Objectives :
This course is intended to introduce the students to the
substantive, theoretical and methodological issues which
have shaped the sociological thinking in the latter half of the 20th century and
which continue to concern the
practitioners of sociology today. The main focus of this course will be on
structural, functional and conflict theories
and symbolic interactions, phenomenology, ethno methodology and neomarxism.
The course will also examine
the theoretical relevance and analytical utility of the premises, methodology
and conclusions of these diverse
theoretical perspectives in understanding social structure and change.
Unit - 1 Introduction :
Sociological Theory-Meaning characteristics and its structure - functions of theory-major theoretical Prespectives school approach.
Unit - 2 Structural functionalism :
The idea of social structure : A.R. Radcliffe-Brown The problems of role analysis : S.F. Nadel - Functional dimensions of social system : T.Parsons - Codification, Critique and reformulation of functional analysis : R.K. Merton Neofunctionalism : J. Alexnder.
Unit - 3 Structuralism and Post-structuralism :
Human nature and culture diversity : C.Levi-Strauss-Structuralism and post structuralism : Michel Foucault.
Unit - 4 Conflict Theory :
Introduction and intellectual roots - Two traditions of
conflict theory and their differences- Critical Traditions : The
Frankfurt School : its introduction and development, views of adorn, Marcus and
Erick Fromm; C.Wrignt Mills :
Functional Analysis of Conflict; Lewis Coser - Dialectic of conflict : Ralf
Dahrendort : Life world and systems :
Jurgen Habermas - Strucralism Marxism : L.Althusser - Hegemony : A. Gramsci.
Unit - 5 Interaction list perspective :
Symbolic interactionism : G.H. Mead and H.Blumer -
Phenomenological Sociology : A.Schutz - Social construction
of reality : P.Berger and T.G. Luckmann - Ethnomethodology : H. Ganfinkel.
Unit - 6 Recent trends in sociological theorizing :
Strucuration : Anthony Giddens - Habitus and field : Bourdieu - Postmodernism - Semiotics - Convergence.
Essential Reading :
1. Wallace Ruth and Alison wolf 1980 : Contemporary
Sociological theory; Prentice Hall Inc. Englewood cliffs, N.J.
2. Alexamnder, Jeffrey C. 1987. Twenty Lectures : Sociological theory since
world war II. New York : Columbia
University Press.
3. Bottomore, Tom. 1984. The Frankfurt school. Chester, Sussex: Ellis Horwood
and London : Tavistock Publications.
4. Craib, lan. 1992. Modern Social Theory : From parsons to Habermas (2nd
edition). London : Harvester Press.
5. Collins, Randal, 1977. (Indian edition) Sociological theory, Jaipur and New
Delhi : Rawat.
6. Giddens, Anthony, 1983. Central Problems in social theory : Action, Structure
and contradiction in social analysis
London : Macmillan.
7. Kuper, Adam. 1975. Anthropologists and anthropology : The British School,
1922-72. Hammondsport, Middlesex :
Penguin Books.
8. Kuper, Adam and Jessica Kuper (eds.) 1996 (2nd edition). The Social science
encyclopaedia. London and New
York : Routledge.
9. Ritzer, George, 1992 (3rd edition) Sociological theory, New York : MacGraw-Hill.
10. Sturrock, John (ed.) 1979. Structuralism and since from levi strauses to
derida. Oxford University Press.
11. Turner, Jonathan H.1995 (4th edition). The structure of sociological theory,
Jaipur and New Delhi : Rawat.
12. Zeitlin, Irving M. 1988 (Indian edtion). Rathinking sociology: A crique of
contemporaty theory, Jaipur and
New Delhi : Rawat.
13. Turner Jonathan H. (Revised edition) : The Dorsey Press Homewood llinois.
14. Ritzer George (Revised edition) Sociological Theory Alfred a knopf, New
York.
Pedagogy :
The biographical details of the sociologists mentioned
may be used only to place their theoretical contribution in
appropriate intellectual contexts.
It is necessary to evaluate the relevance and
significance of the perspectives listed for understanding society in
general and society in India in particular. Illustrations may be drawn from
empirical studies influenced by or bearing
on these perspectives.
Objectives :
Social change has always been a central concern of
sociological study. More recently, it has gained in greater
salience party because of its unprecedented rapidity and partly because of
its planned character. Not surprisingly,
development has emerged as a pronounced concern and as a remarkable feature of
our times. Accordingly, the
relevance of the course 'Sociology of Change and Development' can hardly be
overemphasized.
The course is designed to achieve the following objectives :
To provide conceptual and theoretical understanding of
social change and development as it has emerged in
sociological literature. To offer an insight into the ways in which social
structure impinges on development and
development on social structure; and To address in particular the Indian
experience of social change and
development. To prepare the students for professional careers in the field of
development planning, including
governmental, non-governmental and international agencies engaged in
development.
Course Outline :
(1) Meaning and Forms of social change : evolution,
progress, transformation; change in structure and change of
structure.
(2) Theories and Factors of Social Change : linear, cyclical and curvilinear;
demographic, economic, religious, bio-tech
info-tech and media.
(3) Social Change in Contemporary India : trends of change, processes of change
- sanskritization, westernization,
modernization, secularization.
(4) Changing Conceptions of Development : economic growth, human development,
social development, sustainable
development, the question of socio-cultural sustainability, multiple sustain
abilities.
(5) Critical Perspectives on Development : ecological, liberal, Marxian.
(6) Theories of Development and Underdevelopment : modernization theories,
centerperipheri, world-system, unequal
exchange.
(7) Paths and Agencies of Development : capitalist, socialist, mixed economy,
Gandhi an; state, market, non-
governmental organizations.
(8) Social Structure and Development : structure as a facilitator / inhibitor,
development and socio-economic disparities
gender and development.
(9) Culture and Development : culture as an aid/impediment to development,
development and displacement of tradition
development and upsurge of ethnicity.
(10) Indian Experience of Development : sociological appraisal of Five-Year
plans, social consequences of economic
reforms, socio-cultural repercussions of globalization, social implications of
info-tech revolution.
(11) Formulating social policies and programmers : policy and project planning,
implementation, monitoring and evaluation
of methodologies.
Essential Readings :
1. Abraham, M.F. 1990. Modern Sociological Theory : An
introduction, New Delhi : OUP.
2. Agrawal, B.1994. A Field of One's Own : Gender and Land Rights in South Asia,
Cambridge University Press.
3. Appadurai, Arjun, 1997. Modernity At Large : Cultural Dimensions of
Globalization, New Delhi, OUP.
4. Dereze, Jean and Amartya Sen. 1996 India : Economic Development and Social
Opportunity, New Delhi, OUP.
5. Desai, A.R. 1985, India's Path of Development : A Marxist Approach, Bombay :
Popular Prakashan. (Chapter-2).
6. Giddens Anthony, 1996. "Global Problems and Ecological Crisis" in
introduction to sociology. 2nd edition : New
York : W.W. Norton & Co.
7. Harrison, D. 1989. The Sociology of Modernization and Development, New Delhi,
Sage.
8. Haq, Mahbub UI. 1991. Reflections on Human Development, New Delhi, OUP.
9. Moor, Wilbert and Robert Cook. 1967. Social Chang. New Delhi : Prentice-Hall
(India)
10. Sharma, SL 1980. "Criteria of Social Development", Journal of
Social Action, Janmar.
11. Sharma, SL 1994. "Salience of Ethnicity in Modernization : Evidence
from India", Sociological Bulletin. Vol.39, Nos.
1&2. Pp.33-51.
12. Srinivas, M.N. 1966. Social Change in Modern India. Berkley : University of
Berkely.
13. Symposium on implications of Globalization. 1995. Sociological Bulletin.
Vol.44 (Articles by Mathew, Panini & Pathy).
14. UNDP. Sustainable Development, New York. OUP.
15. World Bank. 1995. Unequal Development, New Delhi : OUP.
Reference :
1. Giddens, Anthony. 1990. The Consequences of Modernity.
Cambridge : Policy Press.
2. Amin, Samir. 1997 Unequal Development. New Delhi, OUP.
3. Kiely, Ray and Phil Marfleet (eds) 1998. Globalization and the Third Would.
London : Routledge.
4. Sharma, SL. 1992. "Social Action Groups as Harbingers of Slient
Revolution", Economic and Political Weekly.
Vol.27, No.47.
5. Sharma, SL. 1994 "Perspective on sustainable Development in South Asia :
The Case of India" In Samad (Ed.)
Perspectives on Sustainable Development in Asia. Kuala Lumpur : ADIPA.
6. Sharma, S.L. 2000. "Empowerment without Antagonism : A Case for
Reformulation of Woman's Empowerment
Approach". Sociological Bulletin. Vol. 49 No. 1.
7. UNDP. 1997. Human Development Report. New York : Oxford University Press.
8. Waller stein Immanuel. 1974. The Modern World System. New York : OUP.
9. Waters, Malcolm. 1995. Globalization. New York : Routledge and Kejan Paul.
10. World Commission on Environment and Development. 1987. Our Common Future. (Brundland
Report). New Delhi. OUP.
Pedagogy :
A special feature of the pedagogy of this course should
be to take the students to sides of success stories of
development as well as the failure stories of development in the region. The
students may also be encouraged to
participate in workshops to critically examine the existing indicators of human
development, social development
and sustainable development.
Objectives :
This course plan aims to provide exposure to the
fundamentals of various research techniques and methods (both
quantitative and qualitative). It tries to build upon the basic assumptions in
adopting different methodologies for
different kinds of research themes. In the first section, It introduce certain
philosophical ideas underlying the
emergence of different mythologies in social science. The second and third
sections attempt to sensitize Post-
Graduate students to develop a critical outlook at the existing perspectives and
methods and to evolve conceptual
clarity, which can lead them in their future research. Teaching certain
quantitative methods, statistical techniques
and qualitative methods to collect and analyze the data would help them organize
and analyze the information
gathered by them. Exposure to the fieldwork at the post-graduate level is
intended to enhance the research interests
and inculcate the spirit of inquiry among students who may be motivated to
continue higher studies in research.
Unit - 1 Philosophical Roots of Social Research :
(A) Issues in the theory of epistemology : forms and types
of knowledge, validation of knowledge
(B) Philosophy of social science : Enlightenment, reason and science, Cartesian
philosophy, structure of scientific
revolution (Kuhn).
Unit - 2 Theory and Research :
Pure and applied research, Methodological issue in
social Science Sources for identifying a research problem,
Factors influencing selection of a research problem formulation of a
research problem.
Unit - 3 Research Design criteria for good research design :
Board aspects of research design in social research
Laboratory / Field experiment, Descriptive / Analytical study
Historical study, Case study, Survey; One-time cross sectional, Longitudinal and
trend studies, Evaluative / non-
evaluative, Primary/Secondary Sources of data.
Unit - 4 Surveys :
Background and development of contemporary survey in
social research; Census and sample surveys; Need, use
the importance of sample survey's National Sample Surveys.
Unit - 5 Sampling Techniques :
Economics and logic of sampling probability and
non-probability sampling procedures Random sampling with and
without replacement Stratified random sampling, Multi-stage area probability
sampling preparation of sampling
frames; error control.
Unit - 6 Selection, Definition and Measurement of Variables :
Variable relevant to the Hypotheses of the study.
Operationalization of these variable (devising of meaningful
indicators) Reliability and validity of measurements.
Unit - 7 (A) Data Collection :
Observation, Participant observation/ethnography,
Interview, Interview guide, Questionnaire, Case study method,
content analysis, oral history, Narratives, Encounters and experience in field
work.
(B) Translation of the data collection instrument, when necessary pre-testing and revisions. Selection and training of field workers. Field problems in data collection.
Unit - 8 Statistical Procedures :
Introduction to statistical interface Basic elements of the theory of probability; the Addition Rule, the Multiplication Rule Testing Hypothesis : Type I and Type II errors Measures of associations for nominal level data. The chi-square test. Measures of associations for ordinal & metric data. Rank-order correlation (Spearman's and Kendall's tau) The person product moment correlation coefficient.
Unit - 9 Reporting Research :
Taile construction graphic presentation of data
interpretation & generalization of findings implications of findings,
limitations of the study and suggestions for further research.
Essential Reading :
1. Barnes, John A. 1979. Who should know what? social
science, privacy and ethics. Harmondsworth : Penguin.
2. Blalock, Hubert M.Jr. Social statistics, New York, McGraw - Hill Book
Company, Inc 1960, Chapter 7-13, 15,17,18,
pp.76-186, 212-241, 273-325.
3. Bleicher M.1988. The Hermeneutic Imagination. London : Routeldege and Kegam
Paul (Introduction only)
4. Bose, Pradip kumar, 1995 : Research Methodology. New Delhi : ICSSR.
5. Bryman, Alan. 1988. Quality and Quality in Social Research, London : Unwin
Hyman.
6. D.A.de Vaus. 1986. Surveys in Social Research. London : George Relen and
Unwin.
7. Festinger, Leon & Daniel Katz (eds.) Research Methods in the Behavioural
Sciences, New York, Wolt Rinehart
and Winston, 1966.
8. Goode, William J & Paul K. Hatt., Methods in social research, New York,
McGraw, Hill Book Co., Inc. 1952.
9. Hughes, John. 1987. The Philosophy of social research. London : Longman.
10. Irvine, J.L. Miles and J. Evans (eds.) 1979. Demystifying social statistics,
London : Pluto Press.
11. Kish, Leslie, Survey Sampling, New York, Wiley, 1965.
12. Madge, John. 1970. The Origins of Scientific sociology. London : Tevistock.
13. Marsh, Catherine. 1988. Exploring Data. Cambridge : Polity Press.
14. Merton, R.K., Notes on problem finding in sociology in merton, P.K. and
others (eds.) sociology of today-problems
& products, New York, Basic Books, Inc. 1959, pp.XIV.
15. Moser, C.A. & G.Katton, Survey methods in social investigation, London,
The English Language book society.
Heinemaon Educational Book Ltd., 1973.
16. Muller, John H. & Carl F. Sohuessler, Statistics reasoning sociology,
boston houghton, Mifflin, 1961.
17. Punch, Keith. 1986. Introduction to social research, London : sage.
18. Sellitz, Claire, Maire Jahuja, Merton Doutch & Stuart W. Cook Research
Method in Social Relations, New York,
Holt., Rinechart and Winston, 1962.
19. Shah, Vimal P., Research Design, Ahmedabad, Rachna Prakashan (Revised),
1977.
20. Shah, Vimal P., Reporting Research, Ahmedabad, Rachana Prakashan 1977
(Revised)
21. Siegal, Sidney, Non-parametric statistics for the Behavioral sciences, New
York, McGraw-Hill Book Company. Inc.
1956 (Chapter 1-3 pp 1-34)
22. Srinivas, M.N. and A.M. Shah 1979. Field Worker and the filed. New Delhi :
Oxford.
23. Stauffer, S.A. "Some observations on study design" The American
Journal of Sociology, 55 (January, 1950), pp.
355-361. (Also Bobbs - Merrill Reprint Series No. S,436)
24. Voiss, Robert, S. Statistics in social research; An introduction, New York,
John Wiley & Sons, Inc., 1958.
25. Zeisel, Hons, Say it with Figures, New York, Harper & Raw, 1957.
Reference :
1. Beteille A., and T.N. Madan. 1975. Encounter and
Experience : Personal Accounts of Fieldwork. New Delhi : Vikas
Publishing House Pvt. Ltd.
2. Fayeraband, Paul. 1975. Against Method : Outline of an Anarchistic Theory of
Knowledge London : Humanities Press.
3. Hawthorne. Geoffery, 1976. Enlighment and Despair : A History of sociology
Cambridge : Cambridge University.
4. Kuhn, T.S. 1970. The structure of scientific Revolutions. London : The
University of Chicago Press.
5. Mukherjee, P.N. (eds.) 2000. Methodology in social research : Dilemmas and
Perspectives New Delhi : Sage.
(Introduction)
6. Popper K. 1999. The Logic of Scientific Discovery London Roultledge.
7. Shipman, Martin. 1988. The Limitation of social research, London : Longman.
8. Sjoberg, Gidepn and Roger Nett. 1997. Methodology for social research, Jaipur
: Rawat.
9. Smelser, Nell J. Comparative Method in social science.
Pedagogy :
It may be noted that the course plan is sufficiently broad based to divide it into two courses. Or one course may be culled out depending on the desired thrust and focus.
This course, especially the first section, is
communicating the message that methodologies and methods do not
evolve or emerge in a vacuum. Thus, the teacher is expected to constantly
connect research methods to a theoretical
framework so as to explain explicitly the linkages between theory and practice.
A field visit may also be organized depending upon the
resources, time and convenience. Students may be made
to do exercise in class such as the construction of questionnaires, schedules
skills. The section on statistics
should also rigorously explained along with adequate exercises.
Objectives :
This course plan is designed to conceptualize the study of education within the discipline of sociology. It begins with a discussion of the major theoretical perspectives and the contribution of sociologists which have left their mark in the study of education and society. It assumes a basic knowledge of sociological concepts and theories. It is divided into two parts. The first part acquaints the students with major concepts, theoretical approaches and development of sociology of education. It also focuses on some important aspects which are salient in any discussion of the interface between education and society. The second part shifts to the Indian situation. Beginning with a historical perspective, it moves to the contemporary situation. It carries forward the discussion of the some dimensions/themes from the first part and embeds them in the Indian context.
Unit - 1 Sociology of Education :
Theoretical Perspectives Theories and Perspectives in the sociology of education.
(1) Functionalism
(2) Conflict / Radical Perspectives / Cultural Reproduction.
(3) Micro-interpretative approaches : phenomenology / symbolic
interactions.
(4) Feminism.
(5) Modernism and Post-modernism
- Socialization, family and social
class
- State, Ideology and educational
policy.
- Education and social
stratification, social change and social mobility.
- School as a system : schooling as
process.
(6) Language as medium of instruction
(7) Curriculum and identity.
(8) Assessment and evaluation
(9) Teacher as change agent
- Multi-cultureless, ethnicity and
education
- Equality of educational opportunity
: equity, excellence and efficiency.
- Gendering inequalities : education;
employment; leadership and management.
- Education and information
Technology.
- Educational Alternative and protest
: M.K. Gandhi, Paulo Freire, Ivan lllich.
Unit - 2 Educational and society in India :
(1) Socio-historical context : education in
pre-colonial and India.
(2) Education, diversities and disparities : region, tribe, caste,
gender, rural-urban residence.
(3) Education and Modernization.
(4) Equality and equality : positive discrimination and reservations
(5) Gendering inequalities : education of girls and woman.
Unit - 3 State and Education :
(1) Basic education and social development.
(2) Higher education : system, governance and finance.
(3) Higher education : skill development, globalization and social
mobility.
Essential Reading :
1. Acker, S. 1994. Gendered Education : Sociological
Reflections on woman, Buckingham : Open University Press.
2. Banks. Olive. 1971. Sociology of Education, (2nd Ed.) London : Batsford.
3. Banks, James A. and Lynch, James (eds.) 1986. Multicultural Education in
Western Societies, London : Holt
Saunders.
4. Blackledge, D and Hunt, B. 1985. Sociological Interpretations of Education.
London : Crom Helm.
5. Brint, Steven. 1988. Schools and Societies. Thousand Oaks, Calif : Pine Forge
Press, A Division of Sage.
6. Chanana, Karuna. 1988. Socialization, Education and Woman : Explorations. In
Economic and Political Weekly,
27, 14(4) : 157-64.
7. Chitnis, Suma & P.G. Altbach. 1993. Higher Education Reform in India,
Experience and Perspectives, New Delhi :
Sage.
8. Craft, Maurice (ed.) 1970. Family Class and Education : A Reader; London :
Longman.
9. Dreze, Jean and Amartya Sen. 1995. India Economic Development and Social
Opportunity. Oxford; Oxford University
Press.
10. Gandhi, M.K. 1962. Problems of Education, Ahmedabad : Navjeevan in Prakashan.
11. Gore, M.S.et.al. (ed.) 1975. Papers on the Sociology of Education in India,
New Delhi, NCERT.
12. Halsey, A.H. Hugh Lander, Philips Brown and Amy S.Wells, 1997. Education,
Culture, Economy and Society,
Oxford : Oxford University Press.
13. IIIich, Ivan. 1973. Deschooling society, London : Penguin.
14. Jejeebhoy, Shireen. 1995. Woman's Education, Autonomy and Reproductive
Behavior. Oxford : Clarendon Press.
15. Meighan, Roland and Iram Siraj-Blachford. 1997. A Sociology of Educating.
London : Cassell. Third Edition.
16. Ramnathan, G. From Dewey to Gandhian Economy. Asia Publishing House.
17. Robinson, P. 1987. Perspectives in the sociology of education : An
Introduction; London : Routledge and Kegan Paul.
18. Sen, Amartya. 1992. Inequality re-examined. Delhi : Oxford University Press.
19. Shatrugan, M. 1988. Privatising Higher Education, EPW. pp.2624.
Reference :
1. Ahmad Karuna. 1984. Social Context of Woman's Education
1921-81, New Frontiers in Higher Education, No. 3,
pp.35.
2. Doyal, Lesley and Sophie Waston. 1999. Engendering Social Policy. Buckingham
: Open University Press.
3. Durkheim, E. 1956. Education and Sociology. New York : Free Press.
4. Friere, Paulo. 1972. Pedagogy of the Oppressed, Harmondsworth : Penguin
Books.
5. Halsey, A.H. et.al: 1961. Education, Economy and Society : A Reader Sociology
of Education, New York : Free
Press.
6. Hurtado, Sylvia ed. Al. 1998. "Enthancing Campus Climates for Racial/ /
Ethnic Diversity : Educational Policy and
Practice" In the Receiving Higher Education, 21(3) : 279-302.
7. Jayaram, N. 1990. Sociology of Education in India, Jaipur : Rawat
Publication.
8. Jefferey, R. and Alaka, M.Basu. 1996. Girls' Schooling, Woman's Autonomy and
Fertility Change in South Asia,
New Delhi : Sage.
9. Kamat, A.R.1985. Education and Social Change in India. Bombay : Somaiya.
10. Karabel, J. and A.H. HAlsey (eds.) 1977. Powers and Ideology in Education,
New York : Oxford University Press.
11. Naik, J.P. 1975. Quality, Quantity and Equality in Education, New Delhi :
Allied Publishers, Whole Book.
12. Tyler, William. 1977. The Sociology of Education Inequality. London :
Methuen.
Pedagogy :
The teacher may move from theory to issues of practical
concern. While the perspective of the course is international,
the teacher may familiarize the student with Indian social reality. Contemporary
educational problems and field
visits may be incorporated to substantiate the points that emerge during the
course of teaching.