Lecture: 2 hours/week;
Seminar 2 hours/week
or
Hybrid: 2 hours/week in class and 2 hours/week online
or
Fully online
Some or all of the following methods of instruction may be used:
- Lecture
- Small Group Exercises
- Class Discussion
- Dialogue-based seminars
- Audio-Visual Materials
- Guest Speakers
- The nature of sociological inquiry and the study of schooling
- Theories of schooling and society: sociological approaches to research of education
- The Canadian educational system: history
- The Canadian educational system: design
- The organization of teaching and learning
- Critical perspectives on the social context of teaching
- Critical perspectives on the politics of teaching
- Institutional linkages: Coupling education and economy
- Critical perspectives on pedagogy: Sex and gender
- Critical perspectives on pedagogy: Race and ethnicity
- Education systems worldwide
- Future directions for Canadian education
Upon completion of the course, the successful student will be able to:
- Convey an understanding of and about the histories and development of educational systems in Canada from the perspective of key sociological thinkers.
- Apply sociological concepts and theoretical perspectives to the formal, non-formal and informal aspects of the educational system in ways that are connected to political, economic, legal, religious and other sectors/forces of society.
- Identify how social forces such as political and economic conditions shape various components of educational institutions (i.e. their mission, structure, pedagogical orientation and curriculum) and how education occurs in and out of the context of schools;
- Examine the social roles that education systems play in Canada and globally.
- Impart a critical understanding of current social issues related to education with an emphasis on the implications for socially responsible citizenship and civic engagement.
- Describe the educational system in Canada from a historical perspective with an understanding of social forces that shape curriculum, pedagogical orientation and various advantages and challenges faced by particular social groups.
- Articulate an analysis of longstanding tensions related to education for the common good versus serving the political and economic elite including: public versus private education; access and excellence in opportunity and outcome for diverse populations and; the function of higher education in society overall.
- Apply knowledge gained to the interpretation and critique of perspectives about social issues relevant to the institution of education in society.
Evaluation will take place in accordance with the Douglas College Evaluation Policy. Evaluation will be based on course objectives and may include quizzes, exams, critical essays, literature reviews, term/research projects and/or oral presentations. The specific evaluation criteria will be provided by the instructor at the beginning of the course.
Instructors may use a student’s record of attendance and/or level of active participation in the course as part of the student’s graded performance. Where this occurs, expectations and grade calculations regarding class attendance and participation will be clearly defined in the Instructor Course Outline.
One example of a grading scheme:
| Midterm exam | 15% |
| Final exam | 15% |
| Research proposal | 15% |
| Research paper | 25% |
| Seminar presentation | 20% |
| Participation | 10% |
| TOTAL | 100% |
Students may conduct research with human participants as part of their coursework in this class. Instructors for the course are responsible for ensuring that student research projects comply with College policies on ethical conduct for research involving humans.
Textbooks will be updated periodically. The following are examples of textbooks that may be used in this course:
Davies, Scott and Neil Guppy (most recent edition). The Schooled Society: An Introduction to the Sociology of Education. Toronto: Oxford University Press.
Wotherspoon, Terry (most recent edition). The Sociology of Education in Canada: Critical Perspectives. Don Mills: Oxford University Press.