnquency 42:
27-54
Week 10 (Mar. 17): White Collar Crime
Assigned Readings:
Piquero, Nicole Leeper, and Alex R. Piquero, 2006. Control Balance and Exploitive
Corporate Crime. Criminology 44: 397-429.
Holtfreter, Kristy. 2005. Is Occupational Fraud Typical White-Collar Crime? A Com
parison of Individual and Organizational Characteristics. Journal of Criminal Justice
33:353-365.
Vu, Olivia, and Lening Zhang, 2006. Does Acceptance of Corporate Wrongdoing Begin
on the training Ground of Professional Managers? Journal of Criminal Justice 34:185-
194.
Schopfer, Andrea. and Nicole Leeper Piquero. 2006. Exploring White-Collar Crime and
the American Dream: A Partial Test of Institutional Anomie Theory. Journal of Criminal
Justice 34:227-235.
Week 11: (Mar. 24): Violence
Assigned Readings:
Kruttschnitt, Candace, and Kristen Carbone-Lopez. 2006. Moving Beyond the Stereo
types: Womens Subjective Accounts of Their Violent Crime. Criminology: 321-351.
Nofziger, Stacey, and Don Kurtz. 2005. Violent Lives: A Lifestyle Model Linking Expo
sure to Violence to Juvenile Violent Offending. Journal of Research in Crime and De
linquency 42: 3-26.
Miller, Jody, and Norman A. White. 2003. Gender and Adolescent Relationship Vio
lence: A Contextual Examination. Criminology 41: 1207-1248.
Kreagar, Derek A. 2007. When its good to be Bad: Violence and Adolescent Peer Ac
ceptance. Criminology 45: 893-923.
Week 12: (Mar 31): Fear of Crime
Assigned Readings:
Gibson, Chris L. Jihong Zhao, Nicolas P. Lovrich, and Michael J. Gaffney. 2002. Social
Integration, Individual Perceptions of Collective Efficacy, and Fear of Crime in Three Cit
ies. Justice Quarterly 19: 537-564.
Schafer, Joseph A., Beth M. Huebner and Timothy S. Bynum. 2006. Fear of Crime and
Criminal Victimization: Gender-Based Contrasts. Journal of Criminal Justice 34: 285-
301.
Melde, Chris. 2009. Lifestyle, Rational Choice, and Adolescent Fear: A Test of a Risk-
Assessment Framework. Criminology 47: 781-812.
Cobbina, Jennifer E., Jody Miller, and Rod K. Brunson. 2008. Gender, Neighborhood
Danger, and Risk Avoidance Strategies Among Urban African-American Youths. Crimi
nology46: 673-710.
*NOTE:
Essay due today.
SOCY 931, New Media Cultures
Classes: Thursday, 11:30-2:30, Mac-Corry D528 Winter Term
Instructor: Martin Hand, D529
(613) 533-6000, ext. 74494
handm@gueensu.ca
OUTLINE
This advanced course examines the sociocultural implications of ubiquitous digital me
dia. We will situate concerns with new, emergent, and ambient media within some
broader theoretical frameworks in social theory. This will require an engagement with
some of the major contemporary commentators on relationships between media and
culture, as we work through a series of key ideas and problems focused around inter
sections of theory, practice, and method. The course is organized in two parts. Part One
focuses on four key dimensions of theorizing new media: infrastructures and flows; pro
cesses; materials; practices. Part Two is constructed around several broad themes,
providing scope to engage with aspects of theory, forms, contexts, and practices that
exemplify contemporary debates about new media in cultural sociology.
AIMS
The course seeks to engage with current debates in the study of relations between new
media and culture. It aims to provide an advanced forum for critical analysis of key theo
retical ideas about the form, content, meaning and effects of new media in society. Stu
dents will have the opportunity to pursue specific substantive interests related to the
central themes.
LEARNING OBJECTIVES
At the end of this course students should have a good understanding of:
The historical, philosophical and sociological character of debates about the rev
olutionary nature of new media;
Theoretical, conceptual and methodological differences in new media research;
Issues of materiality, immateriality, and vitality in relation to digitization;
Relationships between media theory and media technologies;
Substantive issues related to digital imaging, music, and software, among others.
ASSESSMENT
The assessment for the course is as follows:
Seminar Participation (knowledge of reading and communication of ideas):
30%
Seminar Presentation (30 minutes plus discussions): 30%
Final Paper (25 pages on a course topic): 40%
More detail on these assessments will be given at the beginning of the course.
COURSE READING
The required reading listed for each week will be provided for students.
For pertinent research articles you might try the following journals to begin with, availa
ble electronically via the library:
Information, Communication & Society
New Media & Society
Media, Culture & Society
Convergence
Theory, Culture & Society
Cultural Studies
Sociology
The Sociological Review
Sociological Research Online
Technology & Culture
First Monday
The Information Society
Information Technology and People
Canadian Journal of Communication
COURSE STRUCTURE
The course is in two parts. The first part looks at relatively recent theorizing of new me
dia; in particular we look at work incorporating cultural studies and contemporary phi
losophy with empirical studies of emerging media. We explore different theoretical per-
spectives and methodologies of new media research, related to issues of continuity and
change.
Part One: Theoretical Issues
January 7k Introduction: just what are newmedia?
This introductory session raises the question of what it is we think we are going to study
and how we might do it. It will be argued that much social theory today addresses what
are taken to be the results of new media, but without due attention to new media them
selves. This will involve a whirlwind history of approaches to new media, and a rationale
for, and explanation of, the thematic structure of this particular course. As the second
half of the course is to be partly negotiated among our group, we will need to discuss
the range of interests and expertise available within the group in order to formulate the
topics in a way that is beneficial and equitable to all members. The arrangements for
reading, assessment, and the expectations of assignments and participation will be
clearly articulated.
January 1
4th
Infrastructures and Flows: networks, information, and
knowledge
Reading:
Lash, S. (2002) Critique of Information. London: Sage. Chapters 1 3.
boyd, d. Crawford, K. (2012) Critical Questions for Big Data, Information,
Communication & SocIety, 15:5: 662-679.
Hand, M. (2008) Making Digital Cultures. Aldershot: Ashgate. Chapter 2.
January
21 st
Processes: digitization, mediation, and remediation
Reading:
Kember, S. Zylinska, J. (2012) Life After New Media. Cambridge: MIT Press.
Chapter 2: Mediation and the Vitality of Media.
Manovich, L. (2001) The Language of New Media. Cambridge, MA: MIT Press.
Chapter 1: What is New Media?
Bolter, J.D. Grusin (1999) Remediation: Understanding New Media. Cambridge,
MA: MIT Press. Chapter 2: Immediacy, Hypermediacy, and Remediation.
January
28 th
Materials: devices, formats, and software
Reading:
Chun, W.H.K (2011) Programmed Visions: software and memory. Cambridge,
MA: MIT Press. Chapter 2: Daemonic Interfaces, Empowering Obfuscations.
Van Dijck, J. (2013) The Culture of Connectivity: a critical history of social media.
Oxford: OUP. Chapter 4: Twitter and the Paradox of Following and Trending
Hand, M. (2008) Making Digital Cultures. Aldershot: Ashgate. Chapter 3: On the
Materials of Digital Culture.
February
4th
Practices: culture, context, and the dynamics of change
Readinc:
Couldry, N. (2012) Media, Society, World. Chapters 1 and 2.
Miller, D. (2011) Tales From Facebook. Cambridge: Polity. Part 2 (B): Fifteen
Theses on What Facebook Might Be.
Part Two: Substantive Explorations
The second half of the course is relatively broad. We need to explore a variety of sub
stantive topics and themes in relation to the ideas discussed so far. In the first week I
will provide interesting potential topics (as I see it) with suggestions for research foci
both theoretical and substantive.
Part 2 Dates:
11 th
February
25
February
11 th
March
8th
March
18 th
March
25 th
March
SOCY 932, Transnational Theories of Race, Gender & Sexuality
(Draft Syllabus)
Classes: Friday, 11:30-2:30
FaIl Term
Instructor: Santa Srivastava, D426
(613) 533-6000, ext. 75763
sarita(pueensu.ca
This course is designed for graduate students interested in questions surrounding the
construction and perpetuation of categories of social difference. It explores current theo
ries of concerning social relations of race, gender, ethnicity, sexuality, class and other
dimensions of difference, and the ways in which these social relations are intersecting
and interlocking. How might we understand the gendered aspects of racism, diaspora,
globalization, nation-building and imperialism? How has the regulation of sexuality been
shaped by colonialism, nationalism and racism? How might we explore processes of
transnationalization and globalization from feminist perspectives? How are race and ra
cialization constantly produced through the practices of gender, sexuality, class, locality,
history and transnationality? How is race linked to particular bodies and geographies?
We will explore discourses and represention of race, gender and sexuality in relation to
family, nation, diaspora and globalization. The aim of this course is to bring an intersec
tional analysis to contemporary social concerns, but also to ground that analysis histori
cally. These questions are addressed through a range of theoretical approaches, includ
ing critical race theory, transnational feminism, anti-racist feminism, anti-racist theory,
postcolonial theory and queer theory. This is a vast area, and we can only touch on a
fraction of the concerns and material. The assignments are designed so that you may
direct your own course work towards filling some of these gaps, or towards more fully
exploring the concerns that interest you.
This will be a seminar course that will include a mixture of brief lectures, seminar dis
cussion, in-class writing assignments and independent films. The texts range through a
variety of theoretical and disciplinary approaches, including a novel and films.
Your main tasks in this course are to do a substantial amount of reading, and to write a
major essay. Even if you find certain readings less than relevant to your own work, you
will still gain important knowledge and skills through the exercise of analyzing, discuss
ing, and challenging the readings. The success of this seminar will depend in part on
the preparation and engagement of its participants. I have designed the assignments to
encourage you to focus on reading, to develop your writing and analytical abilities, not
only in the long essay form, but also in the formulation of brief reflections and summar
ies. Finally, a graduate seminar is an important place to hone your discussion and
presentation skills: your abilities to listen well and express yourself clearly and precisely,
and with close attention to the ideas and texts at hand I hope you take up this chal
lenge. Overall, I hope this will be an enjoyable learning experience for you. Please
dont hesitate to approach me with any concerns or suggestions that would improve
your learning experience.
Further details on the assignments will be available at the first meeting, when I will also
present a detailed list of assigned readings. You will each be asked to present an article
or book to the class, one that is relevant to the course themes but linked to your own
areas of interest.
Assignments
Participation in an E-Forum: 5%
Short Critical Analysis: 25%
In-Class Writing Assignments: 10%
Presentation of new material 10%
Book Review: 10%
Essay Presentation - 5%
Final Essay: 50%
1. September 11
Introductions: to each other and to the course assignments and framework.
Discussion of your own academic interests, background, and contributions to the
curriculum
2. September 18
Theories of Race, Gender and Class: an introduction
FIRST IN-CLASS ASSIGNMENT
3. September 25
Interrogating the Nation: Approaches to theorizing race, gender, nation, colonialism and
diaspora
4. October 2
Race, Empire and Sexuality
5. October 9
Transnational Perspectives: Theory and Practice
THIRD IN-CLASS ASSIGNMENT
6. October16
Transnational Perspectives: Migration, Gender and Work
7. October23
Transnational Sexual Politics
8. October30
Transnational Mothers and Children, Transnational Care
Film: First Person Plural, dir Deann Borshay Liem, 2000. 56 minutes, distributed
by Asian American Media. (Grand Jury Prize San Francisco International Film Festival)
9. November06
Transnational, Anti-imperial and Anti-racist Feminisms: Dilemmas of Theory and
Activism
FOURTH IN-CLASS ASSIGNMENT
10. November13
ESSAY PRESENTATIONS
11. November 20
ESSAY PRESENTATIONS
REVIEW OF White Teeth DUE
Discussion of Zadie Smiths White Teeth
12. November27.
Essay Presentations
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