Lahore University of Management Sciences SOC 223 Sociology of Education Fall Semester 17

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Lahore University of Management Sciences SOC 223 Sociology of Education Fall Semester 17 Instructor Room No. Office Hours Email Telephone Tania Saeed TBA TBA Tania.saeed@lums.edu.

1 Lahore University of Management Sciences SOC 223 Sociology of Education Fall Semester 17 Instructor Room No. Office Hours Telephone Tania Saeed TBA TBA COURSE BASICS Credit Hours 4 Lecture(s) Nbr of Lec(s) Per Week 2 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.

2 Lahore University of Management Sciences Presentation and Research Paper Students will select one theoretical framework in consultation with the instructor. The framework will be used to critically analyse different aspects of the education system in Pakistan through either primary or secondary research. If the student has not taken a course on Research Methods before, and opts for primary data collection then s/he will be required to work with the instructor, and will need approval from the instructor before going into the field. S/he will also be provided basic training on research methods and ethics of field research through tutorials with the instructor during her office hours. Students will be required to present their findings to the class, and write a 3000 word research paper. Depending on the class size, research groups will include 2 to 4 students each. Grading will be relative. COURSE SCHEDULE AND READINGS Introduction Session One - Ball, S.J. (ed.) (2004) The Sociology of Education. A disputational account. The RoutledgeFalmer Reader in Sociology of Education. London: RoutledgeFalmer, pp 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 Session Two - Giroux, H (1997) Chapter 2 Culture and Rationality in Frankfurt School Thought: Ideological Foundations for a Theory of Social Education. Pedagogy and the Politics of Hope. Theory, Culture and Schooling. A Critical Reader, USA: Westview Presspp, pp Hallinan, M.T. (ed.) (2000) Introduction: Sociology of Education at the Threshold of the Twenty-first Century. Handbook of the Sociology of Education. USA: Springer, pp Education, Class and Culture Session Three: - Durkheim, E. (2007). On Education and Society. In A.R. Sadovnik (ed.) Sociology of Education: A Critical Reader. New York: Routledge, pp Ottaway, A. K. C. (1968) Durkheim on Education. British Journal of Educational Studies, 16 (1), pp Session Four: - Bourdieu, P. (2004) The Forms of Capital. In Ball S. J. (ed.) The RoutledgeFalmer Reader in Sociology of Education. London: RoutledgeFalmer, pp 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

3 Session Five: Lahore University of Management Sciences - Reay, D. (2001) Finding or Losing Yourself? Working-class relationships to education. Journal of Education Policy, 16 (4), pp Harker, R.K. (1984) On Reproduction, Habitus and Education. British Journal of Sociology of Education, 5 (2), pp Session Six: - Bernstein, B. (2003) Social Class and Pedagogic Practice. The Structuring of Pedagogic Discourse, Volume IV: Class, Codes and Control. London: Routledge, pp Democracy and Education Session Seven: - 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 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 Session Eight - Dimitriadis, G. and Kamberelis, G. (2006) John Dewey. Theory of Education. New York; London: Routledge, pp 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 Session Nine - Dewey, J. (1998) Traditional Vs Progressive Education and The Need of a Theory of Experience Experience and Education. USA: Kappa Delta Pi Pp Dewey, J. (2004) "Education as a Social Function, Aims in Education, The Democratic Conception of Education Democracy and Education. India: Aakar Books, pp.11-25; Education and Critical Pedagogy Session Ten - 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 Session Eleven - Freire, P. (1994/1970). Preface and Chapter One. Pedagogy of the Oppressed. - (Revised 20 th Anniversary Edition). New York: Continuum.

4 Lahore University of Management Sciences - Freire, P. (1974) Society in Transition. Education for Critical Consciousness. London: Continuum, pp Session Twelve - Giroux H, and Giroux S.S. (2005) Challenging Neoliberal s 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 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 Sessions Thirteen - Fourteen Review and Mid Term The organized school Session Fifteen - hooks, b (1994) Introduction and Engaged Pedagogy Teaching to Transgress Education as the Practice of Freedom. London: Routledge, pp Jaramillo, N.E. and Mclaren, P. (2009) Borderlines bell hooks and the Pedagogy of Revolutionary Change. In M. del G. Davidson and G. Yancy (eds.) Critical Perspectives on bell hooks. New York and London: Routledge, pp Session Sixteen - 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 Session Seventeen - Parsons, T The School as a Social System. Harvard Educational Review 29: 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 Teachers and the structured classroom Session Eighteen - Cohen, E.G. (2000) Equitable Classrooms in a Changing Society. In Hallinan, M.T. (ed.) Handbook of the Sociology of Education. USA: Springer, pp hooks, b. (1994) Confronting Class in the Classroom. Teaching to Transgress Education as the Practice of Freedom. London: Routledge, pp

5 Session Nineteen Lahore University of Management Sciences - 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 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 - 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 - Apple, M. (1985) Reproduction, contestation, and curriculum. Education and power. New York: Routledge, pp 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 Session Twenty Two - 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 Gender politics and schooling: Session Twenty Three - Grant, L., Horan, P.M. and Watts-Warren, B. (1994) Theoretical diversity in the analysis of gender and education. In A. M. Pallas (ed.), Research in Sociology of Education and Socialization, Vol. 10. Greenwich, CT: JAI, pp Weiler, K (2009) Feminist Analysis of Gender and Schooling. In A, Darder, M.P. Baltodano, and R.D. Torres (eds.) The Critical Pedagogy Reader, pp Session Twenty Four - Giroux, H.A. (1992) Literacy, Pedagogy, and the Politics of Difference. College Literature, 19(1), pp Language and Education Session Twenty Five - Thiong o, Ngugi wa (1994) Chapter One Decolonising the Mind. The Politics of Language in African Literature. Zimbabwe: Zimbabwe Publishing House. Sessions Twenty Six and Twenty Seven Presentations

6 Session Twenty Eight Revision Lahore University of Management Sciences

CRITICAL EDUCATION & POWER : ROUSSEAU, GRAMSCI & FREIRE

CRITICAL EDUCATION & POWER : ROUSSEAU, GRAMSCI & FREIRE This course will provide participants with an in-depth study of three figures who have contributed in no small measure to the debate on critical