Syllabus for Sociology of Education, Traditions

Utbildningssociologi, traditioner

A revised version of the syllabus is available.

Syllabus

  • 7.5 credits
  • Course code: 4UK028
  • Education cycle: Second cycle
  • Main field(s) of study and in-depth level: Sociology of Education A1N
  • Grading system: Fail (U), Pass (G), Pass with distinction (VG)
  • Established: 2008-03-11
  • Established by: The Faculty Board of Educational Sciences
  • Revised: 2015-08-17
  • Revised by: The Department Board
  • Applies from: week 36, 2015
  • Entry requirements: A Bachelor's degree corresponding to at least 180 credits, including at least 90 credits from disciplines pertaining to social sciences or the humanities.
  • Responsible department: Department of Education

Decisions and guidelines

The course is part of the Master's Programme in Sociology of Education and the Master's Programme in Educational Sciences with a Specialisation in Sociology of Education. It can also be given as an independent course.

Learning outcomes

After completion of the course the students are expected to be able to

  • characterise central research traditions in the social sciences and humanities of relevance to the sociology of education
  • recognise differences and similarities between these traditions when it comes to the construction of research objects, the identification of research questions, and the choices and usages of empirical data and research methods.
  • analyse the relationship between education and social class

Content

The course treats works of classic and modern authors representing central traditions in the social sciences and humanities of relevance to the sociology of education.

Emphasis is given to

  • the work of particularly influential classic and modern authors as well as to fundamental questions and issues in the social sciences
  • key concepts and vocabulary in the social sciences with particular attention to those used in the sociology of education
  • relationship between education and social class

Instruction

The course consists of lectures and seminars.

Assessment

The assessment is based on a written assignment.

Reading list

Reading list

Applies from: week 34, 2015

  • Becker, Gary The Economic Way of Looking at Behavior: The Nobel Lecture

    Part of:

    Journal of political economy.

    vol. 101 (1993) nr. 3 s. 385-409

    Find in the library

    Mandatory

  • Bourdieu, Pierre La distinction : critique sociale du jugement

    Paris: Ed. de minuit, 1979

    Find in the library

    Mandatory

  • Bowles, Samuel; Gintis, Herbert Schooling in capitalist America : educational reform and the contradictions of economic life

    New York: Basic Books, 1976

    Find in the library

    Mandatory

  • Broady, Donald Läsestycken för samhällsvetare

    5:e upplagan: Uppsala: SEC/ILU. Rapporter från Forskningsgruppen för utbildnings- och kultursociologi nr 6., 1998

    Find in the library

    Mandatory

  • Crompton, Rosemary Class and stratification

    3. ed.: Cambridge: Polity, 2008

    Find in the library

    Mandatory

  • Durkheim, Émile L'évolution pédagogique en France

    2. éd.: Paris, c 1969: 1969

    Find in the library

    Mandatory

  • Foucault, Michel L'archéologie du savoir

    Paris: Gallimard, 1969

    Find in the library

    Mandatory

  • Goffman, Erving Asylums : essays on the social situation of mental patients and other inmates

    Harmondsworth: Penguin, 1991

    Find in the library

    Mandatory

  • Le métier de sociologue : Préalables épistémologiques Bourdieu, Pierre; Chamboredon, Jean-Claude; Krais, Beate; Passeron, Jean-Claude

    Cinquieme edition, publié initialement 2005: Berlin ;New York: De Gruyter, 2005

    Selektion, ca. 100 pages

    Find in the library

    Mandatory

  • Moi, Toril Simone de Beauvoir : the making of an intellectual woman

    2. ed.: Oxford: Oxford University Press, 2008

    Find in the library

    Mandatory

  • Parsons, Talcott The School Class as a Social System : Some of its functions in American society

    Part of:

    Harvard University. Graduate School of Education, Harvard educational review.

    vol. 29 (1959) nr. 4 s. 298-318

    Find in the library

    Mandatory