OISE/UT Bulletin 2000/2001 -- University of Toronto Graduate Studies in Education
Sociology and Equity Studies in Education
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SOCIOLOGY AND EQUITY STUDIES IN EDUCATION SOCIOLOGIE ET ÉTUDES DE L'ÉQUITÉ EN ÉDUCATION (SESE)

The Department of Sociology and Equity Studies in Education offers a full range of areas of study leading to M.Ed., M.A., Ed.D., and Ph.D. degrees. These areas of study offer students general training in Sociology in Education with an emphasis on equity issues. Particular focus areas include:

Faculty participate in several related interdepartmental specializations, collaborative programs and research centres, as well as the Midnorthern Centre in Sudbury, and the OISE/UT initial teacher education program.

The Department is organized as a constitutional democracy with a General Assembly and standing committees which provide for policy and decision-making in departmental programs, selection of incoming students, etc. Our constitution is based on one person/one vote, and everyone in the Department (staff, faculty and registered students) has voting rights and is welcome to participate in the running of the department.

General Information

•For information about application procedures and forms contact:

OISE/UT Registrar's Office,
Graduate Studies Admissions Unit, Room 485
Telephone: (416) 923-6641 ext. 2663/2664
Telephone: 1-800-785-3345
E-mail: gradstudy@oise.utoronto.ca

•For information about registration contact:

Lynn Romero, Liaison Officer, Registrar's Office
Graduate Studies Registration Unit, Room 485
Telephone: (416) 923-6641 ext. 2430
E-mail: lromero@oise.utoronto.ca

Academic Information

For further information on academic programs, contact:

Kristine Pearson, (416) 923-6641 ext. 2292
E-mail: kpearson@oise.utoronto.ca

OR

Paul Olson, (416) 923-6641 ext. 2287
E-mail: polson@oise.utoronto.ca
Website: www.oise.utoronto.ca/depts/sese

CHAIRPERSONS AND COORDINATING FACULTY OF THE DEPARTMENT

Sandra Acker, Ph.D. (Chicago)
Professor, and Chairperson of the Department, cross-appointed to the Department
of Theory & Policy studies in Education
(gender and education; work, cultures, and careers of teachers and academics; feminism and educational policy and practice; sociology of education; higher education)
sacker@oise.utoronto.ca

George J. Sefa Dei, Ph.D. (Toronto)
Professor, and Associate Chairperson of the Department, cross-appointed to
the Department of Anthropology, University of Toronto
(anti-racism and domination studies; sociology of race and ethnicity; international development; indigenous knowledges; political ecology; ethnography)
gdei@oise.utoronto.ca

C. Paul Olson, M.A. (Princeton)
Graduate Studies Academic Secretary, to whom program inquiries for this Department should be directed Associate Professor
(social psychology; socialization; symbolic interactionism; quantitative and qualitative methods; political sociology; theory; bilingual education; computer implementation; comparative education)
polson@oise.utoronto.ca

FACULTY

Stephen Anderson, Ph.D. (Toronto)
Associate Professor
(planned educational change; school improvement, initial and inservice teacher development; comparative and development education; program evaluation)

sanderson@oise.utoronto.ca

Nathalie Bélanger, Ph.D. (Sorbonne)
Assistant Professor, jointly-appointed to the Department of Curriculum, Teaching and Learning and the Centre de recherche en éducation franco-ontarienne
(Franco-Ontarian studies; sociology and history of special education; inclusive education)
nbelanger@oise.utoronto.ca

Kathy Bickmore, Ph.D. (Stanford)
Assistant Professor, jointly-appointed from the Department of Curriculum, Teaching
and Learning
(conflict and conflict resolution; social studies/geography; cross-cultural and comparative education; politics/social foundations of education for democracy/equity)
kbickmore@oise.utoronto.ca

Dwight Boyd, Ed.D. (Harvard)
Professor, cross-appointed from the Department of Theory & Policy Studies
in Education
dboyd@oise.utoronto.ca

George E. Burns, Ed.D. (Toronto)
Head of the Midnorthern/Northeastern Centre, Sudbury
Associate Professor
(Aboriginal issues in education; policy, system and change process analysis with particular emphasis on relevance, equity, and excellence in education pertaining to Aboriginal children, youth and adults; critical pedagogy; school and community
relations and development; student deviance)
gburns@oise.utoronto.ca

Kari Dehli, Ph.D. (Toronto)
Associate Professor
(feminist studies in education and educational policy; historical sociology and cultural studies; politics; power and subjectivity)

karidehli@oise.utoronto.ca

Margrit Eichler, Ph.D. (Duke)
Professor, cross-appointed to the Department of Sociology and University College,
and Director, Institute for Women's Studies and Gender Studies, New College, University of Toronto
(feminist methodology; sustainability and social equity; family policy; new reproductive technologies; feminist eco-sociology)
meichler@oise.utoronto.ca

Laara Fitznor, M.Ed. (Manitoba)
Assistant Professor, Conditional, cross-appointed from the Department of Adult
Education, Community Development and Counselling Psychology
(Aboriginal education: culturally relevant curriculum development and integration of Aboriginal perspective in education)
lfitznor@oise.utoronto.ca

Rose Baaba Folson, Ph.D. (Carol von Ossietzky University of Oldenburg)
Associate Professor
(theories and policies of migration; theories and everyday racism; international relations; civil moral code, sexuality and racism; feminist studies)

rfolson@oise.utoronto.ca

Michael Fullan, Ph.D. (Toronto)
Professor and Dean
(planned educational change; theories, methodologies, and dilemmas of intervention in the educational change process)

michael_fullan@oise.utoronto.ca

Edward B. Harvey, Ph.D. (Princeton)
Professor, jointly-appointed to the Department of Sociology and the Centre for Industrial Relations, University of Toronto
(studies of educational systems and the labour market; applied social research and policy analysis; employment equity)
eharvey@oise.utoronto.ca

Monica Heller, Ph.D. (California at Berkeley)
Professor, cross-appointed to the Department of Anthropology, University of
Toronto and to the Centre de recherche en éducation franco-ontarienne
(Franco-Ontarian studies; linguistic anthropology of education; language, social inequality and social difference; sociology of language)
mheller@oise.utoronto.ca

Judy Iseke-Barnes, Ph.D. (Alberta)
Assistant Professor
(aboriginal education; culture and technology; anti-racist studies of education; culture and pedagogy)

jisekebarnes@oise.utoronto.ca

Helen Lenskyj, Ph.D. (Toronto)
Professor
(gender issues in sport; fitness and leisure; feminist pedagogy; health, sexuality, and sex education; feminist studies)

hlenskyj@oise.utoronto.ca

David W. Livingstone, Ph.D. (Johns Hopkins)
Professor
(political economy and education; class analysis; learning and work; ideologies and consciousness; alternative futures)

dlivingstone@oise.utoronto.ca

Ruth Roach Pierson, Ph.D. (Yale)
Professor, jointly appointed to the Department of Theory & Policy Studies
in Education
(race, class and gender in historical sociology; women and colonialism, imperialism, and nationalism; feminist studies in education)
rrpierson@oise.utoronto.ca

Sherene H. Razack, Ph.D. (Toronto)
Associate Professor
(anti-racism studies; critical global and community issues; feminism; human rights; law; critical pedagogy; unions)

srazack@oise.utoronto.ca

Kathleen Rockhill, Ph.D. (California at Berkeley)
Professor
(feminist, postmodern, and cultural studies; theories as applied to the study of disability, race and sexuality; qualitative and autobiographically-based inquiry)

krockhill@oise.utoronto.ca

Njoki Nathani Wane, PH.D. (Toronto)
Assistant Professor
(gender, colonialism and development; indigenous knowledge practices; black feminism; anti-racist education)

nnathaniwane@oise.utoronto.ca

ASSOCIATED INSTRUCTORS

Wallace Seccombe, Ph.D. (Toronto)
(historical sociology; family studies; marxist political economy; gender and generational relations in comparative perspective)

wseccombe@oise.utoronto.ca

Dorothy E. Smith, Ph.D. (California at Berkeley)
Professor Emeritus
(feminist studies in sociology; the social organization of knowledge; Marxist sociology)

dsmith@oise.utoronto.ca

DEPARTMENTAL FOCI

Faculty and student research and interests represent a variety of approaches to sociology in education. The current composition of the department provides particular opportunities for students who may wish to focus their activities in the five areas listed below as well as in the Interdisciplinary and Interdepartmental Foci and Collaborative Programs. Students are not required to stay within a single focus when selecting courses.

•Aboriginal and Indigenous Studies in Education

This focus addresses current issues, trends, perspectives, and models of Aboriginal and Indigenous education through historical, cultural, spiritual, social and political philosophies and themes. Specific foci include examination of Aboriginal, Indigenous, and marginalized knowledge in global contexts and pedagogical implications for educational change; roles of schools, media, institutions, governments and historical and contemporary policy in producing conditions of constraint, images of Indigenous peoples, social and class differences, dominance, control politics, and social inequalities in regard to Aboriginal and Indigenous peoples.

Faculty include: George Burns, George Sefa Dei, Laara Fitznor, Judy Iseke-Barnes, Paul Olson, and Njoki Nathani Wane.

•Critical Race and Anti-Racism Studies in Education

Courses in this program provide students with an integrative view of social difference (race, class, gender, disability and sexuality) and a critical reading of multiple social oppressions revealed in different sites and sources: schools, universities, local communities, media, law and cultural production. Faculty include: Dwight Boyd, Kari Dehli, George Sefa Dei, Rose Baaba Folson, Monica Heller, Judy Iseke-Barnes, Helen Lenskyj, Paul Olson, Ruth Pierson, Sherene Razack, Kathleen Rockhill, Njoki Nathani Wane.

•Critical Pedagogy and Cultural Studies

Core course: SES1956. Critical inquiry into the roles played by educational institutions in producing and maintaining cultures, symbolic dominance, and social inequalities; and analyses of alternative teaching materials and pedagogies intended to address and transform domination and inequality. Related courses are offered in the departments of Adult Education, Community Development and Counselling Psychology (AECDCP); Curriculum, Teaching and Learning (CTL); and Theory & Policy Studies in Education (TPS). Faculty include: Nathalie Bélanger, Kathy Bickmore, George Burns, Kari Dehli, George Sefa Dei, Laara Fitznor, Monica Heller, Judy Iseke-Barnes, Helen Lenskyj, David Livingstone, Roxana Ng, Paul Olson, Sherene Razack, and Kathleen Rockhill.

•Feminist Studies and Gender Relations in Education

Relevant courses: SES1981 (core course for this focus) and SES1987 (core course for the M.Ed. in Gender Equity). Gender studies in the family, school, and workforce; feminist practice; gender, class, race, language, and cultural and biological reproduction; social history of women and women's education; feminism and feminist historiography. Note that other courses offered by feminist faculty, but not listed in this focus, may be taught from a feminist perspective. Faculty include: Sandra Acker, Dwight Boyd, Kari Dehli, Margrit Eichler, Edward Harvey, Monica Heller, Helen Lenskyj, Roxana Ng, Ruth R. Pierson, Sherene Razack, Kathleen Rockhill, and Dorothy Smith.

•Learning, Work and Change

This focus is devoted to teaching and research about the interrelations of learning, paid/unpaid work, social, workforce training, and educational change. Courses offer theories and methods for understanding political, economic and ideological forces associated with educational and workplace change. Some representative themes include: influences of social class, gender, ethnicity and generation on learning practices and work opportunities; impacts of technological changes on labour markets, labour processes and training programs; school and community relations; teachers’ work and educational innovation; and problems of underemployment and the future of work. Relevant courses: SES2942 (core course), SES1951, SES2911, SES2912, SES2913, SES2915, SES2940, SES2941, SES3950, SES3951. The Department of Adult Education, Counselling Psychology and Community Development courses in the Workplace, Learning and Change specialization which offer sociological perspectives may also be considered for credit. This focus is closely related to the interdisciplinary research focus in Learning and Work (see page 226). Faculty include: David Livingstone (coordinator); Sandra Acker; Stephen Anderson; Nathalie

Bélanger; George Burns; Kari Dehli; George Sefa Dei; Rose Baaba Folson; Edward Harvey; Paul Olson; Wally Seccombe and Njoki Nathani Wane.

CENTRES

Three special interest research centres are presently based in the Department: the Centre for Integrative Anti-Racism Studies, the Centre for the Study of Education and Work, and the Centre for Independent Visual Media and Education (see brief descriptions below).

Through its faculty, the Department also maintains close associations with two externally-based centres at OISE/UT: the Centre for Women’s Studies in Education and the Centre de recherches en éducation franco-ontarienne. For more detailed information about these and other OISE/UT research and field centres, see pages 228 - 237 of the Bulletin.

•The Centre for Integrative Anti-Racism Studies (CIARS).

This Centre was established in the 1996/97 session, bringing together faculty and students whose research interests and political commitments are in anti-racism. The Centre provides a supportive research environment, linking communities of colour, marginalized communities, and the university in a pursuit of social justice. The mandate of CIARS, namely, the fostering of interdisciplinary anti-racism studies in education, embraces a broad view of education, defined as how individuals and communities come to know the world and act within it. Students and faculty working in the field of anti-racism are deeply committed to an integrative view: all systems of oppression are interlocked and a study of one such system, racism, necessarily entails a study of class exploitation, sexism, ableism, and heterosexism. Faculty members listed under the Critical Race and Anti-Racism Studies in Education focus are involved with this Centre, as well as some faculty from other departments such as Shahrzad Mojab and Kiran Mirchandani from AECDCP.

•Centre For The Study of Education And Work

The Centre for the Study of Education and Work conducts research and policy studies which document relations between informal learning/schooling/further education and paid/unpaid work, identify major social barriers to integrating learning and work, and support new initiatives to overcome these barriers. The centre is associated with the SSHRC-funded national research network for New Approaches to Lifelong Learning (NALL), as well as with the interdepartmental research focus on Learning and Work and the departmental focus in Learning, Work and Change.

•The Centre for Independent Visual Media and Education (CIVME)

The purpose of this centre is to establish links with the fast expanding network of film/video artists, cultural workers, activists, teachers, preservice and graduate students, within and beyond the academy, who use experimental visual forms as a site for political critique, resistance, and change. As there are close connections between critical theory and cultural studies, as well as equity studies more broadly, CIVME attempts to examine these interdisciplinary strands through visual experimental art. Working in collaboration with other groups, CIVME organizes and curates educational events featuring film and video viewing along with panel discussions.

 

INTERDISCIPLINARY RESEARCH FOCI

The following foci are fully described in the Graduate Interdisciplinary Research Foci section, pages 224 - 227.

•Études en Français

Le Département de sociologie et d’études de l’équité en éducation participe à un programme de cours à distance intitulé "Études franco-ontariennes en éducation" offert par le Département de curriculum, d’enseignement et d’apprentissage, dont la langue d’enseignment est le français. Ce programme multidisciplinaire mène au diplôme de M.Ed. La clientèle étudiante de Toronto peut aussi suivre ces cours. Vous trouverez la description en français des cours de sociologie qui font partie de ce programme dans la liste des cours qui suit. Pour de plus amples renseignements, prière de consulter la rubrique "Études en français" (voir page 225).

•Critical Pedagogy and Cultural Studies

See the Graduate Interdisciplinary Research Foci section, pages 224 - 225.

•Learning and Work

See the Graduate Interdisciplinary Research Foci section, page 226.

INTERDEPARTMENTAL SPECIALIZATIONS

The following specializations are fully described in the Interdepartmental Graduate Specialization section, pages 219 - 223.

•Aboriginal Education

This interdepartmental specialization focuses on issues and perspectives in Aboriginal Education. It is taken as part of the student’s program within the Department of Sociology and Equity Studies in Education. Three courses in Aboriginal Education and additional methods course are required as part of student programs. Courses are to be selected from a list (see pg. 220) from Sociology and Equity Studies in Education (SESE), Adult Education, Community Development and Counselling Psychology (AECDCP), and Curriculum Teaching, and Learning (CTL). Associated SESE faculty are: George Burns, Laara Fitznor, Judy Iseke-Barnes and Paul Olson.

For more information on this area, contact:

Dr. Judy Iseke-Barnes, Assistant Professor
Telephone: (416) 923-6641 ext. 2726
Fax: (416) 926-4751
E-mail: jisekebarnes@oise.utoronto.ca)

OR

Dr. George Burns, Head
Midnorthern Native Focus Centre
31 Tuddenham Avenue
Sudbury, Ontario P3C 3E9
Telephone: (705) 674-8442
Fax: (705) 671-1582
E-mail: gburns@oise.utoronto.ca


•Gender Equity in Education

This interdepartmental specialization focuses on the practical and professional relevance of gender equity issues for teachers and educational administrators. It is taken as part of the student's main program within the Department of Sociology and Equity Studies in Education. One course on Gender Equity in the Classroom is required. Two other courses are to be selected from a list of courses from various programs. The Centre for Women's Studies in Education (CWSE) coordinates the specialization.

For more information on Gender Equity in Education, contact:

Caralee Price at CWSE
Telephone: 923-6641 ext. 2204
E-mail: cprice@oise.utoronto.ca

Website: www.oise.utoronto.ca/projects/inclusive

 

COLLABORATIVE PROGRAMS

•Comparative, International, and Development Education

This focus is fully described in the section on the Collaborative Graduate Degree Programs, pages 216 - 217. Core course: CTL 6000 (offered in the Department of Curriculum, Teaching and Learning can be counted for Sociology and Equity Studies). Faculty include: Stephen Anderson, George Burns, George Sefa Dei, Rose Baaba Folson, David Livingstone, Paul Olson and Njoki Nathani Wane. Applicants must contact the Program Coordinator in advance of submitting their application to the Registrar's Office. They should also forward one copy of their application to him.

For more information on this program, contact:

Joseph Farrell
Collaborative Program Coordinator
E-mail: jfarrell@oise.utoronto.ca
(416) 923-6641, ext. 2361

•Environmental Studies

Students in the Department of Sociology and Equity Studies in Education can participate in the Collaborative Environmental Studies program. For complete details on the program, please see pages 217 - 218.

Departmental contact person:

Njoki Nathani Wane (nnathaniwane@oise.utoronto.ca)

•Women's Studies (GCWS)

The departments of Adult Education, Community Development and Counselling Psychology; Curriculum, Teaching and Learning; Sociology and Equity Studies in Education and Theory & Policy Studies in Education participate in the University's Collaborative Graduate program in Women's Studies (GCWS). All programs of study should be planned in consultation with the Graduate Women’s Studies Program Coordinator, Kay Armatage (978-8572), or the departmental representative for this program, , Margrit Eichler. Further information is available on page 218 of this Bulletin and from the School of Graduate Studies Calendar.

DEGREE PROGRAMS

The programs leading to M.Ed., M.A., Ed.D., or Ph.D. degrees may be undertaken as follows:

The M.Ed. Degree may be pursued on a full-time or part-time basis under either Option II (eight half-courses and a Major Research Paper (MRP) or under Option III (six half-courses and a thesis).

The M.A. degree may be pursued full-time or part-time and requires a thesis.

Note that although Ed.D. students may begin their studies on a part-time basis, they must register full-time for a minimum of two consecutive sessions, not including summer, of on-campus study and then maintain continuous registration full-time subsequently until all degree requirements are completed.

Ph.D. students must maintain full-time status throughout their degree program. (See Minimum Admission, Program and Degree Requirements section, pages 26 - 34).

Both the Ed.D. and the Ph.D. require a dissertation but the Ph.D. requires, in addition, a comprehensive examination.

The number of courses which must be taken in the department will vary by the type of program (Ph.D., M.Ed., etc.). The minimum number of half courses which must be taken in SESE is listed in the table below. Students are free to take all their courses within the department but may also take courses in other OISE/UT departments, elsewhere in the University of Toronto School of Graduate Studies, or - with permission - at another accredited university graduate program.

Program

Total # of courses required

Minimum # of courses in SESE required

M.Ed.

6 half-courses

8 half-courses

10 half-courses

3 half-courses

4 half-courses

5 half-courses

M.A.

6 half-courses

8 half-courses

10 half-courses

12 half-courses

4 half-courses

4 half-courses

5 half-courses

6 half-courses

Ed.D.

8 half-courses

9 half-courses

10 half-courses

12 half-courses

4 half-courses

5 half-courses

6 half-courses

6 half-courses

Ph.D.

6 half-courses

8 half-courses

10 half-courses

12 half-courses

4 half-courses

6 half-courses

8 half-courses

8 half-courses

The Department offers courses off-campus as well as in distance mode to serve students in localities outside Toronto. Off-campus students typically complete their program by enroling in courses on-campus during the summer and/or by enroling as full-time students during a Fall Session and a Winter Session, consecutively. Information about off-campus and on-campus courses to be offered in the 2000 Summer Session and the 2000 Fall Session and 2001 Winter Session will be noted in the "Graduate Studies Course Schedule", available from the Registrar's Office, Graduate Studies Registration Unit, OISE/UT.

Incoming students in all programs should consult, by telephone, in person, or by e-mail, their assigned advisor (please note that a student's faculty advisor does not necessarily serve as his or her thesis, dissertation or MRP supervisor) prior to selecting courses for their program of study. Incoming students may also make enquiries regarding their course selections from the Liaison Officer in the Registrar's Office, Graduate Studies Registration Unit, OISE/UT. Although there are no required courses, it is recommended that new students take appropriate courses in methods and theory as well as a core course in their preferred focus area or areas. Master's level students are strongly encouraged to take a methods course at the SES1900 level and doctoral students at the SES3600 level. Students with little background in sociology in education are strongly encouraged to take SES1900, SES1901, SES1904 or SES1906.

Course outlines are available for consultation in the Department. To help students articulate and focus their intellectual concerns, the Department offers:

In addition, some faculty members run thesis support groups for their students.

 

DEPARTMENTAL ADMISSION REQUIREMENTS

The Department welcomes applicants with diverse but relevant backgrounds. M.Ed. and Ed.D. applicants must have the equivalent of twelve months professional experience. Ph.D. candidates who are admitted without sufficient previous study in sociology or a cognate discipline may be required to take a lengthier program of study, as will M.A. candidates without a four-year bachelor's degree.

NOTE: For further information, contact the department to see M.A./Ph.D. Admissions Policy I & II.

In addition to the general requirements for admissibility as outlined in the Minimum Admission, Program and Degree Requirements section ( pages 26 - 34), applicants are required to submit the following:

Incomplete applications may be subject to processing delays or rejection.

COURSES

The following list demonstrates the range of courses offered within the department. Not all of the courses listed are offered in any given year. Courses listed in French are generally taught in distance mode. SES1900 to 2999 courses are generally intended for the master's level (please note that all of these courses are also available to doctoral students). SES3900-3999 courses are designed specifically for doctoral programs.

NOTE: The "Graduate Studies Course Schedule", available from the Registrar's Office, Graduate Studies Registration Unit, Room 4-485, will record full descriptions of the 2000/2001 Special Topics in Sociological Research courses (SES2999 at the master's level, and SES3999 at the doctoral level).

SES1900H Introduction to Sociology in Education
An examination of the possibilities, promises, and problems with which sociological perspectives can enliven and enrich the understanding of the educational process. This course provides an introduction to and integration of theoretical and practical aspects of sociology in education.
P. Olson

SES1900H Introduction la sociologie de l'éducation
Ce cours a pour but d'examiner les possibilités, les promesses et les problémes avec lesquels les perspectives sociologiques peuvent animer et enrichir la compréhension du processus éducatif. Il fournit une introduction aux aspects théoriques et pratiques de la sociologie de l'éducation, et leur intégration.
N. Bélanger

SES1901H Basic Concepts in Sociology in Education
An introduction to basic, widely known concepts in sociology in education. Concepts covered will include many of the following: social order, social structure, status/role, culture, normative order, norms/rules, social action, social facts, sex/gender, race/racism, class, rationality, ideology, power, and authority.
Staff

SES1902H Introductory Sociological Research Methods in Education
An introduction to basic research methods appropriate for teachers and other students of sociology in education. General consideration will be given to technical problems with emphasis on the underlying research process and its practical implications for schools.
P. Olson

SES1903H Sociological Survey Research Methods in Education
A review of survey research techniques and design. Statistics and data analysis are covered. The course will emphasize analysis of quantitative data.
P. Olson

SES1904H Sociological Theory in Education
This course examines classical sociological theory through the works of Marx, Durkheim, and Weber. Beginning with an extensive coverage of the writings of Marx and Engels, discussion in the course will focus on 19th and 20th century social and economic history and the consequences of social thinking as it relates to the history of ideas, the formation of the modern world and the emergence of society as an object of knowledge. Students will be expected to develop critical readings of texts which draw upon the disciplines of philosophy, politics, science and education. Some attention will be given to contemporary Neo-Marxist debates (e.g., Benston, Smith, Althusser, Poulantzas, Laclau, Gramsci, etc.). And to selected problematics in postmodern social thought (e.g., Foucault, Bourdieu, Habermas, Seidman, etc.).
Staff

SES1905H Qualitative Approaches to Sociological Research in Education
This course will provide practical training in qualitative sociological research in education. Stages of qualitative research (such as identifying a topic, organizing projects and writing proposals, gaining access, collecting data by in-depth interviews and participant observation, using documents, analysing data, and writing reports) will be covered. Students will do a small project using techniques of interviewing and participant observation. Issues such as ethics, working with school boards and other agencies, and feminist research will also be raised. The course is most suitable for students who have some background in sociology but who have not previously conducted ethnographic or other forms of qualitative research.
S. Acker, M. Heller and staff

SES1906H Theoretical Approaches in Sociology and Equity Studies
The course reviews selected theoretical frameworks drawn in the major foci of the department and concerned with the applications of theory in sociology and equity studies in education. The course will lay a basis for the students' selective participation in departmental foci and will seek to build a critical awareness of their significance in research contexts.
Staff

SES1907H L'éducation multilingue et multiculturelle: l'analyse sociologique
Ce cours est traité comme un séminaire: l'emphase est mise sur le développement des structures analytiques l'intérieur desquelles on peut réexaminer la relation existant entre l'éducation et le pluralisme culturel de la société canadienne contemporaine. L'on accordera une attention particuliére au concept de multiculturalisme et aux programmes de développement qui s'y rapportent, ainsi qu'aux questions relatives l'institution des politiques. Parmi les sujets qui seront discutés, on compte les suivants : l'éducation des groupes anglophone et francophone minoritaires, particulirement en ce qui concerne la langue, les programmes scolaires et les enseignants.
M. Heller

SES1909H Eco-Sociology
This course aims to combine a feminist, ecological, and sociological perspective on selected global problems. It includes an examination of ecofeminist writings.
M. Eichler

SES1910H The Social Organization of Knowledge
This course is directed to a study of the procedures for, and accounts of, the way in which knowledge is organized in society. Its empirical focus is the objectified knowledge embodied in documentary form - news, data, records, etc. - through which we know the world at "second hand". The problematic is the relation between these objectified forms of knowledge and our direct experience. The intention is critical in explicating these as ideological processes integral to the power relations of contemporary society.
Staff

SES1911H Sociologie de l'éducation specialisee
Ce seminaire a pour but d'explorer, d'un point de vue sociologique et historique, et grace a un ensemble de donnees theoriques provenant aussi bien de France, d"Angleterre que du Canada, la mise en place de l'education specialisee. Cette forme d'education, constituee dans le but de repondre aux "besoins" d'eleves designes comme "speciaux", eut son heure de gloire a une epoque donnee, soit avant qu'emergent les courants d'integration et d'inclusion scolaire. La situation des ecoles de langue francaise en Ontario sera egalement analysee au regard de cette question.
N. Bélanger

SES1920H Sociology of Minority Groups and Equity in Education
This course reviews the historical development of different forms of inequality (e.g., gender, race, class, ability) in Canada. Based on this review and students' experiences, it explores ways in which these inequalities can be addressed educationally.
Staff

SES1921Y The Principles of Anti-Racism Education
The first half of the course provides a theoretical analysis of anti-racism and anti-oppression education and issues for students, educators, and staff interested in the pursuit of anti-racism and anti-oppression education in the schools. The second half focuses on practical anti-racism strategies aimed at institutional change in schools, classrooms, and other organizational settings. The intention is to ground theoretical
principles of anti-racism education in the actual school practices of promoting educational inclusion, social change and transformation.
G.J.S. Dei

SES1922H Sociology of Race and Ethnicity
This seminar reviews selected sociological theories and perspectives on race and ethnicity. The emphasis is on emerging debates and investigations on the interrelation of race, gender, and class in the construction of social and historical realities and identities. It explores the implications of these advances for curriculum and pedagogical practices. Prerequisite: SES1920H or permission of instructor.
G.J.S. Dei

SES1923H Racism, Law and Radical Education
This course will focus on the issues that arise for activists when engaged in educational and organizational anti-racist initiatives. The context is law. The course examines race critiques of law in terms of the theories of identity, racism and oppression contained within them. It then addresses the organizing and educational issues that emerge from various strategies for social change considered in law.
An important activity of the course is the exploration of Canadian anti-racist initiatives. Since much of the readily identifiable reading material on race critiques of law is American, students will be encouraged to pursue a specifically Canadian focus in their research and presentations.
S. Razack

SES1924H Modernization, Development, and Education in African Contexts
An exploration of the issue of modernization and development in African contexts and the impact on education and educational reforms. It examines various theoretical conceptions of the socioeconomic development process and the role of formal and popular educational programs within that process. There is a special emphasis on the impact of international finance capital and the World Bank's economic adjustment policies and programs on Africa's educational reforms. Among the specific topics covered are social aspects of political and economic development, social stratification and cultural pluralism, problems of national identity, political ideology, and the growth of nationalism, as well as ecological questions of peace, cooperation, and social justice.
G.J.S. Dei

SES1925H Indigenous Knowledge and Decolonization: Pedagogical Implications
This seminar will examine Indigenous and marginalized knowledge forms in transnational and global contexts and the pedagogical implications for educational change. It begins with a brief overview of processes of knowledge production, interrogation, validation and dissemination in diverse educational settings. There is a critique of theoretical conceptions of what constitutes 'valid' knowledge and how such knowledge is produced and disseminated locally and externally. A special emphasis is on the validation of non-western epistemologies and their contributions in terms of offering multiple and collective readings of the world. Among the specific topics to be covered are the principles of Indigenous knowledge forms; questions of power, social difference, identity, and representation in Indigenous knowledge production; the political economy of knowledge production; Indigenous knowledges and science education; Indigenous knowledge and global knowledge; change, modernity, and Indigenous knowledges. The course uses case material from diverse social settings to understand different epistemologies and their pedagogical implications.
G.J.S. Dei

SES1926H Race, Space and Citizenship: Issues for Educators
Drawing on recent scholarship in critical race theory, law, critical geography, history and cultural studies, on how spaces are constituted by and constitute social relations, this course will explore the issues that arise for educators who wish to consider the production of racial subjects in the making of Canada. The course addresses a central question: How can subordinate groups contest the racialized and gendered structure of Canadian citizenship through educational practices when to do so is to call into question the dominant group's sense of self? To explore this question through interdisciplinary scholarship on race and space, the course will work with the narratives that each region of Canada tells about itself. We will examine the specific pedagogical sites, where the nation teaches its citizens who they are (sites of cultural production and popular culture, political discourse and schools) and consider the educational practices required to interrupt the production of a raced structure of citizenship.
S. Razack

SES1950H Student Deviance, Resistance, and Educational Transformation
This course deals with theories of social deviance and a systematic examination of student deviance in relation to the school system, especially educational failure, as well as practical issues of typification, classroom order, streaming, discipline, special education, school violence and child abuse and child abuse prevention. The course will place a particular emphasis on kinds of deviance and resistance, theories of deviance, mechanisms of social control, the processing of deviance, measurements of deviance, and the social distribution of deviance in schools and society. The course will also focus on violence free school policies and practices; school codes of behaviour, school discipline, and student suspension policies and practices; and antiracist and ethnocultural equity policies and practices, including those pertaining specifically to the Aboriginal peoples.
G.E. Burns

SES1951H The School and the Community
This course investigates changing relations within and between schools and communities (however defined). We will review sociological and historical studies of community and discuss the ways in which different notions of "community" and forms of diversity have been employed by parents, teachers, administrators, trustees and others in struggles over the form, content, and outcomes of schooling. Students are encouraged to draw on their own experiences as parents, teachers, students, trustees and/or community activists. The course offered through Distance Education mode by G.E. Burns will place a particular emphasis on Native issues in education, including greater Native control of Native education; Native advisory committees; the Native trusteeship; Native educational authorities; second level of service; Native inclusiveness, Native relevance, excellence and equity in Native education; and First Nations tuition agreement schooling.
N. Bélanger, K. Dehli (on campus) and G.E. Burns (off-campus)

SES1951H L'École et la communauté
Dans plusieurs pays, et notamment au Canada, des réformes éducatives sont entreprises afin de rendre les administrations scolaires plus autonomes, davantage responsables et redevalbes face aux communautés. En ce sens, le communauté, notamment au travers de l'action des parents, est invitée jouer un role l'école. Cette situation est issue de la critique d'un modéle scolaire considéré trop uniforme, peu enclin répondre des situations particuliéres et inapte remplir son role en ce qui concerne la transmission des savoirs de base jugés prioritaires. Cependant, certains voient dans cette--mise en marché de l'éducation--, un simple role d'apparat pour les parents et le retour un schéma compétitif entre les éléves. Prenant en compte ces tensions et représentations différentes au sujet du role de l'école, ce séminaire a pour but d'examiner, gr‚ce des textes riches aussi bien du point de vue théorique qu'empirique, les liens qui unissent l'école et la communauté.
N. Bélanger

SES1952H Langue, culture et Éducation
Le lien entre l'usage linguistique, les rapports sociaux, la culture et l'éducation, l'intérieur comme l'extérieur des écoles, sera examiné selon l'approche anthropologique de l'ethnographie de la communication. La premiére partie du cours sera consacrée l'étude des caractéristiques et des origines des différences culturelles dans la façon de s'exprimer l'oral et l'écrit, et de mÍme que le comportement adopté dans l'interaction sociale. La deuxiéme partie sera consacré l'étude des conséquences de ces différences culturelles en ce qui a trait au rendement académique et au développement linguistique des éléves en situation multilingue/multiculturelle. Finalement, nous examinerons l'utilité de l'approche ethnographique comme méthodologie de recherche et comme outil ou méthodepédagogique. Le cadre théorique et méthodologique établi dans ce cours servira l'examen des problémes de l'éducation franco-ontarienne.
M. Heller

SES1952H Language, Culture, and Education
The anthropological perspective of the ethnography of communication will be adopted to study the relationship between language use, social relations, culture and learning in and out of schools. The course will deal with the nature and origin of cultural differences in language use and patterns and social interactional styles; with the consequences of those differences for school performance; and with the usefulness of the ethnography of communication as both a research and a pedagogical tool in the development of curricula and teaching practices that account for such differences. The ethnography of communication will also be interpreted in the light of political economic perspectives on the issue of sociolinguistic diversity and educational success.
M. Heller

SES1953H Teaching Conflict and Conflict Resolution: Politics and Practice
This seminar applies sociological perspectives to the practical problem of teaching young people (and giving young people opportunities) to handle interpersonal and social conflict. Participants will bring their own experience to bear on the ways conflict may be silenced, avoided, confronted or resolved in the realms of school knowledge, pedagogy, hidden curriculum, peacemaking programs, school governance, and school social relations. Our focus will be less on "how to" manage conflict resolution education, and more on analyzing where and how various kinds of education about conflict "fit" in (and challenge) the regularized business of schooling. Although our emphasis will be on school-based socialization and opportunities to learn, we will examine the relationships between school experience and other cultural, political, and social-structural influences. The seminar is intended as part of a program of study in Critical Pedagogy and Cultural studies, or Policy and Practice in Education.
K. Bickmore

SES1954H Marginality and the Politics of Resistance
This course examines the processes through which certain groups are marginalized and explores some strategies for resistance. The first section explores: the meaning of subjectivity and its relationship to political practice, experience, knowledge, and power. Section two looks more closely at gender, sexuality and race, exploring here both the concepts we have used to understand domination and the practices of marginalization themselves. Section three considers three strategies of resistance: writing, cultural production, and politics.
S. Razack

SES1956H Social Relations of Cultural Production in Education
This course will analyse how cultural meanings are produced, interpreted, legitimated, and accepted and/or rejected in educational settings, including but not limited to schools. Critical perspectives from feminism, Marxism, and poststructuralism will be explored to consider how culture has been investigated and taken up in/through sociology, cultural studies, and studies of education and schooling.
K. Dehli

SES1957H Theorizing Disability
In this course, we consider how major life debates about euthanasia, abortion, and the uses of drugs and technologies to extend the boundaries of the body and its capacities are related to the social, cultural and spatial conventions and practices that provide the ground of performative possibility in everyday life. Theories of the body, of normalcy, of the subject, and of the production of 'differences' are worked in relation to the category of disability as it is currently being mobilized by disability activists. The disabled body, as an 'unruly' body, serves as a site of disciplinary practices, of social de/valuation and cultural enfreakment, raising central questions for theorizing how some bodies come to matter and others do not.
K. Rockhill

SES1958H Cultural Narratives in Cyberspace
Cyberspace can be defined in many ways. What are the metaphors which define it? What are the discourses that emerge there? How are these produced in cultural negotiations? This course examines cyberspace as a site of cultural production and as a potential site of both retrenchment and resistance to hegemonic understandings of culture. Issues of identity and cultural politics will be examined in regard to cyberspace interactions. Literature from postcolonial and cultural studies, poststructuralist and feminist orientations will provide theoretical orientations in examining cyberspace.
J. Iseke-Barnes

SES1980H Reproductive Technologies and Education
This course will briefly explore the social history of biological/human reproduction and focus on the recent developments in the new reproductive technologies. Particular attention will be paid to the social aspects of the new technologies and arrangements (such as the commercialization and industrialization of human reproduction, and judicial interventions in pregnancies and deliveries) and to the consequences of these developments for education, women, men, children, and society at large.
M. Eichler

SES1981H Feminist Scholarship and Education
The core course of the feminist focus introduces a range of thinking and methods in feminist thought relevant to sociology. It will focus on the development of feminist theory and practice that are central to feminism as it is taught in this department.
Staff

SES1981H L'éducation et la sociologie de la femme et des rapports entre les sexes
Ce cours traite des rapports sociaux actuels entre les femmes et les hommes, au foyer, au travail et au sein des institutions éducationnelles, selon les thèmes suivants: la socialisation aux rôles déterminées par le sexe, les inégalités d'emploie, les études comparatives portant sur la socialisation de l'enfant et l'impact du féminisme sur la théorie et la pratique éducationnelles et sociologiques. Ces thèmes pourront toutefois varier selon le professeur.
Membre de la faculté à déterminer

SES1982H Women and the Educational System
This course examines the impact of the changing situation of women in society on educational processes and curriculum. Among topics covered are gender, biography, and educational experience; patterns of educational access and achievement; gender as an organizing principle in school and classroom practices and peer relations; teachers' careers; women's studies; feminist agendas and strategies for change.
S. Acker (on-campus) and H. Lenskyj (on- and off-campus)

SES1983H Gender, Race and Historical Sociology
This course will introduce students to a variety of approaches to sociological historical investigation and to debates surrounding the impact of postmodern concepts, the shift from women's history to gender history, and the extent to which gender has or has not been studied as mutually constitutive of the categories of class, race, sex, and sexuality.
R.R. Pierson

SES1985H Women's Learning, Women's Health Movements, and the Health Professions
The course will investigate recent social change movements in North America and internationally that have focused on women's health, broadly defined. Various feminist analyses of women's learning and women's health will be evaluated, with particular attention to factors such as social class, race/ethnicity, and sexuality. In examining women's health and the implications for women's learning, the course will include discussions of reproduction, sexuality, violence, mental health, body image, and recreation. Community education and development initiatives in these areas will be evaluated. Finally, health professionals' responses to women's health movements, and the implications for women in the health professions, will be investigated.
H. Lenskyj

SES1986H Women, Education and Leadership: Feminist Perspectives
This course will examine feminist critiques of androcentric leadership and investigate feminist alternatives that challenge oppressive social practices, systemic misogyny, racism,
homophobia and socio-economic inequality in fields such as nursing, teaching, social services and recreation.
H. Lenskyj

SES1987H Gender Equity in the Classroom
The core course within the M.Ed. in Gender Equity, this course examines the "ordinary" and invisible ways in which inequalities are produced. The classroom is the setting in which people are shaped, including teachers. It is always a dynamic situation. The inequalities in the classroom reproduce the inequalities in society. But the classroom dynamics of inequality have properties and consequences of their own. They are part of the society and part of the making of its future and the future of its participants. Schools reproduce inequalities of gender, race, and class. This course has the objective to help us become conscious of the dynamics of inequality in the classroom and to envisage strategies for change. It focuses primarily in gender inequality, but will also examine how much there is to be learned using the same methods of the dynamic of racial inequality.
Staff

SES2910H Changes in Families and Policy Consequences for Government and Education
An examination of recent and anticipated changes in Canadian families and the study of current government policies concerning families. An investigation of the present situation, government policy, and educational policy.
M. Eichler

SES2911H Practical Problems in Educational Innovation
A sociological approach to the practical problems faced by different types of school personnel (administrators, teachers, students, parents) in planning, implementing, accepting, or rejecting school innovations. The course includes a detailed look at contemporary educational program changes such as curriculum guidelines, and an examination of strategies for planning and implementing educational change.
S. Anderson

SES2912H Teachers' Work: Classrooms, Careers, Cultures and Change
This course will draw upon sociological perspectives and techniques to study the work situation of teachers. Teachers will be considered as individuals, in their classroom roles, as colleagues in workplace cultures, and as members of an occupation. These topics will be set in the context of the social role of education and of contemporary social and educational issues and debates.
S. Acker

SES2913H Policy Research and Educational Systems
The course will examine social and educational policy in Canada and the role that sociological research plays in its formulation and evaluation. The force driving policy change will be examined. Policy-oriented sociological research strategies will be evaluated in detail.
E.B. Harvey

SES2914H Education, Gender Relations, and Masculinity
This course deals with the historical construction and contemporary forms of regulating masculinity as the dominant, dominating feature of approved, privileged social identity within the centrally defining contexts of familial, educational, and occupational relations. The course format will be exploratory and workshop-oriented.
H. Lenskyj

SES2915H Managing Educational and Employment Diversity
Demographic and social changes have dramatically altered Canada's workforce and school populations. By the end of the century, over 85 percent of new workers will be women, members of racial minorities, including those of Aboriginal origin, and persons with disabilities. This course will analyse issues of equality of opportunity in employment and education. It will examine practical strategies for achieving needed changes and effectively valuing and managing the increasing diversity of our work and training institutions.
E.B. Harvey

SES2940H Rethinking Materialism and Education
The core course of the political economy of education focus, which introduces the range of perspectives, methods, and concepts in materialist thought. Both the historical development of Marxism and diverse current applications will be illustrated. Topics will include: assessments of Marx's method of inquiry, dynamics of capitalist production, class relations and class consciousness, contemporary Marxist approaches to education, and current challenges to Marxism. Emphasis throughout will be on the applicability of Marxist modes of analysis to the study of educational theory and practice.
D.W. Livingstone

SES2941H Social Stratification and Education
Study of the construction of class and gender systems of stratification in workplace, household, and community spheres, and the influence of such forms of stratification on educational processes, as well as the roles of schools and teachers in reproducing and changing these social forms. The extent of economic and educational opportunity and mobility in Canada and other industrial societies will be assessed.
D.W. Livingstone

SES2942H Education and Work
An introduction to critical contemporary studies of relations between the realms of learning and work. Formal, nonformal and informal learning practices will be examined, as will paid employment, household labour and community service work. Special attention will be devoted to the connection between underemployment and lifelong learning.
D.W. Livingstone

SES2943H Ideologies, Public Opinion, and Policy-Making in Education
The course begins with a general analysis of ideologies and their relations to social practice, and an examination of ideologies and ideological domination in contemporary Canada. Research methods of understanding social concerns - including surveys and discussion groups - are then assessed, followed by a critical comparative review of recent research on the social and educational concerns of Canadians and other peoples. Then major educational policy issues of common student interest will be studied collectively in terms of the relations between public attitudes and policy-makers' decisions.
D.W. Livingstone

SES2970H Countering Myths About Aboriginal People through Multiple Medias
Myths about Aboriginal peoples are produced in cultural forms and cultural practices. Cultural productions which replicate and reproduce these stereotypic images include media, film, photography, newspapers and other written texts. This course will endeavor to dispel these myths through careful, critical, and multiple readings of 1/papers and books which produce these myths or provide alternatives to these myths; 2/ the Royal Commission on Aboriginal Peoples Report; 3/selected films which provide access to these myths and counter them through integration of story, sound and image; and 4/ selected locations on the Internet where myths are produced and countered. This course will draw upon literature in Aboriginal education, feminist studies, postcolonial and cultural studies, and anti-racist studies.
J. Iseke-Barnes

SES2998H Individual Reading and Research in Sociology and Equity Studies in Education: Master's Level
Specialized study, under the direction of a staff member, focusing on topics of particular interest to the student that are not included in available courses. This study may take the form of a reading course combined with fieldwork in community groups and organizations, or independent study of any type. While credit is not given for a thesis investigation proper, the study may be closely related to a thesis topic.
Staff

SES2999H Special Topics in Sociological Research in Education
Courses that will examine in depth topics of particular relevance not already covered in regular course offerings in the department. The topics will be announced and described in the schedule of courses.
Staff

SES3900H Advanced Issues in Sociological Research Methods in Education
This course focuses on the uses and techniques of sociological methods in actual research projects and problems. The course will blend both quantitative and qualitative methods and discuss their relevance to theory, interpretation, and philosophy of science. It will be especially appropriate for students undertaking doctoral work. Students will be expected to discuss in class their own research problems. The class will consider the strengths and pitfalls of alternative research approaches and the data they generate.
Staff

SES3901H Research Seminar: Theoretical and Methodological Problems in Advanced Historical Sociological Research in Education
This course will provide students who are at the stage of thesis writing with the opportunity to explore and discuss questions of research methods and problems of theorization.
R.R. Pierson

SES3902H Advanced Studies in the Social Organization of Knowledge
This course addresses basic issues in the problem of social order from a social organization of knowledge standpoint, with particular attention to the methodological and theoretical resources of ethnomethodology, phenomenology, hermeneutics, and ordinary language philosophy. Topics will change from year to year, but may include differences between the natural and the human sciences; the nature of rules; the conceptions of context; conceptions of culture; civility and morality in interaction; analytic-hermeneutic vs. cognitive models of the actor; etc.
Staff

SES3910H Advanced Seminar on Race and Anti-Racism Research Methodology in Education
This advanced graduate seminar will examine multiple scholarly approaches to researching race, ethnicity, difference and anti-racism issues in schools and other institutional settings. It begins with a brief examination of race and anti-racism theorizing and the exploration of the history, contexts and politics of domination studies in sociological and educational research. The course then looks at ontological, epistemological, and ethical questions, and critical methodological reflections on race, difference and social research. The course will focus on the ethnographic, survey and historical approaches, highlighting specific qualitative and quantitative concerns that implicate studying across the axes of difference. We will address the issues of school and classroom participant observation,; the pursuit of critical ethnography as personal experience, stories and narratives; the study of race, racism and anti-racism projects through discourse analysis; and the conduct of urban ethnography. Through the use of case studies, we will review race and anti-racism research in cross-cultural comparative settings and pinpoint some of the methodological innovations in social research on race and difference.
Prerequisite: SES1922H or permission of instructor.
G.J.S. Dei

SES3912H Race and Knowledge Production: Issues in Research
As a doctoral level course for students who already possess some familiarity with postmodern, feminist, or post- colonial theories, the course will consist of readings that explore the following two questions: How is knowledge production racialized? How can intellectuals challenge imperialist and racist systems through their research and writing? The course examines: colonialism, imperialism, and gender; researching everyday racism; racism and education; racial knowledge and the disciplines, and writing as resistance.
S. Razack

SES3920Y The Politics of Representation and Pedagogies of 'Difference'
Representation can be thought of as the shimmering slip between 'the real' and 'the known', the self and the social. In this course, we explore how 'insurgent' representational practices work to interrupt the assumptions of truth, of 'the normal' and of normalized bodies, that form the ground of pedagogical practice. Through the viewing of 'independent' film and video, we consider the politics of identity and the representational strategies that have been used to challenge conventions of race, sexuality, ableism and class. Drawing upon the literature of cultural studies, we focus upon implications for
teaching and learning about how 'difference' is inscribed through signifying and reading practices of identification and disidentification.
K. Rockhill

SES3921H Language and Social Difference in Education: Comparative Perspectives
The purpose of this course is to examine the ways in which education is bound up with ideologies of language and social difference in specific political contexts. While the focus is on race and ethnic relations, the course also examines how these intersect with questions of gender and class.
M. Heller

SES3922H Analysing Classroom Discourse
This course will consider models of discourse processing as they can be made to apply to classroom interaction. The aim of the course is to recover how (what counts as) knowledge in the classroom is socially organized through, and in, discourse. Particular attention will be paid to conversation analysis.
M. Heller

SES3930H Advanced Seminar on Feminist Methodology and Education
This course explores methodological and ethical issues surrounding non-sexist or feminist research. It examines concrete samples of work using a feminist approach, and the research problems associated with such an approach. Students conducting feminist research (however defined) are encouraged to use this course to work through some of their research problems.
Prerequisite: SES1981H, SES1982H, SES1983H, or permission of instructor.
M. Eichler

SES3931H Feminism and Poststructuralism in Education
In this advanced theory course we will debate some of the key questions raised by feminist poststructuralist writers. These include the nature of power and the subject; the workings of discourse; and the status and effects of knowledge. Detailed consideration will be given to feminist poststructuralist accounts of educational practice and feminist pedagogy.
Prerequisite: SES1981H or permission of instructor.
K. Dehli

SES3932H Contemporary Perspectives on Women and Higher Education
This course enables students to take a close look, from a sociological perspective, at gender relations in higher education. The focus will be on women students and faculty members in universities and colleges, although it is understood that gender operates in tandem with race, class, age, sexual orientation and other sources of identity and positioning. We will consider questions of access, representation, experience, and career; look at efforts to alter curriculum and pedagogy in accordance with ideas about women's needs or feminist process; and review feminist and other critiques of the purposes and cultures of the university. Specific topics such as student cultures, thesis supervision, sexual harassment, the "chilly climate", and so forth will be taken up through readings and student presentations.
S. Acker

SES3940H Key Issues and Principles in Managing Change
This course examines the dynamics of change in educational and social organizations and programs. The emphasis is on understanding the process of change in organizational contexts, and on deriving principles for managing change. Change theory and management are considered from various perspectives: chaos and complexity theory in social organizations; research on the implementation of educational policies and programs; conceptions of and research on organizational culture; and research on the relationship of organizations to their external environments. The course is suitable for teachers, school administrators, consultants, and other individuals interested in understanding and influencing the process of change. Each class member is expected to become involved in some practical problem of educational/organizational change of his or her choosing as an experience to increase understanding in dealing with real change situations.
Prerequisite: SES2911H, or permission of the instructor.
S. Anderson

SES3942H Innovations in Education: A Comparative Analysis
This course uses data from a variety of societies - both "developed" and "developing" to identify factors that may influence the success of large-scale educational change efforts. A wide variety of types of reforms, in very different sociopolitical settings, are considered. The objective is to develop an extensive taxonomy of social, economic, cultural, political, and administrative factors that may have to be considered in planning, or predicting the outcome of, any particular large-scale educational change effort. The nations considered vary somewhat from year to year, but typically include France, Germany, England, the Soviet Union, Peru, Chile, Cuba, China, and Japan.
J.P. Farrell

SES3943H Applied Sociology of State Formation and Educational Policy
In the first part of this course two approaches to analyses of modern state power will be surveyed: historical sociology and studies of governmentality. In the second part of the course, these approaches will be drawn upon to study specific educational policies and policy-making practices.
K. Dehli

SES3944H Language and Gender in Education
This course will examine two aspects of the relationship between language and gender in educational settings: first, ways in which gender is constructed interactionally; second, ways in which gendered patterns of language use are differentially valued in and across educational contexts. The first part of the course will set the framework in terms of the sociolinguistic literature on language and gender. The second will examine case studies from a wide variety of contexts. The third will be devoted to student explorations of the domain.
M. Heller

SES3950H Comparative Societies: Families, Schools and the Socialization of Young People
Growing up and becoming an adult is a human universal which associates learning and the cultural induction of young people into society with their physical maturation. By adopting a broadly-based comparative perspective, we shall strive to deepen our understanding of the great variety of ways that youth socialization proceeds in different societies and to think about the specific institutional arrangements prevailing in Canadian society today against a broadly based historical and cross-cultural backdrop. This will be a study of contrasts and transitions: of societies without schools, versus those with them; of societies with relatively stable technologies and adult occupations versus societies undergoing rapid technological and occupational change; of local and culturally homogenous societies versus nationally extended, multicultural societies in an increasingly global universe. A central theme in all of this will be to illuminate the linkage between 'production' and 'reproduction', between young people preparing for and entering adult occupations and forming families (reaching puberty, selecting a mate, having children and raising them).
D.W. Livingstone

SES3951H Political Economy, Canadian Culture, and Education
This course will deal with factors of capitalist development of the Canadian economy, uneven regional development, the nature of the Canadian state, Canada's place in the modern world economy, and Canadian class formations, in terms of their shaping of our educational systems. The educational implications of such topics as the economic roles of Canadian women, the cultural impact of the U.S.A., and Quebec nationalism may also be considered. Students will be expected to conduct a case study dealing with the limits of educational reform in Canada.
D.W. Livingstone

SES3952H Sexism, Racism, Colonialism: Pedagogical Implications
This advanced seminar explores the linkages between sexism and racism by examining the interrelations of gender, race, and class in the development of nation-states in contemporary societies.
Staff

SES3998H Individual Reading and Research in Sociology and Equity Studies in Education: Doctoral Level
Description as for SES2998H.
Staff

SES3999H Special Topics in Advanced Sociological Research in Education
Description as for SES2999H, but at the doctoral level.
Staff

Credit for Out-of-Department Courses

Under special circumstances, SESE credit may be granted for a course offered by another OISE/UT department. SESE accredited external courses may be used in partial fulfillment of the minimum SESE course requirements specified for their program (see page 164 of this Bulletin). SESE credit for out-of-department courses may not exceed one half-course of a students’ program. The department’s graduate studies secretary maintains a list of courses outside the department currently approved for SESE credit. For example, students associated with the Learning, Work and Change focus may take AEC1148, Introduction to Workplace and Organizational Democracy, Power and Difference in the Workplace. Similarly, students associated with the Critical Race and Anti-Racism Studies focus may take TPS1431, Gendered Colonialisms, Imperialisms and Nationalisms for SESE credit.

OISE/UT Bulletin 2000/2001 -- University of Toronto Graduate Studies in Education
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