Course Syllabus and Readings for

Transcription

1 1 Queen s University Department of Sociology SOCIOLOGY 122 Course Syllabus and Readings for Instructor: Rob Beamish D424 Mackintosh-Corry Hall Tel: (613) ext rob.beamish@queensu.ca Office Hours: by appointment Teaching Assistant Coordinator: Christina Salavantis D403 Mackintosh Corry Hall Prerequisites: There are no prerequisites for SOCY 122; the course is open to any undergraduate student enrolled at Queen s. SOCY 122 serves as the basic prerequisite for all upper year courses. A student must achieve a grade of at least C+ in SOCY 122 to register in further courses in the Department. Course Description: SOCY 122 is designed to introduce students to the sociological perspective and the way sociologists approach and study the social world. It also introduces students to a number of substantive areas of study undertaken by sociologists. In the first half of the course, students will be introduced to what most sociologists refer to as the classical tradition the foundation upon which all later approaches to sociological analysis developed. Students will begin by exploring themselves as part of a particular generation as "Generation Z." The profile of Generation Z is developed further through the use of what C. Wright Mills termed "the sociological imagination," providing students with a sociological frame of reference to critically examine themselves. That analysis takes place within the context of the opportunities and challenges that higher education provides for today's students. The course then turns to three of the most important, macro-sociological frameworks that constitute the classical tradition the work of Karl Marx, Emile Durkheim and Max Weber. The first half ends with an examination of culture and popular culture through the use of two "case studies" the early work of Bob Dylan and rock and roll. In the second half, students are introduced to more contemporary approaches and theories concerning life in the twenty-first century and the focus is on a number of substantive areas the sociology of work, social inequality, deviant behaviour, war and the making of the modern period, and the nature of the contemporary social world. In addition to introducing students to sociology as a discipline and some of its various sub-fields, students are given the opportunity to develop skills in information literacy and

2 communication. Basic library research skills and critical thinking skills are emphasized in association with sociological analysis. At the end of this course, students should have a solid background in the discipline and be well on the way of transforming themselves from passive information consumers to a critical, knowledge producers. Course Objectives: The course objectives for each week are noted below in the list of readings. The overall objectives for this course concern course content, skill development and critical thinking skills. Course Content students will be able to: identify and explain the importance of the main characteristics found in Generation Z; identify, define and recall key information and vocabulary related to a sociological understanding of the world in which humankind lives; identify and recall key information regarding C. Wright Mills s conceptions of the sociological imagination and intellectual craftsmanship; identify, recall and discuss key information related to different theoretical perspectives developed by Karl Marx, Emile Durkheim and Max Weber; identify, recall and discuss key information related to the concept of culture and use Weber's "ideal type" methodology to discuss Bob Dylan s work and rock and roll as representations of culture as a pure type; identify and discuss some of the key issues in a variety of fields of study within sociology; develop and employ what Mills termed a vocabulary adequate for clear social reflection. Skill Development students will be able to: generate written arguments supported with quality academic materials from appropriate databases; demonstrate academic integrity (see the section on academic integrity below) and understand what constitutes a deviation from academic integrity including, but not limited to, what is involved with plagiarism; increase reading comprehension through the use of original sources; enhance study and presentation skills through tutorials and lecture study questions; demonstrate responsibility and accountability in personal and group context. Critical thinking students will be able to: engage in critical thinking about social issues; analyze and evaluate social phenomena from within a sociological frame of reference as opposed to relying on the natural attitude, their everyday stocks of knowledge, or a psychological frame of reference; develop an awareness of the limits to, and the contextual basis of, knowledge. 2

3 3 Estimated time commitment: Activities Average Hours Per Week Number of Weeks Total Hours Lectures Activity/Tutorial Sessions Online Activities Private Study Total Hours for Course Academic Integrity: Academic integrity is constituted by the five core fundamental values of honesty, trust, fairness, respect and responsibility (see 2.php). These values are central to the building, nurturing and sustaining of an academic community in which all members of the community will thrive (see Adherence to the values expressed through academic 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 at 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 Science Calendar (see Academic Regulation 1) on the Arts and Science website (see Academic_Integrity.html), 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 Queen s. 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 requirement to withdraw from the University.

4 4 Textbooks: For the Fall Term the course texts are: The Promise of Sociology: Classical Approaches to Contemporary Society by Rob Beamish (University of Toronto Press, 2016). This is a completely revised, second edition of The Promise of Sociology which means that the first edition will not be very useful for the course this year. The text is specifically designed and revised for the first half of this introductory course. Sociology and the Contemporary World by Rob Beamish (McGraw-Hill, 2012). The text is specifically designed and written for SOCY 122 for this introductory course. The Concise Encyclopedia of Sociology edited by George Ritzer and Michael Ryan (Wiley-Blackwell, 2011). While you may wish to purchase the encyclopedia as a book through the Campus Book Store, you may also access it in a pdf format through the Queen's Library System (see Concise Encyclopedia). This book complements the material presented in the two main course texts and is an excellent resource for students in sociology, global development studies, gender studies, cultural studies, political studies, history, and philosophy throughout their undergraduate careers. ASA Style Manual: The Department has developed a style manual to assist students in the preparation of their essay assignments for this course and subsequent courses in sociology. The presentation and reference style indicated in the manual must be used for both assignments in this course. Course Evaluation: Encyclopedia Assignment 5% Conducting research Assignment 5% Annotated Bibliography 15% Tutorial work 5% December exam 20% Peer Evaluated Thesis Statement 5% Research essay 20% Tutorial work 5% Final exam 20% Each of the term assignments is evaluated by your tutorial leader based on the criteria described in each assignment. The short answer essay exam questions on the December and April exams are graded randomly by the teaching assistants based on the rubric

5 provided by the professor. The multiple choice exams are graded by an electronic marking machine. 5 In this course, some components will be graded using numerical percentage marks, other components will receive letter grades, which for purposes of calculating your course grade will be translated into numerical equivalents using the Faculty of Arts and Science approved scale: Arts & Science Letter Grade Input Scheme Assignment mark Numerical value for calculation of final mark A+ 93 A 87 A- 82 B+ 78 B 75 B- 72 C+ 68 C 65 C- 62 D+ 58 D 55 D- 52 F48 (F+) 48 F24 (F) 24 F0 (0) 0 Your final grade will then be converted to and submitted as a letter grade according to Queen s Official Grade Conversion Scale:

6 Queen s Official Grade Conversion Scale 6 Grade Numerical Course Average (Range) A A A B B B C C C D D D F 49 and below COURSE POLICIES: Attendance: Attendance at lectures is strongly advised but not monitored; attendance and participation in tutorials is required, monitored, and graded. Tutorials: The University scheduling system has assigned you to a tutorial group. You may find out your tutorial assignment through SOLUS. The tutorials are designed to break the large class environment into a smaller discussionfriendly one. Tutorial leaders will run their tutorials in accordance with the course instructor s overall expectations while also drawing upon their own and the tutorial group s particular strengths and interests. The tutorial leaders will not simply summarize lecture material or readings; their primary responsibility is to lead students through some specific skill building tasks, monitor attendance and student participation, facilitate discussion, pose questions and assist the group to reach clarification on questions, problems, or issues that arise from the lectures, required readings, or tutorial discussion. Please note: you may not switch tutorial groups after the add/drop period without the permission of the TA Coordinator changes will only be made on the basis of significantly extenuating circumstances which prevent you from remaining in your originally assigned tutorial group.

7 7 Fall Term Readings Material to be covered in week 1: Course Introduction; Visions and Profiles of Students Today Required Reading: Introduction (pp. xv-xxiv) to The Promise of Sociology: Classical Approaches to Contemporary Society; the Introduction (pp. xiv-xvii) and Chapter One Visions and Profiles of Students Today (pp. 3-26). Recommended Reading: Preface (pp. ix-xiii) in The Promise of Sociology: Classical Approaches to Contemporary Society. Optional Supplementary Material: Beloit College, The Mindset List: 2020 List ( A Vision of Students Today, ( Retrieved September 1, 2016; a few ideas (Visions of Students Today) ( Retrieved September 1, Material to be covered in week 2: Generation Z and The Sociological Imagination Required Reading: Chapter Two Generation Z and The Promise of Sociology (pp ) in The Promise of Sociology. Suggested Supplementary Reading: C. Wright Mills, The Promise. Pp in The Sociological Imagination. New York: Oxford University Press, 1959 (see OnQ course homepage). Optional Supplementary Material: The entries Mills, C. Wright, Sociological Imagination, Schütz, Alfred, McLuhan, Marshall, and Everyday Life, (pp , 598-9, 517, 381, 202-3) in The Concise Encyclopedia of Sociology; Information R/evolution ( Retrieved September 1, 2016; The Machine is Us/ing Us (Final Version) ( Retrieved September 1, Material to be covered in week 3: Higher Education s Challenges and Rewards Required Reading: Chapter Two Generation Z and The Promise of Sociology and Chapter Three The Light of Reason: Higher Education s Challenges (pp , 59-82).

8 Suggested Supplementary Reading: C. Wright Mills, On Intellectual Craftsmanship. Pp in The Sociological Imagination. New York: Oxford University Press, 1959 (see OnQ course homepage). 8 Material to be covered in week 4: Karl Marx and the Dialectic of Dynamic, Unstable Social Formations Required Reading: Chapter Four Marx and the Dialectic of Dynamic, Unstable Social Formations (pp ) in The Promise of Sociology; Suggested Supplementary Readings: Karl Marx, Preface, Towards the Critique of Political Economy. Pp in Intersections Readings in Sociology s Task and Promise, edited by Rob Beamish. Boston: Pearson Custom Publishing, 2005 (see OnQ course homepage). Optional Supplementary Material: The entries Marx, Karl, Engels, Friedrich, Hegel, GWF, Dialectic, Feuerbach, Ludwig, Smith, Adam, Political Economy, Base and Superstructure, and Marxism and Sociology (pp , 186-7, 281, 147-8, 231, 553, 445-6, 24-5, and 374-5) in The Concise Encyclopedia of Sociology. Material to be covered in week 5: Karl Marx and the Dynamics of Social Change Required Reading: Chapter Four Marx and the Dialectic of Dynamic, Unstable Social Formations and Marx, the Communist Manifesto, and Modernity (pp , ) in The Promise of Sociology. Suggested Supplementary Reading: Karl Marx and Friedrich Engels, Preamble, and Bourgeoisie and Proletarians in Karl Marx and Friedrich Engels, Manifesto of the Communist Party. Retrieved September 1, 2016 ( Optional Supplementary Material: The entries Economic Determinism, Economic Development, and Economic Sociology: Classical Political Economic Perspectives, Bourgeoisie and Proletariat, Capitalism, Communism, Socialism, Industrial Revolution, Capitalism, Social Institutions of, Industrialization, and Modernity (pp , , 170-1, 41, 47-8, 73-4, 585-6, , 48-9, 317, , 408-9) in The Concise Encyclopedia of Sociology. Material to be covered in week 6: Emile Durkheim and the Classical Tradition Required Reading: Chapter Six From Descartes to Durkheim: Towards a Science of Society (pp ) in The Promise of Sociology. Optional Supplementary Material: The entries Comte, Auguste, Positivism, Empiricism, Scientific Knowledge, Scientific Revolution, Division of Labor,

9 Collective Consciousness, and Solidarity, Mechanical and Organic (pp. 78-9, 456-7, 184,-5, 520-1, 521, 154-5, 69-70, 603-4) in The Concise Encyclopedia of Sociology. 9 Material to be covered in week 7: Emile Durkheim and the Classical Tradition (continued) Required Reading: Chapter 7 Durkheim and the Systematic Study of Social Facts (pp ) in The Promise of Sociology. Suggested Supplementary Readings: Emile Durkheim, What is a Social Fact. Pp in The Rules of Sociological Method and Selected Texts on Sociology and its Method, edited by Steven Lukes. New York: The Free Press, 1982 (see OnQ course homepage). Optional Supplementary Material: The entries Social Fact, Suicide, Anomie, Sacred, Sacred/Profane, Durkheim, Emile, (pp , 632-3, 16, 511, , and 163-6) in The Concise Encyclopedia of Sociology. Peter Berger, Sociological Perspective: Man in Society. Pp in Invitation to Sociology. New York: Anchor Books, 1963 (see OnQ course homepage). Material to be covered in week 8: Max Weber and the Classical Tradition Required Reading: Weber and the Interpretive Understanding of Social Action (pp ) in The Promise of Sociology. Optional Supplementary Material: The entries Weber, Max, Verstehen, Ideal Type, Authority and Legitimacy, Rational Legal Authority, Rationalization, McDonaldization, (pp , , 298, 23, 495-6, 496, and 380) in The Concise Encyclopedia of Sociology. Material to be covered in week 9: Max Weber and the Classical Tradition (continued) Required Reading: the chapter The Spirit of Capitalism, Modernity, and the Postmodern World (pp ) in The Promise of Sociology. Optional Supplementary Material: The entries Elective Affinity, Modernization, Parsons, Talcott, Merton, Robert, Postmodern Culture, and Postmodern Social Theory (pp. 179, , , 392-3, 457-8, and ) in The Concise Encyclopedia of Sociology. Suggested Supplementary Reading: Max Weber, Asceticism and the Spirit of Capitalism. Retrieved September 1, 2016 ( Material to be covered in week 10: High Culture and the Fear of Popular Culture

10 10 Required Reading: Chapter 10 Culture and Critique (pp ) in The Promise of Sociology. Optional Supplementary Material: The entries Nietzsche, Friedrich, Culture, Culture: Conceptual Clarifications, Mass Culture and Mass Society, Critical Theory/Frankfurt School, Culture Industries, Marcuse, Herbert, Popular Culture, Ideological Hegemony, Ideology, Popular Culture Forms: Hip Hop, Popular Culture Forms: Jazz, and Popular Culture Forms: Reality TV, (pp , , , 375, 102-4, , 367-8, , 304-5, 305-6, 450-1, 451, and 451-2) in The Concise Encyclopedia of Sociology. Material to be covered in week 11: The Dialectics of Popular Culture Required Reading: Chapter 11 The Dialectics of Popular Culture (pp ) in The Promise of Sociology. Material to be covered in week 12: Rock n Roll as Complex Culture; The Promise of Sociology Required Reading: Chapter 12 Rock n Roll as Complex Culture and Chapter 13 The Promise of Sociology (pp , ) in The Promise of Sociology. Material to be covered in week thirteen. Thinking Sociologically (Part I) Winter Term Readings Required Reading: Thinking Sociologically (pp. 6-32) in Sociology and the Contemporary World Suggested Readings: Introduction (pp. 1-5) in Sociology and the Contemporary World; from The Concise Encyclopedia of Sociology: Foucault, Michel (pp ); Parsons, Talcott (pp ); Social Order (pp ); Social System (pp ); Structural Functional Theory (pp ); Functionalism/Neo-Functionalism (pp ); Conflict Theory (pp. 80-1); Metatheory (pp ); Kuhn, Thomas and Scientific Paradigms (p. 342); Scientific Revolution (pp ); and Science (pp ). to draw students attention to the overall goals and scope of the text that will be used in the second term; to provide an opportunity for students to draft a road map of the route and material they will cover over the course of the second term; to introduce students to the three ways humankind engages with the world; to establish the fundamental similarities shared by science and the arts;

11 to establish the fundamental differences between science and the arts; to indicate the manner in which sociology is a science;to explore the importance of language in science; to examine what Michel Foucault terms the modern episteme and explore its significance for sociology today; to examine sociology as a conceptual, scientific enterprise; to examine some of the key features of Talcott Parsons post-war sociology; to explore the reasons for moving beyond Parsons sociology in the 1960s; to introduce students to metatheory and its fundamental issues; to indicate the importance and significance of the discursive nature of sociological theory; to introduce students to the fundamentals of an integrated theory of social action. 11 Material to be covered in week fourteen. Thinking Sociologically (Part II) Required Reading: Thinking Sociologically (pp ) in Sociology and the Contemporary World. Suggested Readings: From The Concise Encyclopedia of Sociology: Micro-Macro Links (pp ); Structuration Theory (pp ); Structure and Agency (pp ); Bourdieu, Pierre (pp. 40-1); Habitus/Field (pp ); Cultural Capital (pp ); Social Capital (pp ). to examine the issues related to the integration of micro and macro in sociological thought; to examine the issues related to the integration of structure and agency in sociological thought; to introduce students to the key concepts involved in Anthony Giddens structuration theory; to introduce students to Pierre Bourdieu s concepts of field, habitus, doxa, and economic, cultural, and symbolic capital; to examine the essential elements of a reflexive sociology. Material to be covered in week fifteen. Sociology of Work (Part I) Required Reading: The Sociology of Work (pp ) in Sociology and the Contemporary World. Suggested Readings: From The Concise Encyclopedia of Sociology: Work, Sociology of (pp ); Labor/Labor Power (pp ); Labor Process (pp ); Alienation (pp ); Species-Being (p. 605).

12 12 to indicate why the study of work is centrally important to sociology; to draw students attention to the importance of locating work within a social context; to note three orientations on work found within Classical Greece, Medieval Europe, and industrial capitalist societies; to introduce students to Adam Smith s two main insights about work and its relationship to the wealth of nations; to introduce students to the moral context in which Smith developed his analysis of the wealth of nations; to refresh students awareness of the four sources Marx drew upon in developing his insights into the dynamic nature and structure of capitalist society; to introduce and examine in some detail, Marx s conception of work as central to the human condition and explore some of its implications; to introduce and explore the notion of the ontological nature of labour for human existence; to introduce students to some key concepts related to work and the labour process; to introduce and explore Marx s conception of alienated labour key topics or issues include Hegel s conception of alienation related to the nature of human knowledge of the natural and social world; humankind s relation as dependent upon nature thus the relation of subject/object or subject/predicate in the dynamic of human interaction with the natural world; the origins of Marx s ideas in Hegel s thought; Marx s use of early analyses by British political economists; Marx s synthesis of Hegel and political economy; and the four objective features of alienated labour in capitalist society separation from product, production process, human creative potential, and from other workers/humanity; Material to be covered in week sixteen. Sociology of Work (Part II) Required Reading: The Sociology of Work (pp ) in Sociology and the Contemporary World. Suggested Readings: From The Concise Encyclopedia of Sociology: Taylorism (pp ); Braverman, Harry (pp. 42-3); McDonaldization (p. 380); Japanese-Style Management (pp ); Fordism/Post-Fordism (pp ). to examine the employer labour process employee relationship and its basic features and dynamics key topics or issues include a consideration of the inputs the employer and employee bring to the relationship; the resources employees and employers bring to the relationship; the internal dynamics of the relationship and the power differential that exists within it; the larger social dynamics of the relationship; and the two dominant tendencies that result from the relationship; to examine E.P. Thompson s notion of time-work discipline;

13 to examine the table system and its relationship to Michel Foucault s conceptions of docile bodies, disciplinary society, and technologies of power; to examine Frederick Winslow Taylor and his conception of scientific management key topics or issues include Taylor s basic premises; his overall objective; the meaning of the terms natural and systematic soldiering, and a fair day s work; the separation of planning from execution; the implications this has for deskilling work; the key concept of the task and its ramifications for workers and management; the three key outcomes of Taylorism as a management strategy; and the implications Taylorism had for mass production; to introduce students to Fordism and the assembly line processes developed by Henry Ford key topics or issues include the complete and consistent interchangeability of parts; the importance of standardization, task simplification, and the automated assembly line; the dynamic Fordism introduced into labour relations and negotiations; to introduce to Alfred Sloan s movement towards integrated corporations; to examine The Toyota System of production and compare and contrast lean production to the mass production of Fordism; to introduce students to the impact that goal-rational action has had upon the labour process in general. 13 Material to be covered in week seventeen. Social Inequality Required Reading: Employers, Employees, and the Logic of Collective Action (pp ); Social Inequality (pp ) in Sociology and the Contemporary World. Suggested Readings: From The Concise Encyclopedia of Sociology: Outsourcing (p. 436); Transnationals (pp ); Unions (p. 662); Meritocracy (pp ); Stratification and Inequality, Theories of (pp ); Liberalism (pp ); Income Inequality and Income Mobility (pp ); Inequality, Wealth (p. 318); Class (pp. 65-6); Class Conflict (pp. 66-7); Class Consciousness (p. 67). to complete the study of work and move into issues of social inequality; to introduce students to the impact that goal rational action has had upon the labour process in general; to explore the ways that work is integrated into a global economy. to examine the dynamic of collective action as unionized employees negotiate with employers key topics or issues include data on unionization in Canada; key concerns for employees versus employers; the instrumental monological position of employers versus the dialogical dynamic among employees; the power dynamic between unionized employees and employers; the implications of increasing unionized employees resources; and the different public perceptions of unions and corporate interests. to use Carol Huynh s gold medal in the 2008 Beijing Games to introduce some central themes sociologists focus on in the study of social inequality;

14 to explore the concept of meritocracy; to examine the apparent contradictions over equality and inequality; equality of opportunity and equality of condition and their relationship and implications for a meritocratic order; the need to identify the object of inequality; and an examination of some examples showing how opportunity and condition impact a meritocratic order; to examine selected indicators of income disparity in Canada and discuss their implications for inequality in Canada; to examine Marx s theory of class inequality; to examine Weber s analysis of class, status and party. 14 Material to be covered in week eighteen. Gender Inequality Required Reading: Stratification Theory in the Post-War Period (pp ); Gender Inequality (pp ) in Sociology and the Contemporary World. Suggested Readings: From The Concise Encyclopedia of Sociology: Stratification: Functional and Conflict Theories (pp ); Stratification, Gender and (pp ); Labor Markets (pp ); International Gendered Division of Labor (pp ); Women s Movements (pp ); Consciousness Raising (pp. 81-2). to examine Davis and Moore s functionalist theory of social stratification theory and its critics; to examine the reintroduction of class in studies of social inequality; to introduce students to the impact of gender on work and social inequality key topics or issues include structure of the family and the relation of domestic work to paid work; the goals of first wave feminism; the goals of second wave feminism; the changed involvement of women in the paid labour force; the gender gap in earnings and its bases; unexplained factors in the wage gap; the impact of observable wage-determining characteristics; and the impact of market segmentation. February 20 to 24, 2017 (Reading Week) Material to be covered in week nineteen. Gender Inequality and Feminist Sociology Required Reading: Gender Inequality and Feminist Sociology (pp ) in Sociology and the Contemporary World. Suggested Readings: From The Concise Encyclopedia of Sociology: Beauvoir, Simone de (pp. 26-7); Intersexuality (pp ); Feminism (223-4); Friedan, Betty (pp.

15 237); Sexual Politics (pp ); Patriarchy (pp ); Socialist Feminism (pp ); Cultural Feminism (pp ); Radical Feminism (pp ); Race (pp ); Race, Definitions of (490-1); Racism, Structural and Institutional (p. 491); Stratification, Race/Ethnicity and (pp ); Black Feminist Thought (p. 34); Lesbianism (p. 354); Compulsory Heterosexuality (pp. 77-8); Lesbian Feminism (pp ); Queer Theory (pp ); Womanism (p. 691); Intersectionality (pp ); Feminist Standpoint Theory (pp ); Postmodern Feminism (pp ); Femininities/Masculinities (pp ); Sexuality (pp ); Women and Sexuality (pp ); Body and Sexuality (pp. 38-9); Body and Society (pp ); Post-modern Sexualities (p. 459). to introduce students to issues of gender inequality and the rise of feminist sociology; to introduce the main themes in Simone de Beauvoir s The Second Sex key topics or issues include the distinction between sex and gender; the rejection of binary opposites in sex inequality; the significance of intersexuals and the movement towards postmodern perspectives on gender inequality based on sex; to introduce key concepts from Judith Butler s position that sex is a form of discourse that links sex and gender through stylized acts over time; to introduce the main themes in Betty Friedan s Feminine Mystique key topics or issues include feminine mystique, the domestic labour/paid labour division and its implication for women; to introduce the main themes in Kate Millett s Sexual Politics key topics or issues include the meaning of politics; the meaning of sexual politics; and the presence, meaning, and significance of patriarchy; to examine several of the social forces that had an impact upon the emergence of the Women s Movement; to introduce students to some of the different feminist positions that emerged through the Women s Movement; to introduce students to the main dynamics of the Women s Movement of the 1960s and 1970s as well as its links to third wave feminism; to examine the impact that the promise of the post-war period had upon women in Canada, the US, and Western Europe; to introduce issues of race, ethnicity, and racialization into analyses of gender inequality key topics or issues include key arguments within Black feminism; the post-colonial critique of Western, white feminism; intersectionality; and the provisionality of narrative; to indicate the impact that the Women s Movement, through various feminist positions, had upon the study of the body, sexuality, and issues of masculinity and feminity; to enumerate and examine the different successes that the Women s Movement had and some of the reasons for those successes. 15

16 16 Material to be covered in week twenty. Sociology of Deviant Behaviour (Part I) Required Reading: Sociology of Deviant Behaviour (pp ) in Sociology and the Contemporary World. Suggested Readings: From The Concise Encyclopedia of Sociology: Deviance (pp ); Deviance, Normative Definitions of (p. 142); Norms (pp ); Deviance, Theories of (pp ); Deviance, Positivist Theories of (pp ); Deviance, Crime and (pp ); Sub-Culture (pp ); Sub-Cultures, Deviant (p. 630); Cultural Studies (pp ); Cultural Studies, British (pp ); Criminology (pp ); Crime (pp. 93-4); Crime, Radical/Marxist Theories of (pp. 96-7); Crime, Social Control Theory of (p. 97); Crime, Social Learning Theory of (pp. 97-8). to introduce students to how the apparently straight forward notion of deviant behaviour is very complex; to introduce students to the significance of deviance as a social designation; to examine the objective and subjective elements of deviance; to introduce students to the tradition among sociologists studying deviant behaviour that begins with Durkheim s study of suicide key topics or issues include the extent to which a failure to be integrated into society results in behaviour that is normatively deviant; the importance of anomie and collective representations in the study of deviant behaviour; to explore strain theory as it was developed by Robert Merton building on Durkheim s approach to deviant behaviour key topics or issues include the five possible outcomes between means and goals of social action within Merton s strain theory model; the behaviours behind the labels of the conformist, innovator, ritualist, retreatist, and radical or revolutionary; the structural basis to deviant behaviour within Merton s paradigm; and the notion of a middle range theory; to introduce students to various cultural support theories of deviant behavior key topics or issues include Cohen s college boys, corner boys, and delinquent boys; the importance of Hollywood in celebrating sub-cultures and delinquent gangs, and the focus on criminal gangs in the sociology of deviant behaviour; to introduce students to the cultural studies approach to the study of deviant behaviour key topics or issues include the way soccer hooligans opened up this particular approach to the study of deviant behavior; the notion and significance of authentic culture; the nature of British working class lads worldview; the shift to broader theories of sociology to explain behaviour across a broad range of acceptability.

17 17 Material to be covered in week twenty-one. Sociology of Deviant Behaviour (Part II): The Social Construction of Deviant Behaviour Required Reading: Sociology of Deviant Behaviour (pp ) in Sociology and the Contemporary World. Suggested Readings: From The Concise Encyclopedia of Sociology: Deviance, Constructionist Perspectives (pp ); Drugs, Drug Abuse, and Drug Policy (pp ). to examine in some detail the social constructionist approach to the study of deviant behaviour key topics or issues include the basic premises of social constructionist theory; the term and significance of claims makers; claims makers objectives and strategies for constructing an act as deviant; to provide students, through a case study on the use of steroids in sport, with an example of how a social constructionist might examine the construction of a particular behaviour as deviant key topics or issues include the use of Baron Pierre de Coubertin s Modern Olympic project as the fundamental basis for claiming steroid use is deviant; the significance of symbolism for the Games and the central importance of the Berlin Games in demonstrating the symbolic power of the Games; the emergence of steroid use in the post-wwii period; the East German state s systematic development of steroid use; the claims making process to turn steroids into a deviant act in the Games; the turning point during the 1998 Tour de France; the creation of WADA; the role BALCO played in making steroid use a major issue in US sport; and the role of the US President in reinforcing the claims making process; the investigation into steroid use in professional baseball; the reality of steroid use among youth, and dangers that the claims making process has introduced; to examine several issues related to drug use/abuse and drug policy. Material to be covered in week twenty-two. The Long Shadow of the Twentieth Century (Part I World War II and Genocide) Required Reading: Sociology of War and Genocide (pp ) in Sociology and the Contemporary World. Suggested Readings: From The Concise Encyclopedia of Sociology: Genocide (pp ); War (pp ); World Conflict (pp ). Suggested supplementary readings: Gwynne Dyer, Anybody s Son Will Do, Intersections Readings in Sociology s Task and Promise, R. Beamish (ed), Boston: Pearson Custom Publishing, 2006, pp (on reserve). Omar Bartov, Germany s War and the Holocaust: Disputed Histories, Intersections Readings in Sociology s Task and Promise, R. Beamish (ed), Boston: Pearson Custom Publishing, 2006, pp (on reserve).

18 18 to draw students attention to two major social forces that shape the contemporary world war and economic policy; to introduce students to Carl von Clausewitz s discussion of war key topics or issues include the dialectical nature of Clausewitz s study of war; Foucault s notion of the reason of the state and governmentality; Clausewitz s shift to the social dimensions of war; and the dominant attitude and experiences of conscripts and volunteer soldiers to their tasks in war; to introduce Alexander Solzhenitsyn s explanations for human evil; to introduce students to the theme of genocide; to introduce students to Daniel Goldhagen s explanation for the Holocaust perpetrated by the Nazi state; to examine the war on the Eastern Front in WWII to explore the intersection of war and systematic killing in the modern era key topics or issues include the social context within which Nazi soldiers grew up; the role of ideology, the specific orders, the wild actions and discipline on the Eastern Front; the complicity of the officer corps in the actions on the Eastern Front; the shift to total war and its consequences; the political and sociological importance of the historians dispute in Germany. Material to be covered in week twenty-three. The Long Shadow of the Twentieth Century (Part II From Total War to Total Living) Required Reading: From Total War to Total Living and The War in Vietnam (pp ) in Sociology and the Contemporary World. Suggested Readings: From The Concise Encyclopedia of Sociology: Power (pp ); Post-Industrial Society (p. 457); Economic Sociology: Neoclassical Economic Perspective (pp ); to overview the context of the period of economic growth in post-wwii North America and how the images of that period still dominate the present; to introduce students to central themes related to the student movement of the 1960s; to overview the role of Keynesian economic policy in the consolidation of post-wwii North America and the impact of the legacy of Keynesian social policies in shaping contemporary perceptions of social welfare and government involvement in the economy; to introduce students to the overall social context within which the Americans became embroiled in the War in Vietnam; to introduce students to the specific events that led to full American entry into the War in Vietnam key topics or issues include the Gulf of Tonkin resolution; the choice of military strategy; the failure of that strategy and the growing American

19 involvement in Vietnam; the significance of Khe Sanh and the Tet Offensive of 1968; the impact both had upon American domestic attitudes to the ongoing War; to explore the specific events that led to the My Lai massacre key topics or issues include early American engagements in Vietnam and the tactics of the North Vietnamese Army; the experiences of Charlie Company; the role of orders in the My Lai massacre; the role of ideology and dehumanization in those events; the impact of the specific events within the routinized, military environment of Vietnam; and the post-vietnam trauma felt in the US. Material to be covered in week twenty-four. The Long Shadow of the Twentieth Century (Part III The Neo-Liberal World and 9/11) Required Reading: Neo-liberalism, State Involvement in the Economy, and Foreign Policy (pp ) and Conclusion (pp ) in Sociology and the Contemporary World. Suggested Readings: From The Concise Encyclopedia of Sociology: Neoliberalism (pp ); Globalization (pp ); Globalization, Consumption and (pp ); Globalization, Culture and (p. 265); Glocalization (pp ); Grobalization (p. 271); Islam (p. 332); Jihad (p. 334); Terrorism (pp ). to introduce students to the social forces behind the shift to neo-liberal economic policies in North America and Western Europe; to examine the basic premises and ideas behind neo-liberal economic policies and their impact upon social life; to explore the context leading into US involvement in Iraq key topics or issues include the overall social context behind the rise of the Islamist Revolution; the significance of Ayatollah Khomeini s rise to power in Iran; the impact Khomeini had upon the Middle East; Soviet involvement in Afghanistan and the rise of the Taliban; the Iran/Iraq war; the Iraqi occupation of Kuwait; the first Iraq war; to examine the emergence of the policies that led to the 2003 invasion of Iraq key topics or issues include the Project for a New American Century and its key principles; the PNAC personnel in the White House and their impact upon American foreign policy; the adoption of a neo-reaganite foreign policy; the impact of 9/11 and the Bush government s response; the geo-political costs of the war in Iraq. to remind students about Mills s concept of intellectual craftsmanship as they move on in their university studies. 19