 | | |
| SOCI0023-1 | Sociology of Education
|
|
| Duration : | 45h Th |
|
| Number of credits : |
| Master in Anthropology, in-depth approach, 1st year | | 3 |
|
| Master in Sociology, in-depth approach, 1st year | | 3 |
|
| Master in Anthropology, Teaching Focus, 1st year | | 3 |
|
| Master in Sociology, didactic approach, 1st year | | 3 |
|
| Master in Anthropology, specialized approach in applied anthropology, 1st year | | 3 |
|
| Master en anthropologie, à finalité spécialisée en anthropologie des dynamiques sociales et du développement, 1st year | | 3 |
|
| Master en sociologie, à finalité spécialisée en immigration studies, 1st year | | 3 |
|
| Master in Sociology, Professional focus in applied sociology, 1st year | | 3 |
|
| Master in Labour Sciences, Professional Focus, 1st year | | 3 |
|
| Master in Sociology and Anthropology | | 3 |
|
| Master in Labour sciences | | 3 |
|
| Master in French and Romance Languages and Literatures : French as a Second Language, Professional Focus, 1st year | | 4 |
|
| Master in Education, Professional Focus in teaching, 1st year | | 4 |
|
|
|
| Lecturer : | Jean-François Guillaume |
|
Language(s) of instruction :
|
| French language |
|
Organisation and examination :
|
| Teaching in the first semester, review in January |
|
Course contents :
|
| The course will take a critical approach to methods of school education and the effects caused by the habits and the routines which constitute them. Among other things, it take a critical look at the arguments supporting the strengthening of authority of the teaching profession or new pedagogical directions. |
|
Learning outcomes of the course :
|
| The training provided in this Sociology of Education course aims to develop the following skills in sociology students:
1) the ability to observe pedagogically interactive situations in the school environment and to draft an objective account of them, i.e. an account which is stripped of value judgements and normative prescriptions;
2) the ability to deconstruct common sense propositions which are presented in the form of evidence, preconceptions, beliefs etc.;
3) the ability to transform a social problem into a sociological issue;
4) the ability to identify in routine or habitual practices, objects, and the ways of spatially and temporally organising pedagogical relations, the foundations of these schemes and the societal issues to which they respond;
5) the ability to organise a piece of documentary and bibliographical research on a given theme;
6) the ability to collate information (notably from websites);
7) the ability to read, analyse and extract from an article or a theoretical piece of work the elements which are useful for analysing observable events;
8) the ability to draft a written analytical report of an educational problem;
9) the ability to discuss theoretical claims and diagnoses which are made.
At the end of this course, students should be able to carry out the following tasks:
1) analyse the accounts of incidents which have taken place in the context of interpersonal exchanges in the school environment, by using the concepts tackled in class and by identifying the structural determinants of personal suffering;
2) draft a written text incorporating the conceptual elements taken from course notes and questions related to the organisation of teaching activities;
3) draft a written text presenting a critical reflection of the sources of school inequalities;
4) draft an analytical report on data collected in the context of a collective research mechanism (theme presented during the first session). |
|
Prerequisites and co-requisites/ Recommended optional programme components :
|
| Analytical ability: students should demonstrate an ability to identify the bases of the main sociological paradigms and to use more precise theoretical templates.
Methodological skills: students will use the skills obtained during the methodology courses in the Bachelors programme in sociology and anthropology, social and human sciences, or the preparatory year for the Masters in sociology.
Technical skills: students will be able to conduct documentary or bibliographical research in a library and on the internet. They will also be able to use word processing tools (Word) to draft their analysis report.
Interpersonal skills: students will be able to present clearly and concisely the results of their observations, to actively listen during presentations (questioning presenters, other students presenting their work, etc.) and to identify the places (organisations, institutions, etc.) where they can get the most relevant information. |
|
Planned learning activities and teaching methods :
|
| Teaching is based on the analysis of accounts of critical incidents related by teachers in training or working teachers, and of problems or questions which are currently posed in compulsory education and in the teaching profession. Students will be provided with a syllabus setting out a summary of the problems and theoretical references.
Learning during Sociology of Education courses is supported by individual work to be conducted within fixed time-frames. This work will constitute the basis of a formative evaluation.
Finally, working in groups, students should be able to come up with an investigative approach and a collection of data aiming to clarify a problem presented at the start of the course. Over the course of the academic year 2011-2012, this problem will focus more specifically upon the pedagogical management of a school establishment. |
|
Mode of delivery (face-to-face ; distance-learning) :
|
| Resolution of problems / situations presented in the syllabus.
Meeting and interviewing actors in the school environment.
Using video reportage and observations conducted in the school environment. |
|
Recommended or required readings :
|
| Course notes will be made available. |
|
Assessment methods and criteria :
|
| Each student's work will be marked out of 150, with the marks distributed as follows.
20 points: for submitting the pieces of work required during class.
The content of this work will not be subject to a summative evaluation. Students who have carried out these pieces of work and who have submitted them within the time-scales and following the instructions given in class will receive points.
80 points: an open-book, written examination. This will consist of short accounts of school situations which have to be "problematised", in other words to raise a coherent number of questions, to propose hypotheses about them and for each situation given, to raise the "problem" and come up with cross-cutting avenues for reflection on current issues in school education. The quality of sociological input will be assessed, taking into account the following criteria (in decreasing order of importance): 1) the accuracy and precision of sociological content (the concepts used have been correctly understood and defined); 2) the integration of different concepts used in the overall analysis (the assessment will be more favourable if the student has managed to combine different concepts, rather than provide a series of statements with no apparent link between them; 3) the perceptiveness and originality of the analysis presented.
In the event that an exam result shows a serious lack of knowledge (a score of less than 7 out of 20), the student's overall grade will be given the same grade. In other words, the written exam is essential in order to pass the Sociology for Education exam.
60 points: an individual analysis of a problem presented during the first class on Sociology of Education.
Mark 60 pts will be established as follows:
- Data collection (observations questionnaires interviews) and written reports: A score of 20 pts (20 pts if all commitments were met, 0 pt if commitments were not met);
- Drafting a final individual report (document not exceeding 20 pages, 1.5 line spacing, character 11) (a note on 40 pts, defined on the basis of criteria similar to those defined for the written open book) . |
|
Work placement(s) :
|
| No placements are planned. However, it will be possible to complete the analysis work through meeting stakeholders from the school world and by implementing the investigative devices defined. |
|
Organizational remarks :
|
| Participation is required in the various work sessions. |
|
Contacts :
|
| Teachers :
J.-F. GUILLAUME,
Tel. 04/366 35 03 - fax: 04/366 4751 Office 1.90 (Building B31, Sart Tilman)
E-Mail : jean-francois.guillaume@ulg.ac.be |
|
|
| |
