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Sociology of Education

Resources

• Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education, 162(1), 67–92. http://www.jeananyon.org/docs/anyon-1980.pdf.
• Clifton, A., Mandzuk, D., & Roberts, L.W. (2006). The alienation of undergraduate education students: A case study of a Canadian university. Journal of Education for Teaching, 20(2). http://www.tandfonline.com/doi/abs/10.1080/0260747940200205#.VLP-l9LF-Sp.
• Dooner, A-M, Mandzuk, D., Obendoerfer, P., Babiuk, G., Cerqueira-Vassallo, G., Force, V., . . . Roy, D. (2010). Examining student engagement and authority: Developing learning relationships in the middle grades. Middle School Journal, 41(4), 28–35. http://www.jstor.org/discover/10.2307/23044780?uid=3739408&uid=2&uid=3737720&uid=4&sid=21105149614623.
• Handler, R. (Producer), Kennedy, P. (Host), Tepperman, L. (Guest) (2011, August 11). Making sense of sociability [Podcast]. In Ideas. http://www.cbc.ca/ideas/episodes/2011/08/18/making-sense-of-sociability-1/.
• Hasinoff, S., & Mandzuk, D. (2005). Bonding, bridging, and becoming a teacher: Student cohorts and teacher identity. The Alberta Journal of Educational Research, 51(3), 231–245. http://ajer.synergiesprairies.ca/ajer/index.php/ajer/article/download/551/538.
• Howard, J. (2008). Sociofugal vs sociopetal space. Design for Service [Blog post]. https://designforservice.wordpress.com/2008/02/09/sociofugal-and-sociopetal-space/.
• Lewison, M., Seely Flint, A., & Van Sluys, K. (2002). Taking on critical literacy: The journey of newcomers and novices. Taking on Critical Theory, 79(5), 382–392. http://eeando.unl.edu/cehs/phillips921b/module4/pdf/TakingOnCritical.pdf.
• Mandzuk, D. (1997). A doctoral graduate’s return to the elementary classroom: An example of sociological ambivalence. Teaching and Teacher Education, 13(4), 439–449. http://www.sciencedirect.com/science/article/pii/S0742051X96000418.
• Mandzuk, D., & Hasinoff, S. (2010). Slices of Life: Managing Dilemmas in Middle Grades Teaching. Westerville, OH: Association for Middle Level Education. http://www.amle.org/Shop/ProductDetails.aspx?productid=%7B1579EFA5-4816-411B-8E45-8CE3BECC5A15%7D.
• Mandzuk, D., Hasinoff, S., & Seifert, K. (2003). Inside a student cohort: Teacher education from a social capital perspective. Canadian Journal of Education, 28(1&2), 168–184. http://files.eric.ed.gov/fulltext/EJ695659.pdf.
• Mazarella, S. (2007). Girls in crisis: Newspaper coverage of adolescent girls. Journal of Communication Inquiry, 31(1), 6–27. http://jci.sagepub.com/content/31/1/6.refs.html.
• Noguera, P.A. (2004, October 17). Transforming urban schools through investments in the social capital of parents. In Motion Magazine. http://www.inmotionmagazine.com/er/pn_parents.html.
• O’Connell, M. (Producer), & Kennedy, P. (Host) (2012, April 25).The gender trap, part 1 [Podcast]. In Ideas. http://www.cbc.ca/ideas/episodes/2012/04/25/the-gender-trap-part-1/.
• O’Connell, M. (Producer), & Kennedy, P. (Host) (2012, April 26).The gender trap, part 2 [Podcast]. In Ideas. http://www.cbc.ca/ideas/episodes/2012/04/26/the-gender-trap-part-2/.
• OCUFA (2013, May 1). Worldviews Conference pledges to “commit sociology.” Ontario Confederation of University Faculty Associations. http://ocufa.on.ca/2013/worldviews-conference-pledges-to-commit-sociology/.
• Seifert, K.L., & Mandzuk, D. (2006). Student cohorts in teacher education: Support groups or intellectual communities? Teachers College Record, 108(7), 1296–1320. http://www.tcrecord.org/library/abstract.asp?contentid=12557.
• staff writers (2013, April 29). Open letter: Thou shalt not commit sociology (or critical thinking of any kind). Straight.com. http://www.straight.com/news/376826/open-letter-thou-shalt-not-commit-sociology-or-critical-thinking-any-kind.
• Upitis, R. (2004). School architecture and complexity. Complicity, 1(1), 19–38. http://ejournals.library.ualberta.ca/index.php/complicity/article/view/8713/7033.

Essential Questions

1. How do social structures, such as schools, enable and inhibit learning?
2. How do norms, roles, and identities affect teaching and learning?
3. In what ways do gender, socioeconomic status, and ethnicity limit or expand educational opportunities?
4. What is the role of human, social, and financial capital in education?