Fall/Winter 2005-2006 Wednesday: 6: 30 9: 30 p m. Rb 3044

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Sociology 3501 YA
Sociology of Education

Fall/Winter 2005-2006

Wednesday: 6:30 - 9:30 p.m. RB 3044

Instructor: Walid Chahal

Office: UC 0037

Email: wchahal@lakeheadu.ca

Office Hours: Mondays: 10:00 -11:00 a.m.

or by appointment

Course Focus:
We will focus in this course on the social context of the development and transformation of our education system. We will also examine the impact of the complex interplay between the individual and the social structure of schooling, and of the broader social, economic, political and historical forces on gender, social class and racial groups.
Required Texts:
Wotherspoon, Terry (2004). The Sociology of Education: Critical Perspectives. Don Mills: Oxford University Press.
Nelsen, W. Randle (2002). Schooling as Entertainmemt: Corporate Education Meets Popular Culture. Kingston: Cedarcreek Publications.
Dei, Sefa George J. and Agnes Calliste. (2000). Power Knowledge and Anti-Racism Education: A Critical Reader. Halifax: Fernwood Publishing.
Schissel, Bernard and Terry Wotherspoon. (2003). The Legacy of School for Aboriginal People: Education, Oppression, and Emancipation. Don Mills: Oxford University Press.
McCaskell, Tim. (2005). Race to Equity: Disrupting Educational Inequality. Toronto: Between the Lines.

Giroux, Henry. (2004). The Terror of Neoliberalism: Authoritarianism and the Eclipse of Democracy. Aurora: Garamond Press.

Course Outline: Required Readings

1. Introduction Wotherspoon, Chapter 1

Critical Pedagogy: Rethinking Teaching Practices Recommended: hook, 1994, Chapters 1-2


2. Historical & Organizational Dimensions of Canadian Education Wotherspoon, Chapter 3

Aboriginal Education: Dreams and Disappointments Schissel, Chapters 1 & 3

Race to Equity: the Evolution of Policies McCaskell, Chapters 1- 6
3. Sociological Theories of Education Wotherspoon, Chapter 2

Aboriginal Education in Canada: Issues & Theories Shissel, Chapter 2

4. The Process of Schooling Wotherspoon, Chapter 4

Power, Knowledge, and Anti-Racism Education Dei, Introduction

The Voices of Aboriginal Peoples Schissel, Chapter 4

Power, Pedagogy, Curriculum & Race & Gender McCaskell, Chapters 7-10

Pedagogy, Curriculum, Power & Resistance, Race & Class McCaskell, Chapters 11-14

Towards an Anti-Racism Discursive Framework Dei, Chapter 1

Anti-Racism Education & the Ideology of

Canadian Multiculturalism Dei, Chapter 2

5. The Politics of Teaching Wotherspoon, Chapter 5

Black Women Teachers’ Positionality & “Everyday Acts” Dei, Chapter 5

6. Schooling & Work Wotherspoon, Chapter 6

The Corporatization of the University as Popular Culture Nelsen, Chapter 6

7. Education & Social Inequality Wotherspoon, Chapter 7

the Struggle for Inclusive Curriculum McCaskell, Chapters 15-17

Rethinking Access Programs Dei, Chapter 4

Anti-Racist Organizing & Resistance in Academia Dei, Chapter 8

8. School Learning as Popular Culture Nelsen, Chapter 3

Friendship & the “Social” in the Transition to High School Nelsen, Chapter 4

Learning Disabilities, Attention Deficits & Popular Culture Nelsen, Chapter 5

Black Popular Culture & the Politics of Curriculum Studies Dei, Chapter 3

The Challenges & Rewards of Cultural, and

Political & Pedagogical Border Crossings Dei, Chapter 6

Determinants of successful Schooling Schissel, Chapter 5
9. The Exclusion of (Black) other from Discourses of Empowerment Dei, Chapter 7
10. Living in the Shadow of Authoritarianism Giroux, Chapter 1

Spectacles of Race and Pedagogies of Denial Giroux, Chapter 2

Class Casualties: Disappearing Youth in

the Age of Market Fundamentalism Giroux, Chapter 3

NeoLiberalism as a Public Pedagogy Giroux, Chapter 4

11. Contemporary Educational Challenges & Reforms Wotherspoon, Chapter 8

Management & the Social Effects of a Computer Mindset Nelsen, Chapter 1

Education, Justice, & Community: a Paradigm

for Enfranchising Children & Youth Schissel, Chapter 6

Rethinking Anti-Racism Education Dei, Chapter 9

The Politics of Hope in Dangerous Times Giroux, Chapter 5

Edward Said and the Politics of Worldliness Giroux, Chapter 6

Course Requirements:
1. One essay, to be submitted on March 1st ….....…………………………… 20%
The essay should be no more than 3000 words (10 typed pages). The student is expected to rely on analyses covered in class and in the reading, and to use at least one of the sociological perspectives for the analytical part of the paper. You are strongly encouraged to select a topic of specific interest to you. If sociology is not your major, you may write a paper on an area which ties together your major and sociology of education.
2. Two in-class tests: November 23rd and March 22nd ………(2 @ 20% each) … 40%

The tests consist of short-answer and essay questions and may include multiple-choice

questions. The tests cover all class work, lecture and reading material to date. It is not the

instructor’s aim to reproduce the same material that is covered in the text. The lecture material and

discussions will complement, expand, and shed more light on the issues that are covered in the

3. Students will be provided with articles from a variety of sources. The student is expected

to present at least:

One article …………………………………………………………………… 20%

The presenter should not only sum up the main argument(s)/viewpoint or idea(s) of the article, but also provide a critique of the article by making use of the concepts, theories and other material covered in class. It is important that the presenter understand his/her article well and effectively communicate its content to the rest of the students. The presenter should be prepared to lead the discussion and answer questions regarding their topic. They may use overheads or any other prop that will improve their presentation.

4. Class participation (and quizzes) ...................................…..............….………… 20%

Class attendance is expected: In order to do well in this course, you must attend class on a

regular basis. There will be substantial in-class discussions and much of the material covered

in lectures will not be found in the reading. In order to participate in class discussions, it is

important that you do the readings before coming to class. You must come to class ready to

contribute to discussion in a thoughtful way, to ask questions, as well as critically reflect on

the assigned readings. Students are expected to arrive before the class starts and are expected

to stay in class till the end. However, if you need to leave class for any reason, let me know

ahead of time so that you do not lose points from your class participation. Students are

strongly encouraged not to engage in private conversations during class lectures.
Further, the student will be given additional information concerning course topics, course

requirements, evaluation procedures and any other relevant material on the first day of class.


Apple, M.W. 1986. Teachers & Texts: A Political Economy of Class & Gender Relations in Education. New York: Routledge & Kegan Paul.

Armstrong, Allison & Casement, Charles. 1998. The Child and the Machine: Why Computers May Put Our Children's Education at Risk. Toronto: Key Porter Books.

Barman, J., Herbert, Y & McCaskill, D. 1987. Indian Education in Canada (vol. 1, the Legacy). Vancouver: University of British Columbia Press.

Barsamian, David. 1992. Noam Chomsky: Chronicle of Dissent. Vancouver: New Star Books.
Battiste, Marie and Jean Barman. 1995. First Nations Education in Canada: the Circle Unfolds. Vancouver: UBC Press.
Bibby, Reginald W. & Posterski, Donald C. 1992. Teen Trends: A Nation in Motion. Toronto: Stoddart.

Bowles, Samuel and Herbert Gintis. 1976. Schooling in Capitalist America. New York: Basic Books.

Calahasen, P. 1989. "An Analysis of Mutualistic Process of Developing Learning Resources For and About Native People." Multiculturalism, 12(3).

Chahal, Walid. (2004).Multicultural Education and Policy Making.” In Dawn M. Zinga (ed.) Perspectives on Multiculturalism (E-book). Hamilton Ontario: Zing Media Inc. pp. 5-21. Available for viewing at http://www.multiculturaldays.ca/Persp.%20Book%20COMP.pdf
Chahal, Walid. (2004). “Knowledge Discourses and International Peace and Justice”. Canadian Critical Race Conference: Pedagogy and Practice (CCRC), May 2-4, 2003, University of British Columbia. Conference Proceedings (including my article, pp: 1-39) are available at the Simon Fraser University Library's website: <http://edocs.lib.sfu.ca/ccrc/>
Carnoy & Henry & Levin, M. 1985. Schooling & Work in the Democratic State. Stanford, California: Stanford University Press.
Clifton, R.A.. et al. 1986. Effects of Ethnicity and Sex on Teachers' Expectations of Junior High School Students. Sociology of Education, 59, 58-67.

Contenta, Sandro. 1993. Rituals of Failure: What Schools Really Teach. Toronto: Between The Lines

Currie, Dawn, Ed. 1988. From the Margins to the Centre: Selected Essays in Women's Studies Research, Saskatoon. Women Studies Research Unit, College of Graduate Studies and Research, University of Saskatchewan.

Curtis, B. et al. 1992. Stacking The Deck: The Streaming of the Working Class Kids in Ontario Schools. Toronto: Our Schools Ourselves Education Foundation.

Davis, Julie et al. 1989. It’s Our Knowledge: Labor, Public Education & Skills Training. Toronto: Garamond Press.

Doherty-Delorme, Denise & Shaker, Erika .1999. Missing Pieces: An Alternative Guide to Canadian Post-Secondary Education. Ottawa: Canadian Centre for Policy Alternatives.

Freire, P. 1972. Pedagogy of the Oppressed. New York: Herder & Herder.

Freire, P. 1994. Pedagogy of Hope: Reliving pedagogy of the Oppressed. New York: Continuum.

Freire, P. 1997. Pedagogy of the Heart. New York: Continuum.

Freire, P. 1999. Pedagogy of Freedom: Ethics, Democracy, and Civic Courage. Lanham: Rowman and Littlefield.

Freire, P. & Macedo, D. 1987. Literacy: Reading the Word and the World. South Hadley, Mass.: Bergin & Garvey.

Gaskell, J. A., Tigar McTaven & M. Novogrodsky (eds.). 1989. Claiming an Education: Feminism & Canadian Schools. Toronto: Garamond Press.

Gilbert, S. & McRoberts, H.A. 1977. Academic Stratification and Educational Plans: A Reassessment. Canadian Review of Sociology and Anthropology 14, 34-47.

Giroux, H. (2001). Theory and Resistance in Education: Toward a Pedagogy for the Opposition. Westport, CT: Greenwood Publishing Group, Inc.

Giroux, H. A. 2001. Pedagogy of the depressed: Beyond the new politics of cynicism.College Literature, 28.3, 1-32.

Giroux, Henry A., C. Lankshear, P. McLaren and M. Peters. 1996. Counternarratives: Cultural Studies and Critical Pedagogies in Postmodern Spaces. London : Routledge.

Giroux, Henry A. and Peter McLaren. 1994. Pedagogy and the Politics of Cultural Studies. London : Routledge.
Giroux, Henry A. and Peter McLaren. 1994. Between borders : Pedagogy and the Politics of Cultural Studies. London : Routledge.

Haig-Brown, Celia. 1995. Taking Control: Power & Contradiction in First Nations Adult Education. Vancouver: UBC Press.

Haig-Brown, Celia. 1988. Resistance and Renewal: Surviving the Indian Residential School. Vancouver: Tillacum Library.

Harding, Sandra & O'Barr, Jean F. 1987. Sex & Scientific Inquiry. Chicago: The University of Chicago Press.

Historical Studies in Education, 1(1), Spring 1989, and 1(2) Fall 1989 (Special issues devoted to the theme "Aspects of Class & Gender in Education").

hooks, bell. 1994. Teaching To Transgress: Education as the Practice of Freedom. New York: Routledge.

Husen, T. 1979. The School in Question: A Comparative Study of the School and Its Future in Western Societies. Oxford: Oxford University Press.

Illich, Ivan. 1971. Deschooling Society. New York: Harper & Row.

Keesing-Styles, L. 2003. The relationship Between Critical Pedagogy and Assessment in Teacher Education. Radical Pedagogy 5.1. [On-line]. Available: http://radicalpedagogy.icaap.org/content/issue5_1/03_keesing-styles.html.

Kline, Stephen. 1993. Out of the Garden Toys, TV and Children's Culture in the Age of Marketing. Toronto: Garamond Press.

Li, Peter. 1988. Ethnic Inequality in a Class Society. Toronto: Wall & Thompson.

Livingston, D.W. 1985. Social Crisis & Schooling. Toronto: Garamond Press.

MacArthur, John R. 1992. Second Front: Censorship & Propaganda in the Gulf War. N.Y.: Hill & Wang.

Macedo, Donaldo. 2000. Chomsky on Miseducation / Noam Chomsky: Lanham: Rowman & Littlefield Publishers.

Mackie, Marlene. 1987. Constructing Women & Men: Gender Socialization. Toronto: Holt, Rinehart and Winston.

McCarthy, C., & W. Crichlow (eds.). 1993. Race, Identity and Representation in Education. London: Routledge.

McLaren, Peter. 1989. Life in Schools: An Introduction to Critical Pedagogy in the Foundation of Education. Toronto: Irwin Publishing.

McLaren, Peter. 1986. Schooling as a Ritual Performance: Towards a Political Economy of Educational Symbols & Gestures. London: Routledge & Kegan Paul.

McLaren, P. 1988. On ideology and Education: Critical Pedagogy and the Politics of Empowerment. Social Text, 19-20, 153-185.

McLaren, Peter. 1995. Critical Pedagogy and Predatory Culture. Oppositional Politics in a Postmodern Era. London ; New York : Routledge

Moll, Marita. 1997. Tech High: Globalization and the Future of Canadian Education. Ottawa/Halifax: CCPA/Fernwood Publishing.

Nelsen, Randle W. 1991. Miseducating: Death of the Sensible. Kingston, Ontario: Cedarcreek Publications.

Nelsen, Randle W. 1997. Inside Canadian Universities: Another Day at the Plant. Kingston: Cedarcreek Publications.

Nelsen Randle W. & Nock, David A. (eds.). 1978. Reading, Writing & Riches: Education and the Socio-Economic Order in North America. Toronto: Between the Lines Press.

Postman, Neil. 1982. The Disappearance of Childhood. New York: Dell.

Postman, Neil. 1984. Amusing Ourselves to Death: Public Discourse in the Age of Show Business. New York: Penguin Books Ltd.

Provenzo, Jr. Eugene. 1991. Video Kids: Making Sense of Nintendo. Cambridge, Mass.: Harvard University Press.

Russell, Susan. 1986. "The Hidden Curriculum of School: Reproducing Gender & Class Hierarchies," in Roberta Hamilton & Michele Barrett, Eds. The Politics of Diversity. Montreal: Book Centre.

Ryan, James. 1999. Race and Ethnicity in Multi-ethnic Schools: A Critical Case Study: Clevedon Hall: Multilingual Matters.

Scott-Dixon, Krista. 2004. Doing It: Women Working in Information Technology. Toronto: Sumach Press.

Silver, Ira and Gina Perez 1998. “Teaching Social Theory Through Students’ Participant-Observation.” Teaching Sociology 26(Oct.):347-353.

Sleeter, Christine E. 1991. Empowerment through Multicultural Education. Albany: SUNY.

Stevens, Edward & Wood, G. H. 1987. Justice, Ideology & Education. N.Y.: Random House.

Wolfe, Morris. 1985. Jolts: the TV Wasteland & the Canadian Oasis. Toronto: James Lorimer & Company, Publishers.

Wotherspoon, Terry (ed.). 1987. The Political Economy of Schooling. Toronto: Methuen.

Wotherspoon, Terry. 1991. Hitting the books: the Politics of Educational Retrenchment. Toronto: Garamond Press.

Young, Jon. Ed. 1987. Breaking the Mosaic. Toronto: Garamond Press.

Internet Links

Peter McLaren—a very useful site



Reviews of Paulo Freire’s Books


The Journal for Critical Education Policy Studies

First Nations Periodical index


Canadian Journal of Native Education


Canadian Journal of Native Studies


Journal of Indigenous Studies

Canadian Journal of Educational Administration and Policy (CJEAP)

Full Text Electronic Journals in Education

Electronic Magazine of Multicultural Education

Ethnicities: <http://etn.sagepub.com/>
The Harvard Education Review

Philosophy and Social Criticism

A Routledge Journal: Cultural Studies


Cultural Studies & Critical Methodologies


International Journal of Leadership in Education


A Routledge Title: British Journal of Sociology of Education


JE - Canadian Journal of Education


Black Cultural Studies Site Index


JSTOR: Journal of Educational Sociology


Cyberspace, hyper text and critical theory

The Future of Free Speech on the Corporate Internet," Corporate Watch website

Noam Chomsky on Microsoft and Corporate Control of the Internet CorpWatch
May 6th, 1998: http://www.corpwatch.org/article.php?id=1408
Corporate watch on education


Council of Canadians


Znet on education:

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