Beruflich Dokumente
Kultur Dokumente
Tania Saeed
TBA
TBA
Tania.saeed@lums.edu.pk
4
Nbr of Lec(s) Per
Week
Duration
1hr 50mins
COURSE DESCRIPTION
The education system is both a source of perpetuating socio-economic inequalities, and a tool for
challenging the status quo. Educational institutions, especially schools are an integral part of the
socialization process, preparing the next generation to take on their role as social actors. The
course examines how and why the education system perpetuates or challenges existing
inequalities within society. It introduces students to sociological theories of education, examining
the intersection between education, class, culture, gender, resistance and democracy. The first
part provides a macro level analysis of education and its place within society by introducing
students to grand theories of education with a particular emphasis on functionalism, pragmatism,
and critical pedagogy. The second part focuses on the formalized education system, in particular
the school, examining the structure and organization of the school, teaching and pedagogy,
classroom inequalities, and the politics of language and curriculum. The readings therefore move
from a macro level analysis to the micro unit of the school, highlighting both the potential and the
limitation of modern day schooling in challenging existing inequalities within society.
COURSE OBJECTIVES
The course introduces students to fundamental sociological theories of education, providing
students with a basic understanding of how the education system functions in society. While the
readings are largely located within an American, European and Brazilian context, students
through class assignments, presentations and discussion will be required to apply these theories
to the context of Pakistan. The course will therefore equip students with the skills to critically
evaluate and analyse their social realities through the lens of different theoretical frameworks.
GRADING
Attendance 5%
Class Participation 10%
Mid Term 15%
Presentation + Research Paper 30%
Final Exam 20%
Response Paper (4) 20%
Students will be responsible for having done the readings before class, to be able to take part in the
class discussion. This is a reading and discussion intensive course.
Ball, S.J. (ed.) (2004) The Sociology of Education. A disputational account. The
RoutledgeFalmer Reader in Sociology of Education. London: RoutledgeFalmer, pp.1-12.
Apple, M.W., Ball, S.J. and Gandin, L.A. (eds.) (2010) Mapping the sociology of education:
social context, power and knowledge. The Routledge International Handbook of the Sociology
of Education. London and NY: Routledge, pp.1-12.
Session Two
-
Session Four:
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Bourdieu, P. (2004) The Forms of Capital. In Ball S. J. (ed.) The RoutledgeFalmer Reader in
Sociology of Education. London: RoutledgeFalmer, pp. 15-29.
Bourdieu, P. (1973) Cultural Reproduction and Social Reproduction. In J. Karabel and A. H.
Halsey (eds.), Power and Ideology in Education. New York: Oxford University, pp. 473-486
Harker, R.K. (1984) On Reproduction, Habitus and Education. British Journal of Sociology of
Education, 5 (2), pp. 117-127
Session Six:
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Bernstein, B. (2003) Social Class and Pedagogic Practice. The Structuring of Pedagogic
Discourse, Volume IV: Class, Codes and Control. London: Routledge, pp. 6393.
Hickman, L.A. and Alexander, T.M. (eds.) (1998) The Development of American Pragmatism.
The Essential Dewey. Volume 1 Pragmatism, Education, Democracy.USA: Indiana University
Press, pp. 3-13.
Neiman, A. Pragmatism: The Aims of Education and the Meaning of Life. In W. Kohli (ed.)
Critical Conversations in Philosophy of Education. New York; London: Routledge, pp. 56-72.
Session Eight
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Dimitriadis, G. and Kamberelis, G. (2006) John Dewey. Theory of Education. New York;
London: Routledge, pp. 3-15.
Nie, N. H. and Hillygus, D. S. (2001) Education and democratic citizenship. In D. Ravitch
and J. Viteritti (eds.), Making good citizens: Education and civil society. New Haven, CT: Yale
University Press, pp. 30-57.
Session Nine
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Darder, A., Baltodano, M., and Torres, R.D. (2008) Critical Pedagogy: An Introduction The
Critical Pedagogy Reader (Second Edition). UK: Routledge.
Lingard, B. (2010) Towards a sociology of pedagogies. In Apple, M.W., Ball, S.J. and Gandin,
L.A. (eds.) The Routledge International Handbook of the Sociology of Education. London and
NY: Routledge, pp.167-178.
Session Eleven
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Session Twelve
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Giroux H, and Giroux S.S. (2005) Challenging Neoliberals New World Order: The Promise of
Critical Pedagogy. In H. Giroux Border Crossings Cultural Workers and the Politics of
Education. New York and London: Routledge, pp. 209-220.
Giroux H (1997) Authority, Intellectuals, and the Politics of Practical Learning. Pedagogy
and the Politics of Hope. Theory, Culture and Schooling. A Critical Reader, USA: Westview
Presspp, pp. 95-117.
Session Sixteen
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Popkewitz, T.S. (1991) A Political Sociology of Educational Reform: Power, Knowledge and
Schooling. A Political Sociology of Educational Reform Power/Knowledge in Teaching, Teacher
Education, and Research. New York: Teachers College Press, pp.13-43.
Session Seventeen
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Parsons, T. 1959. The School as a Social System. Harvard Educational Review 29:297318.
Bidwell, C.E. (2000) School as Context and Construction: A Social Psychological Approach
to the Study of Schooling. In Hallinan, M.T. (ed.) Handbook of the Sociology of Education.
USA: Springer, pp. 15-36.
Cohen, E.G. (2000) Equitable Classrooms in a Changing Society. In Hallinan, M.T. (ed.)
Handbook of the Sociology of Education. USA: Springer, pp. 265-284.
Gamoran, A., Secada, W. G. and Marrett, C (2000) The organizational context of teaching
and learning: Changing theoretical perspectives. In M.T. Hallinan Handbook of the Sociology
of Education USA: Springer, pp. 37-64.
Shor, I. and Freire, P. (1987) What is the dialogical method? A Pedagogy for Liberation.
Dialogues on Transforming Education. USA: Bergin and Garvey Publishers Inc.
Session Twenty
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Waller, W. (1932). Parents and Teachers and The Separate Culture of the School The
sociology of teaching. Wiley social science series., (pp. 6-14). Hoboken, NJ, US: John Wiley &
Sons Inc.
Politics of curriculum
Session Twenty One
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Apple, M. (1985) Reproduction, contestation, and curriculum. Education and power. New
York: Routledge, pp. 1-34.
Eisner, E. (1997) Who Decides What Schools Should Teach. In D.J. Flinders & S.J. Thorton
(eds.) Curriculum Studies Reader. New York, NY: Routledge, pp. 337- 341.
Apple, M. (2006) Whose markets, whose knowledge? Educating the "right" Way: Markets,
Standards, God, and Inequality. New York, NY: Routledge.
Monahan, T (2009) The Surveillance Curriculum: Risk Management and Social Control in
the Neoliberal School. In A, Darder, M.P. Baltodano, and R.D. Torres (eds.) The Critical
Pedagogy Reader, pp. 123-134.