Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS Credits
3SOC 209Sociology of Education3+0+035

Course Details
Language of Instruction English
Level of Course Unit Bachelor's Degree
Department / Program BA Program in Sociology
Type of Program Formal Education
Type of Course Unit Elective
Course Delivery Method Face To Face
Objectives of the Course This course aims students to gain general perspectives upon the study field of Sociology of Education.
Course Content Major theories and approaches developed by the founding names of sociology are taken into consideration in the course. The students explore the place of education in modern and post-modern societies. The relationships between education institution and other social institutions are critically examined. Educational issues in distinct societies and geographies are dealt accordingly on the basis of socio-cultural basis.
Course Methods and Techniques Readings, Class discussions, CANVAS Discussions, watching videos of some case studies.
Prerequisites and co-requisities None
Course Coordinator None
Name of Lecturers Instructor Dr. Tesnim Khriji
Assistants None
Work Placement(s) No

Recommended or Required Reading
Resources Library and writing center
Students have to come to class prepared with readings and reflections on them. They have to actively participate iin discussions whether in class or on CANVAS. Their active participation and due preparation for class insure their success.
Mahmut Tezcan. (1992). Eğitim Sosyolojisi, Ankara. Mustafa Sever. (2012). “A Critical Look at the Theories of Sociology of Education”, International Journal of Human Sciences, Vol. 9, Issue 1, (p. 650-671). Michiya Shimbori. (1972). “Educational Sociology or Sociology of Education?”, International Review of Education, Vol. 18, No. 1, (p. 3-12). Yuxiau Wu. (2008).”Cultural Capital, the Stat eand Educational Inequality in China (1949-1996)”, Sociological Perspective, Vol. 51, No. 1 (Spring). (
4
1

Course Category
Social Sciences %100

Planned Learning Activities and Teaching Methods
Activities are given in detail in the section of "Assessment Methods and Criteria" and "Workload Calculation"

Assessment Methods and Criteria
In-Term Studies Quantity Percentage
Mid-terms 1 % 30
Assignment 2 % 30
Attendance 1 % 10
Project 2 % 30
Total
6
% 100

 
ECTS Allocated Based on Student Workload
Activities Quantity Duration Total Work Load
Course Duration 14 3 42
Hours for off-the-c.r.stud 14 4 56
Assignments 3 3 9
Presentation 1 3 3
Mid-terms 1 4 4
Project 1 30 30
Total Work Load   Number of ECTS Credits 5 144

Course Learning Outcomes: Upon the successful completion of this course, students will be able to:
NoLearning Outcomes
1 Compare theoretical perspectives of education
2 Interpret the current societal changes and developments in the field of education on the basis of sociological theories
3 Identify a variety of educational practices and experiences in societies
4 Develop an understanding of the importance of education in a given society
5 Elaborate differences in educational life in distinct societies


Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 Introduction&Basic concepts General readings
2 Theories of Sociology of Education Mustafa Sever. (2012). “A Critical Look at the Theories of Sociology of Education”, International Journal of Human Sciences, Vol. 9, Issue 1, (p. 650-671).
3 Sociology of Eduation & Educational Sociology Michiya Shimbori. (1972). “Educational Sociology or Sociology of Education?”, International Review of Education, Vol. 18, No. 1, (p. 3-12).
4 Education matter in China (I) Yuxiau Wu. (2008).”Cultural Capital, the Stat eand Educational Inequality in China (1949-1996)”, Sociological Perspective, Vol. 51, No. 1 (Spring), (p.201-227). Xuequang Zhou, Phyllis Moen, Nancy Brandon Tuma. (1998). “Educational Stratification in Urban China: 1949-94”, Sociological Education, Vol. 71, No. 3, (July) (p. 199-222).
5 Education matter in China (II) Xiaowei Zang. (2001). “Educational Credentials, Elite Dualism, and Elite Stratification in China”, Sociological Perspective, Vol. 44, No. 2 (Summer), (p. 189-205).
6 Comparative Understanding: Politics and Education in Turkish Case İsmail Güven. (2010). “Globalisation, Political Islam and the headscarf in education, with special reference to the Turkish educational system”, Comparative Education, Vol. 46, No. 3, Special Issue (40), Education and Religion, Global Pressures, Local Responses. (p. 377-390)
7 Learning in Crisis Lant Pritchett. (2013). “The Rebirth of Education”, Center for Global Development, (September) “Global Learning Crisis”. The World Bank, (2019).
8 Ivan Illich and Sociology of education Subhash Kak. (1974). “Sociological Ideas of Ivan Illick”, Social Scientist, Vol. 2, No. 11, (July). (p. 59-65). Ivan Illich. (2002). Deschooling Soicety, Marion Boyars Publishers Ltd; New edition.
9 Democratic social education Joe l. Kincheloo. (2001). “ Developing a Twenty-First Century Democratic Social Education: Critical Tradition, Cultural Pedagogy, and the Construction of Identity”, Counterpoints, Vol. 100, (pp.163-180).
10 Some issues in Islamic Education (I) J. Mark Halstead. (2004). “An Islamic Concept of Education”, Comparative Education, Vol. 40, No. 4, Special Issue (29), Philosophy, Education and Comparative Education, (Nov.). p. 517-529)
11 Some issues in Islamic Education (II) Naqib al-Attas. (1977). “The Concept of Islamic Education”, First World Conference on Muslim Education, Makkatul Mu’azzamah, (March), (p. 1-17). Naqib al-Attas (1993). “The Dewesternization of Knowledge”, Islam and Secularizm, Kuala Lumpur: International Institute of Islamic Thought and Civilization, (p. 138-167). S. M. Zaman. (1985). “The Concept of an Islamic University”, Islamic Studies, Vol. 24, No. 2, (Summer). (p. 125-137).
12 Ibn Haldun and Education Ernst Gellner. (1975). “Cohesion and Identity: The Maghreb from Ibn Khaldun to Emile Durkheim”, Government and Opposition, Vol.10, No. 2, (Spring). (p. 203-218) Fahri Kayadibi. (2008). “Ibn Khaldun and Education”, Jurnal Pemikiran Alternatif Pendidikan, Insania, Vol. 13, No. 2, Mei-Ags. (p. 361-365) Majdi A. Zamel. (2017). “Ibn Khaldun’s Concept of Education: Pre Conditions and Quality”, British Journal of Education, Vol. 5, No. 5, (April). (p. 95-106) F. K. Abu-Sayf. (). “Ibn-Khaldun, Society and Education”, Journal of Thought, (p. 143-150). Basma Ahmad Sedki Dajani. (2015). “The Ideal Education in Ibn Haldun’s Muqaddimah, Procedia Social and Behavioral Sciences, (p. 1-5).
13 Students’ Presentation
14 Students’ Presentation


Contribution of Learning Outcomes to Programme Outcomes
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13
C1 3 5 3
C2 4 5
C3 2
C4 2
C5 3

Contribution: 1: Very Slight 2:Slight 3:Moderate 4:Significant 5:Very Significant


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