Course Outline. Code: SCS230 Title: Understanding Society: An Introduction to Social Theory

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1 f Course Outline Code: SCS230 Title: Understanding Society: An Introduction to Social Theory Faculty of Arts and Business School of Social Sciences Teaching Session: Semester 1 Year: 2016 Course Coordinator: Dr Phillip Ablett Room No: D1.33 Phone No: (07) PAblett@usc.edu.au 1. What is this course about? 1.1 Course description In order to change society, or even to participate effectively in it, some understanding of how society works is essential. Social theory can best be understood as a diverse collection of conceptual frameworks that can enable a deep and critical understanding of such issues as social inequality, difference and change. Social theory is necessary to guide social research and makes it intelligible within broader frameworks of understanding. Contemporary explanations of social problems and issues, have been based on, or developed in response to, classical social theory, which emerged to make sense of the tumultuous and rapid social changes generated in the 19th Century and continuing to this day. This course charts both the classical attempts to formulate a universal and synthetic social theory, which are still influential, and the more recent forms of situated, partial and reflexive theories. Accordingly, this course introduces students to some of the most significant thinkers and perspectives in both classical and contemporary social theory. 1.2 Course content Why Social Theory? Introduction to the Course The Emergence of Modern Social Theory and an Overview of Some Major Theoretical Dilemmas Understanding Marx Understanding Durkheim Understanding Weber Understanding Functionalism and Systems Theory Study Questions Understanding Interpretivism Understanding Critical Theory (From Lukács to Habermas) Understanding Structuralism and Post-Structuralism Understanding Foucault Understanding Theories of Identity and Difference: Feminism Understanding Heidegger Reconfiguring Social Theory: Beyond the Enlightenment Paradigm?

2 2. Unit value 12 units Page 2 3. How does this course contribute to my learning? Specific Learning Outcomes Assessment Tasks Graduate Qualities On successful completion of this course you should be able to: You will be assessed on the learning outcome in task/s: Completing these tasks successfully will contribute to you becoming: Identify, evaluate and use the major social theories (classical and contemporary) employed in understanding society Employ social theory to make sense of substantive social problems, and evaluate the appropriateness of particular theories for understanding a given social issue. Develop a critical understanding of recent developments in social theory and how they can contribute to transforming society in a more just, participatory and sustainable direction. 1, 2 and 3 Knowledgeable. 1, 2 and 3 Empowered. Creative and critical thinkers. 2 and 3 Creative and critical thinkers. Sustainability-focussed. 4. Am I eligible to enrol in this course? Refer to the Coursework Programs and Awards - Academic Policy for definitions of pre-requisites, corequisites and anti-requisites 4.1 Enrolment restrictions Nil 4.2 Pre-requisites Any 2 courses (Except Study Abroad and Exchange students) or enrolled in AR605 or AR505 or AR707 or AR Co-requisites Nil 4.4 Anti-requisites Nil 4.5 Specific assumed prior knowledge and skills Nil

3 Page 3 5. How am I going to be assessed? 5.1 Grading scale Standard High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL) 5.2 Assessment tasks Task Assessment Tasks No. 1 Presentation of Analysis of Social Issues in the Media and Facilitated Discussion Individual or Group Weighting % What is the duration / length? When should I submit? Group 40% 15 minutes Friday, Weeks Major Essay Individual 50% words Friday, Week 13 3 Tutorial participation Individual 10% N/A Every Week 100% Where should I submit it? In class SafeAssign In tutorial Assessment Task 1: Presentation of Analysis of Social Issue in the Media and Facilitated Discussion Goal: Product: Format: One of the main purposes of social theory is to help us make sense of particular social issues by placing them in a broader context of understanding. This understanding is generally critical of popular common-sense stereotypes or dominant constructions because it exposes underlying social processes and assumptions that may not be evident to those affected by the issue. This exercise encourages you to use some aspects of classical social theory to develop a more critical understanding of a social issue that can be found in the Australian media In-Class Group-Presentation with PowerPoint and Facilitated Discussion. NB: The presentation PowerPoint shall be printed out as a hard-copy and submitted for assessment in-class at end of the facilitated discussion. Unlike the presentation, this hardcopy needs to clearly identify each presenter s contribution to the finished product. Working in small groups (no more than 3) you will select, research and describe a social issue from current or recent media reports (printed or online as long as there is a transcript). The issue must be one that affects Australian society (e.g. unemployment, industrial relations, suicide, depression, drug use, crime and punishment, globalisation, bureaucracy, poverty, media control, privatisation and public services, democratic accountability, labour market flexibility and alienation, the impact of new technology, social service provision, the nature of community, national identity and rationalisation, to name only a few possibilities). You must then select some key theoretical idea(s) from one of the three classical theorists (Marx, Durkheim or Weber), to critically analyse and make better sense of the social issue. This means using the concept(s) of a particular theorist and not those invented later by their followers. You need to show how the selected thinker s theory might be used to help explain or make sense of the social issue you have identified in the media (newspapers, radio transcripts or online script). In short, you will have to apply some social theory to the social issue in a way that re-interprets it and increases our understanding of the issue.

4 Page 4 The findings of your analysis of the issue will then be presented to your tutorial in PowerPoint form with a commentary shared between the members of your small group. You are also required to reference your work as per a normal essay (both in text and in a reference list at the end of the slides). The PowerPoint presentation should take 15 minutes followed by a class discussion of around 15 minutes duration conducted by the presenters. Questions to stimulate discussion should be posed to the whole class by the presenters at the end of the PowerPoint presentation. In sum, this assessment task contains four basic elements, which should be reflected in the PowerPoint presentation and discussion: 1) The selection and exposition of a current social issue from an identified news media source (newspaper story or online transcript). 2) The selection and exposition of the relevant concept(s) from the theories of either Marx, Durkheim or Weber for analysing the social issue. 3) The application of the selected social theory to the interpretation/explanation of the social issue. 4) The development of stimulus questions and facilitation of class discussion based on the analysis presented. It may be helpful to look at some examples of how sociologists have used the ideas of these classical theorists in analysing substantive social issues by consulting some of the sociological journals and edited anthologies in the library. The following texts contain excellent examples of how these theorists ideas can still be used to frame social research. Altschuler, R. (ed.) The Living Legacy of Marx, Durkheim and Weber: Applications and Analyses of Classical Sociological Theory by Modern Social Scientists. Gordian Knot Books, USA. Kivisto, P Illuminating Social Life: Classical and Contemporary Theory Revisited, 6 th edn., Pine Forge, Thousand Oaks. Criteria Please avoid quoting directly from the sociological dictionary, as this is a thinking exercise requiring research. Demonstrated ability to identify, research and discuss a contemporary social issue presented in the media. Demonstrated ability to select and explain relevant concepts from the work of a classical social theorist for critical-analytical purposes. Demonstrated ability to creatively use social theory to provide a broader and more critical understanding of a social issue than what is normally found in the media. Demonstrated ability to collect, analyse and organise information and ideas in a clear and concise manner. Conduct a quality presentation, which demonstrates careful planning and research (including appropriate use of scholarly references cited in Harvard style). Conduct a group discussion with the wider tutorial group, by posing questions for discussion and eliciting a variety of viewpoints on the theoretical analysis. It is an expectation that students will consult at least six scholarly sources in constructing the PowerPoint (in addition to media articles), which should be evident in the referencing on the slides and in the reference list at the end. In the normal course of events each

5 Page 5 group shall be awarded a collective grade. However, in the event of a dispute over the extent of team member s contributions, your tutor can make a determination on the basis of individual written contributions to award different grades to each team member. Generic skill assessed Skill assessment level Collaboration Developing Problem solving Developing Communication Developing Assessment Task 2: Major Essay Goal: Product: Format: You will develop a deeper understanding of social theory and its application through a critical and comparative analysis of three selected social theorists ideas in order to make sense of a major conceptual issue in understanding contemporary society. A Major Essay Write an essay of 2500 to 3000 words on one of the following questions: 1) The social theories of Karl Marx, Herbert Marcuse, Jurgen Habermas, Cornelius Castoriadis, Martin Heidegger and various Feminisms all emphasise a moral vision of how society ought to be and use this to critique how it happens to be at present. Describe, compare and evaluate the ways in which three of these different perspectives would conceptualise oppression in contemporary society and what they would propose as a better way of being for human society. In summing up, you should also evaluate the prospects for the sorts of changes envisaged in these three approaches being achieved in Australia in the 21 st Century. 2) Compare and critically evaluate the conceptions of power and domination found in the works of three of the following social theorists: Karl Marx, Max Weber, Antonio Gramsci, Talcott Parsons, C. Wright-Mills, Michel Foucault, and Dorothy Smith. You must explain which theory (or combination of theories) is most compelling (and why?) for understanding how power works in contemporary settings? Illustrate your answer to this question with some appropriate examples of the operation of power. 3) Discuss and compare the main objections to a scientific Enlightenment paradigm of social science found in Interpretivist perspectives (e.g. Blumer, Gadamer or Garfinkel), Critical Theory (e.g. Adorno, Marcuse or Castoriadis) and Post-Structuralism (e.g. Barthes, Derrida or Butler). Elaborate on whether or not you find these objections convincing and what the alternatives to this rationalist way of thinking might be in understanding society? Ideally, you should focus on the work of one theorist for each of these approaches. 4) Compare and critically evaluate the accounts of social change in the works of three of the following social theorists: Karl Marx, Max Weber, Emile Durkheim, Michel Foucault or Zygmunt Bauman with reference to the transition from traditional to modern society in Europe. Be sure to identify the way each theorist conceptualised the types of society that existed before and after the transition to modernity as well as the dynamics they each saw as driving social change. *The following question is provided for Bachelor of Social Work students because it addresses an important theoretical concern of social work. However, it is not

6 Page 6 compulsory for social work students to do this question and other students may do it with permission from the Course Coordinator: 5) Theory is often conceived as a set body of ideas that need to be applied or tested in practice. Discuss and compare the way that three of the following thinkers conceptualise the relationship between social theory and practice in the promotion of social change: Karl Marx, Emile Durkheim, Alexandra Kollontai, Jane Addams, John Dewey, Antonio Gramsci, Paulo Freire, Pierre Bourdieu, Cornelius Castoriadis and Patricia Hill-Collins. Furthermore, explain which account(s) you find the most useful in thinking about a social transformation or reform you would like to see occur in contemporary society. 6) You may choose to write a considered essay comparing at least one classical and one contemporary theoretical perspective (or theorist) on at least one major issue in social theory. Your topic must have the approval of the Course Lecturer and this option is only available to students who have obtained a distinction level or more for their first assignment. It is an expectation that students will consult at least ten scholarly sources in writing this particular assignment, which should be evident in the in-text citations and reference list. Please note, the selection of theories or theorists for comparison should not be random but have an explicit purpose or justification evident in your argument. Criteria The main assessment criterion for you in this essay is to demonstrate a critical and comparative understanding of your selected social theories (depending on your question) and how these make sense of major issues in the modern world (such as power, knowledge, inequality, domination, emancipation and difference). NB: Please note that the following criteria are not ranked in any order of importance: Content: The content must accurately describe and compare all of the main issues and relevant concepts identified by the essay question. A good essay /assignment will indicate the contested nature of different theories and how this influences our understanding of major social issues. Argument: The main claim or thesis of an argument should be evident in the introduction to your essay. Such claims should be clear and logically coherent. The essay s main claim(s) must be supported by appropriate and properly referenced evidence. The argument should include some reference to the reason for the selection and comparison of the particular theories or theorists being discussed. Originality: The assignment should demonstrate originality and independence of thought through a comparative and creative use of social theory in understanding contemporary social problems. Structure: The assignment should demonstrate a logical ordering of ideas, with an effective introduction and conclusion. Expression: The assignment must exhibit clear expression, correct grammar, punctuation and spelling.

7 Page 7 Referencing: The Harvard system is the required referencing system for this course. All quoting, paraphrasing and summarising of other people s ideas need to be precisely referenced (with author s name, year date and page number supplied) in the text and documented in a reference list. Please Note: Higher grades will be awarded to students who demonstrate that they have read, understood and thought carefully about a broader range of readings than those set as required texts. Generic skill assessed Skill assessment level Problem solving Developing Communication Developing Assessment Task 3: Tutorial Participation Goal: Product: Format: This on-going task aims to ensure your engagement with the learning material and for you to receive formative feedback from the beginning of the course. Tutorial participation Tutorial attendance and participation with appropriate preparation is one of the requirements of this course. There will be a 10% assessment attached to your active participation in class discussions, particularly those facilitated by your peers. In response to one of the weekly presentations, you will be expected to present a list of key discussion points in a roster negotiated with your tutor. The discussants role will be to formulate some comments and questions related to the PowerPoint presentation and facilitated discussion of the weekly presenters. A schedule of discussants will be kept for the tutorials. To assist in taking notes from your readings a list of weekly Study Questions have been provided in the Course Schedule. These can also be used as a template for the sorts of questions that discussants might wish to raise in class but should not limit students from raising their own questions about the readings. Criteria The assessment criterion is a demonstrated ability to communicate, raise questions about, and critically apply social theory in relation to current social issues. Generic skill assessed Skill assessment level Collaboration Developing Communication Developing 5.3 Additional assessment requirements REFERENCING You must reference your sources of information and include a list of references. Neglecting to reference your sources constitutes plagiarism, which is a form of fraud. For a definition of plagiarism refer to The referencing system that is required for all written work in this course is the Harvard system, which must include the authors surname(s), year of publication and the precise page number of the source in all in-text referencing. Page numbers are shown even when paraphrasing. Failure to do this could result in your essay being returned without a grade. If you are in any doubt as to how to reference something in the Harvard system please consult Referencing: A Student s Guide to the Harvard Style Fifth Edition issued by Academic Skills, Student Life and Learning, USC at:

8 Page _3/orgs/Academic_Skills/Harvard%20Guide%20%206th%20edn.pdf This is based on the Style Manual for Authors, Editors and Printers 6 th ed., published by the Australian Government Publishing Service. It is not appropriate to reference lectures because they do not constitute a peer-reviewed source. If you wish to reference material cited in lectures ask your lecturer for the source of their material. Presentation and submission of assignments Assignments must be submitted on paper. Work should be 12 point and double-spaced, with a broad margin (approximately 4 cm) on one side to allow space for comments. It should be stapled in the top left-hand corner. It must have an assignment cover sheet attached and should not be bound or enclosed in a folder of any sort. Assignments must be deposited in the assignment box in Building D, by the due date. It is your responsibility to keep a copy of your assignments, in case they are mislaid. Keep your marked assignments Marked assignments may need to be recalled for review at the end of semester. Please keep your marked assignments until such time as you receive your formal grade for the course. SafeAssign In order to minimise incidents of plagiarism and collusion, this course may require that some of its assessment tasks are submitted electronically via SafeAssign. This software allows for text comparisons to be made between your submitted assessment item and all other work that SafeAssign has access to. If required, details of how to submit via SafeAssign will be provided on the Blackboard site of the course. Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: a) The final mark is in the percentage range 47% to 49.4% b) The course is graded using the Standard Grading scale c) You have not failed an assessment task in the course due to academic misconduct 5.4 Submission penalties Late submission of assessment tasks will be penalised at the following maximum rate: 5% (of the assessment task s identified value) per day for the first two days from the date identified as the due date for the assessment task. 10% (of the assessment task s identified value) for the third day 20% (of the assessment task s identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome. 6. How is the course offered? 6.1 Directed study hours On campus Lecture: 2 hours per week On campus Tutorial: 1 hour per week

9 Page Teaching semester/session(s) offered Semester Course activities Teaching What key concepts/content will I Week / learn? Module 1 Why Social Theory? Introduction to the Course. Study Questions: How far back, and to which people, does Robb trace the origins of Western social theory? Why does Lemert say that social theory is a basic survival skill for modern life? What does Lemert say is the main difference between lay and professional social theory? In what ways might one s position, identity and experience in society shape the sort of social theory one produces or uses? According to Seidman what are the three conflicting tendencies or visions in modern social theory? Which of these visions is dominant in contemporary sociology and what problems does Seidman see associated with this imbalance? What activities will I engage in to learn the concepts/content? Directed Study Independent Study Activities Activities Lecture No Tutorial this Lemert, Charles (ed.) Week Social Theory: The Multicultural, Global, and Classic Readings 5 th edn. Westview, Boulder, C.O. Introduction, pp Seidman S Contested Publishers, Chichester. Introduction. Recommended Reading: Baird, F. and Kauffman, W Philosophic Classics: From Plato to Derrida, 3 rd edn. Prentice Hall, New York. pp. 3-6 and Socrates Apology. Tucker, K.H Classical Social Theory: A Contemporary Approach. Blackwell, Oxford. Introduction pp How might social theory help us to understand the nature of economic inequality in Australian society? What sort of questions would a social theorist ask about social inequality in Australia? 2 The Emergence of Modern Social Theory and an Overview of Some Major Theoretical Dilemmas Study Questions: What are the three revolutions that Turner et al. identify as giving rise to modern society and sociological theory? How does this compare with the accounts given in Ritzer and Seidman of the same period? What Lecture, tutorial Seidman S Contested Publishers, Chichester, pp Turner. J., Beeghley. L. and Powers. C The Emergence of Sociological Theory. 3 rd edn. Wadsworth, Belmont. pp. I-12.

10 Page 10 changed as a result of these revolutions? What do the Enlightenment and the Enlightenment paradigm of social science mean? What does this paradigm exclude from social theory? What is meant by the term positivism? What do you think of the Enlightenment belief that the expansion of reason (more scientific knowledge of all things) will lead to an expansion of human freedom? Think of some example that might support or challenge this belief. What is a theoretical perspective? What might be the advantages of having a variety of theoretical perspectives in understanding society? What might the disadvantages of a multiplicity of social theoretical perspectives be? How do you understand the differences between pre-modern, modern and post-modern theories of society? 3 Understanding Marx Study Questions: What is the main difference between Hegel s approach to social change and Marx s approach to social change? What is the role of forces and relations of production in Marx s theory of social change? In Marx s view what is the source of wealth and how did the rich come to be rich under capitalism s What is alienation? How is it linked to the division of labour? Lecture, tutorial Van Krieken, R., et al., Sociology: Themes and Perspectives. Longman, Frenchs Forest. Ch. 16. Sociological Theory. pp Recommended Reading: Lengermann, P. M and Niebrugge-Brantley, J Present at the Creation: Women in the History of Sociology in The Women Founders: Sociology and Social Theory, , A Text with Readings. McGraw-Hill Higher Education, New York, Ch. 1. Or Lengermann, P. M and J. Niebrugge-Brantley, Early Women Sociologists and Classical Sociological Theory: , in Ritzer. G. and D. Goodman. Classical Sociological Theory, 4 th edn. McGraw Hill, Boston, pp Ritzer, G., Theory, 6 th edn. McGraw Hill International, New York, Ch. 1. Sociological Tucker, K.H Classical Social Theory: A Contemporary Approach. Wiley-Blackwell, Oxford, pp Cuff, E. C., Sharrock, W. W. and Francis, D. W Perspectives in Sociology. 5th edn. Routledge, London. pp Seidman S Contested Publishers, Chichester. pp Marx, Karl Capital: A Critique of Political Economy Vol. 1. Penguin/ New Left Review, Harmondsworth. Ch.10

11 Page 11 How does Marx relate class, power and the state in (1) feudalism and (2) the capitalism of his day What is ideology? How can Marx make the claim that it distorts reality? The Working Day, pp OR Engels, F The Wages System (3 rd Reprint edn.) Pathfinder Press, USA. 4 Good Friday Public Holiday 25 th March How does Marx employ his basesuperstructure analogy in social analysis? Can you identify problems with this? Understanding Durkheim Study Questions: How does Durkheim distinguish a social fact? How does Durkheim define the domain of sociology? What are the differences between mechanical and organic forms of social solidarity? How do societies change from being based on mechanical solidarity to organic solidarity? Is this a useful model for understanding social change? How does Durkheim see the role of the division of labour in society? What are his predictions concerning Lecture, tutorial Recommended Readings: Hughes, J. A., Martin, P. J. and Sharrock, W. W Understanding Classical Sociology: Marx, Weber, Durkheim, 2 nd edn. Sage, London. Ch. 2. Giddens A., Capitalism and Modern Social Theory, Cambridge University Press, Cambridge, Part I. Tucker, K. H Classical Social Theory: A Contemporary Approach. Blackwell, Oxford, Ch. 3 Marx: Modernity and Capitalism. Walsh, J. and A., Zacariah- Walsh, Working Longer, Living Less: Understanding Marx Through Workplace Today, In Kivisto, P. Illuminating Social Life: Classical and Contemporary Theory Revisited, 2 nd edn. Pine Forge, Thousand Oaks, pp Cuff, E. C., Sharrock, W. W. and Francis, D. W Perspectives in Sociology. 5 th edn. Routledge, London. pp Seidman, S Contested Publishers, Chichester. pp Durkheim, E., The Anomie of Modern Life extract 18 in Wrong, D. & Gracey, L. Readings in Introductory Sociology.

12 Page 12 its future developments? How does this differ from Marx s view? Why does Durkheim see society as the only possible regulator of human passions? In Organic society Durkheim doesn t see such regulation as repressive; what do you think of this? What led Durkheim to believe that suicide was strongly influenced by social factors? What questions would Durkheim s approach raise in dealing with Australia s youth suicide problem today? What distinguishes the sacred from the profane according to Durkheim? Can you think of some public rituals in contemporary Australia that highlights this distinction? Mid Semester Break 5 Understanding Weber Study Questions: Lecture, tutorial Tutorial questions for this week will be those listed on page 60 of Cuff, Sharrock and Francis (4 th edition) 3 rd edn. Macmillan, London. (These extracts are from Durkheim s famous study Suicide). Recommended Readings: Hughes, J. A., Martin, P. J. and Sharrock, W. W Understanding Classical Sociology: Marx, Weber, Durkheim, 2 nd edn. Sage, London. Ch. 4. Giddens, A., 1971 Capitalism and Modern Social Theory, Cambridge University Press, Cambridge, Part 2. Prowse, M The Essential Durkheim in The Australian Financial Review March 24. Tucker, K. H Classical Social Theory: A Contemporary Approach. Blackwell, Oxford, Ch. 4. Durkheim: Modernity and Social Solidarity Cuff, E. C., Sharrock, W. W. and Francis, D. W Perspectives in Sociology. 5 th edn. Routledge, London. pp Seidman S Contested Publishers, Chichester. pp Weber, M Protestantism and the Rise of Modern Capitalism, extract 15, and Formal Characteristics of Bureaucracy, extract 30, in Wrong & Gracey, Readings in Introductory Sociology. 3 rd edn. Macmillan, London. Recommended Reading: Hughes, J. A., Martin, P. J. and Sharrock, W. W Understanding Classical Sociology: Marx, Weber,

13 Page 13 6 Understanding Functionalism and Systems Theory Study Questions: What do the terms function, structure, integration, equilibrium, internalisation and system mean in functionalist theory? What is Hobbes problem of order and how does Parsons propose to resolve it? Parsons takes over the concept of meaningful social action from Weber and proceeds to treat it as a system. Would Weber have approved of this theoretical manoeuvre? Do you find it helpful or is it misleading to treat social action as a functional system when trying to understand some aspect of social life? According to Parsons, what are the four functional imperatives (the AGIL system) that have to be met in any and every social situation? How does Parsons understand power and how does this differ from Marx or Weber s understanding of power? Lecture, tutorial Durkheim, 2 nd edn. Sage, London. Ch. 3. Giddens, A Capitalism and Modern Social Theory. Cambridge University Press, Cambridge, Part 3. Ritzer, G The Weberian Theory of Rationalization and the McDonaldization of Contemporary Society. In Kivisto, P. Illuminating Social Life: Classical and Contemporary Theory Revisited, 2 nd edn. Pine Forge, Thousand Oaks, pp Tucker, K. H Classical Social Theory: A Contemporary Approach. Blackwell, Oxford, Ch. 5. Weber: Modernity and Rationalisation. Cuff, E. C., Sharrock, W. W. & Francis, D. W Perspectives in Sociology. 5 th edn. Routledge, London. pp Seidman, S Contested Publishers, Chichester. pp Anderson, Heine & Kaspersen (eds) Classical and Modern Social Theory. Blackwell, Oxford. Ch. 16. Recommended Reading: Luhmann, N The Concept of Society In Elliot, Anthony, (ed) The Blackwell Reader in Contemporary Social Theory. Blackwell, Oxford, pp

14 Page 14 How does Parsons systems theory deal with the issues of conflict and change? Is his theory adequate for explaining the capacity of human beings to do something totally new in history? (eg: the invention of the first wheel or the founding of a new religion?) Does Dahrendorfs coercion theory represent an alternative to or an extension of functionalism? 7 Understanding Interpretivism Study Questions: What do you think of Gadamer s claim that the purpose of interpretation is not to understand what a social event meant in itself to its participants but rather in the course of dialogue to see what sense we can make of it for ourselves? How does Schutz s concept of the natural attitude shape his view of the relationship between science and common sense? What do you think of Winch s argument that the idea of a science of society is misconceived? Discuss his main points and whether or not you agree with them. Does symbolic interactionism provide a viable alternative to positivist approaches? Discuss the strengths and weaknesses of symbolic interactionism. What is Mead s understanding of the self? Why is it regarded as relevant to social theory? Lecture, tutorial Anderson, Heine and Kaspersen. (eds) 2000 Classical and Modern Social Theory. Blackwell, Oxford. Ch. 15 and 16. Wright Mills, C The Sociological Imagination. Oxford University Press, Oxford, Ch. 2. Grand Theory. Colomy, P. & Greiner, L Criminalizing Transgressing Youth: A Neofunctionalist Analysis of Institution Building. In Kivisto, P. Illuminating Social Life: Classical and Contemporary Theory Revisited, 2 nd edn. Pine Forge, Thousand Oaks, pp Cuff, E. C., Sharrock, W. W. & Francis, D. W Perspectives in Sociology. 5 th edn. Routledge, London. pp Crotty, M The Foundations of Social Research: Meaning and Perspective in the Research Process. Allen & Unwin Ch. 5, especially and (Don t worry about the section on Heidegger as yet.) Seidman S Contested Publishers, Chichester. pp Recommended Reading: Cuff, E. C., Sharrock, W. W. & Francis, D. W Perspectives in Sociology. 5 th edn. Routledge, London. pp Bauman, Z., The Challenge of Hermeneutics. In The Bauman Reader. (ed.)

15 Page 15 8 Anzac Day Public Holiday 25 th April If the human world is socially constructed by human beings as Berger and Luckmann assert, how is it possible that we can come to be dominated by social constructions in the form of institutions? What is labelling theory? How does it differ from Durkheims explanation of deviance? Understanding Critical Theory (From Lukács to Habermas) Study Questions: Tutorial questions for this week will be those listed on pages of Cuff, Sharrock and Francis, 4 th edn. and also the following: Marx s referred to his utopia or site of human emancipation as socialism. What is the site for human emancipation in the writings of Habermas? Do you think his utopia is desirable? Do you think it is possible to realise this utopia? Lecture, tutorial. Beilharz, P. Blackwell, Oxford. pp Crotty, M The Foundations of Social Research: Meaning and Perspective in the Research Process. Allen and Unwin. Ch. 4. Giddens A., New Rules of the Sociological Method: A Positive Critique of the Interpretative Sociologies. Hutchinson, London, Ch. 1. pp Jones, P Introducing Social Theory. Polity Press. Cambridge. pp Pelz, W Thumbnail Sketches of Pleas for a Wider Understanding of Understanding. LaTrobe Sociology Papers, Bundoora. Cuff, E. C., Sharrock, W. W. and Francis, D. W Perspectives in Sociology. 5 th edn. Routledge, London. pp Ch. 8 and pp in Ch. 13. Seidman S Contested Publishers, Chichester, pp Recommended Reading: Ashe. F., Finlayson. A., Lloyd. M., MacKenzie. I., Martin. J., and O Neill, S., Contemporary Social and Political Theory: An Introduction. Open University Press, Buckingham. pp Bauman, Z., Critical Theory. In The Bauman Reader (ed) Beilharz, P. Blackwell, Oxford. pp Dandaneau, S., Critical Theory, Legitimation Crisis and the Deindustrialization of Flint, Michigan. In Kivisto, P.

16 Page 16 9 Labour Day Public Holiday 2 nd May Understanding Structuralism and Post-Structuralism Study Questions: What is meant by the notion of social structure in structuralism and how does it differ from the concept of social structure in structuralfunctionalism? How did the ideas of Saussure and Freud contribute to structuralism? Compare Levi-Strauss s analysis of binary oppositions with Hegel and Marx s idea of the dialectic. What is realism and how does Barthes bring into question its claim to simply re-present how things really are in the world? Critically evaluate the claim that we are all prisoners of language? What does Althusser mean when he argues that the individual is an ideological construct determined by the ensemble of social relations? What other theorists hold similar views? How does this compare to the idea of de-centering the subject? What did Derrida mean by the phrase there is nothing outside the text? What are its implications for social theory? What is deconstruction? Is it a method of research? What, if any, is its relationship to critical theory? Lecture, tutorial. Illuminating Social Life: Classical and Contemporary Theory Revisited, 2 nd edn. Pine Forge, Thousand Oaks, pp Giddens, A., Habermas Social and Political Theory. in Profiles and Critiques in Social Theory. Macmillan. London. pp Cuff, E. C., Sharrock, W. W. and Francis, D. W Perspectives in Sociology. 5 th edn. Routledge, London. pp Ch. 9 and pp Ch. 10 and Ch. 12. Seidman S Contested Publishers, Chichester. pp Recommended Reading: Cuff, E. C., Sharrock, W. W. & Francis, D. W Perspectives in Sociology. 5 th edn. Routledge, London. pp Derrida, J The Decentering Event in Social Thought. In Lemert, Charles (ed.) Social Theory: The Multicultural and Classic Readings Westview, Boulder, CO. Introduction, pp Baird, F. and Kauffman, W Philosophic Classics: From Plato to Derrida, 3 rd edn. Prentice Hall, New York. Jacques Derrida pp What does Lyotard mean by the demise of grand narratives? Does his

17 Page 17 own theoretical work represent or disguise a grand narrative? 10 Understanding Foucault Study Questions: Tutorial questions for this week will be those listed on page 279 of Cuff, Sharrock and Francis, 4 th edn. 11 Understanding Theories of Identity and Difference: Feminism Study Questions: What is meant by patriarchy, the sexual division of labour, phallocentrism and essentialism? What is meant by the sex-gender distinction? How has it been employed in feminist theory and Lecture, tutorial. Lecture, film, tutorial Cuff, E. C., Sharrock, W. W. & Francis, D. W Perspectives in Sociology. 5 th edn. Routledge, London. pp and then Ch. 11. Seidman S Contested Publishers, Chichester. pp Foucault, M The Means of Correct Training. In Elliot, Anthony. (ed) The Blackwell Reader in Contemporary Social Theory. Blackwell, Oxford. pp Foucault, M Power as Knowledge In Lemert, Charles (ed.) Social Theory: The Multicultural and Classic Readings Westview, Boulder, CO. Introduction, pp Recommended Reading: McHoul, A. & Grace, W A Foucault Primer: Discourse, Power and the Subject. Melbourne University Press, Carlton. Ch. 3. Smart, B Michel Foucault. (Key Sociologists Series) Routledge, London. Ch. 3. Cuff, E. C., Sharrock, W. W. & Francis, D. W Perspectives in Sociology. 5 th edn. Routledge, London Seidman S Contested

18 Page 18 what are the pros and cons of using such a distinction for feminism? What do you make of MacKinnons statement that Sexuality is to feminism what work is to Marxism: that which is most one s own, yet most taken away? Do you agree? Is it possible to imagine female sexuality independently of the male gaze or does this not lead to further essentialism? What are the differences between feminist theories of inequality, oppression and difference? Use examples from each cluster of theories to illustrate your answer. What are the most important similarities and differences between Anglo-American feminist theory and French feminist theory? What is meant by Third-Wave feminism? What does it differ from the First and Second Waves? Can you see any important parallels between feminist social theory and the approaches of interpretivism, critical theory and post structualism? If so, what are they? Publishers, Chichester. pp and Lengermann, P. and Niebrugge- Brantley, J Contemporary Feminist Theory in Ritzer, G. Sociological Theory. 5 th edn. McGraw Hill, New York. pp Recommended Reading: De Beauvoir, S., Introduction to The Second Sex. In Nicholson. L The Second Wave: A Reader in Feminist Theory. Routledge. London. pp Felski, R, American and British Feminisms. In Beilharz, P (ed.) Social Theory: A Guide to Central Thinkers. Allen & Unwin. Sydney. pp Elliot, A Feminism and Post-feminist Theory. Ch. 7 in Contemporary Social Theory: An Introduction. Routledge. London. Jones, P Feminist Theories Ch. 5 in Introducing Social Theory. Polity. Cambridge. Lattas, J French Feminisms. In Beilharz, P. (ed.) Social Theory: A Guide to Central Thinkers. Allen & Unwin. Sydney. pp Tucker, Kenneth H Classical Social Theory: A Contemporary Approach. Blackwell, Oxford, Ch. 8. Du Bois and Perkins Gilman: Race, Gender and Cultural Identity. Film Viewing: DeBeauvoir s Daughters (in class)

19 Page Understanding Heidegger Study Questions: What does Heidegger say about the nature of modern society and technology? What problems does he see with it? How does he suggest we can begin to think otherwise? What does Heidegger mean by Poeisis? Why does he say that where there is correctness the truth withdraws? What kind of a distinction is he making here? Is it possible to appreciate a truth about something or someone without doing some violence to the subject of one s understanding? In his essay, Building, Dwelling, Thinking what does Heidegger mean by the Four-fold? What does he mean by dwelling? What do you think is meant by dwelling? Is this sort of questioning of any value for social theory? 13 Reconfiguring Social Theory: Beyond the Enlightenment Paradigm? Study Questions: What does Seidman mean when he refers to post-enlightenment Lecture, tutorial Lecture, tutorial Heidegger, M The Question Concerning Technology in The Question Concerning Technology and Other Essays. Trans. William Lovitt, Harper & Row, New York. (See also the University of Hawaii Reading Guide to this important but difficult essay) n/demo/heidegger/) Heidegger, M Building, Dwelling, Thinking in Martin Heidegger: Basic Writings. Harper and Row, New York. (See adings/heidegger.html) Polt, R., Martin Heidegger in Elliot, A. & Turner, B (eds.) Profiles in Contemporary Social Theory. Sage, London. Recommended Reading: Haim, G Dwelling Poetically: Educational Challenges in Heidegger s Thinking About Poetry. Rodopi, Georgia. Ch. 1. Pattison, G The Routledge Philosophy Guidebook to the Later Heidegger, Routledge, London, Ch. 3. Technology. Young, J Heidegger s Later Philosophy, Cambridge University Press, Cambridge, (particularly Chs. 2, 3, 4 & 7) Zimmerman, M "Towards a Heideggerian Ethos for Radical Environmentalism" in Environmental Ethics, No. 5. pp Ablett, P Cornelius Castoriadis entry in Ritzer, G. Blackwell Encyclopedia of Sociology, Blackwell Publisher. Oxford

20 Page 20 paradigms of social knowledge? What are the characteristics of such knowledge? How do Castoriadis, Smith and Baumann seek to go beyond the Enlightenment model of social theory? What is post-colonialism? How does post-colonial theorising differ from previous critiques of Western colonialism and imperialism? What is meant by the term hybridity? What is rationalism? What is determinism? What does Castoriadis say is impossible within a strictly deterministic universe of cause and effect and yet we seem to experience it? How is society brought into being and sustained according to Castoriadis? What is his conception of human autonomy? Why does Bauman characterise the condition of postmodernity as living with ambivalence? What do you think of Bauman s argument that the Nazi Holocaust was the result of Western rationality and not its negation? Please note that the course activities may be subject to variation. Joas, H Review Essay: Institutionalization as a Creative Process: The Sociological Importance of Cornelius Castoriadis Political Philosophy. American Journal of Sociology. Vol. 94 (5), Mar.: Seidman, S Contested Publishers, Chichester. pp Recommended Reading: Clough, P On The Brink of Deconstructing Sociology: Critical Reading of Dorothy Smiths Standpoint Epistemology, In Sociological Quarterly 34 (Spring 1993). Honneth, A Rescuing the Revolution with an Ontology: Cornelius Castoriadis s Theory of Society, Thesis Eleven. Number 14. Sage. Kalvyas, A The Politics of Autonomy and The Challenge of Deliberation: Castoriadis Contra Habermas Thesis Eleven, Number 64, Feb. Sage, London. Smith, Dennis Modernity, Postmodernity and the New Middle Ages, The Sociological Review

21 Page What resources do I need to undertake this course? 7.1 Prescribed text(s) Please note that you need to have regular access to the resource(s) listed below: Author Year Title Publisher Cuff, E. C., Sharrock, W.W. 2006, & Francis, D.W 5 th edn. Seidman, S th edn. Perspectives in Sociology Contested Today Companion Website: 05&bcsId=7619 Routledge, London Wiley- Blackwell, Chichester It is an expectation of the course that students read all of the Required Readings listed for each week in preparation for the lectures and tutorial participation. By the end of the Course, you should have read most of the content of the Prescribed Texts if you have done the Required Reading for each week. COURSE READER The Book of Readings are available for purchase from Mail and Print Services, located in the Resources Building, Ground Floor, E Street. The book contains additional readings listed for the first five weeks of the semester. The idea of the Reader is to relieve demand on the Library s resources and ensure that students have ready access to all of the Required Reading while preparing for the first piece of assessment (PowerPoint Presentation of Social Issue Analysis). It will also save you time that would otherwise be spent on photocopying the articles contained in the Reader. 7.2 Required and recommended readings Lists of required and recommended readings may be found for this course on its Blackboard site. These materials/readings will assist you in preparing for tutorials and assignments, and will provide further information regarding particular aspects of your course. 7.3 Specific requirements Nil 7.4 Risk management There is minimal health and safety risk in this course. It is your responsibility to familiarise yourself with the Health and Safety policies and procedures applicable within campus areas. 8. How can I obtain help with my studies? In the first instance you should contact your tutor, then the Course Coordinator. Student Life and Learning provides additional assistance to all students through Peer Advisors and Academic Skills Advisors. You can drop in or book an appointment. To book: Tel: or StudentLifeandLearning@usc.edu.au 9. Links to relevant University policies and procedures For more information on Academic Learning & Teaching categories including: Assessment: Courses and Coursework Programs Review of Assessment and Final Grades Supplementary Assessment Administration of Central Examinations

22 Page 22 Deferred Examinations Student Academic Misconduct Students with a Disability Faculty specific information LOCATING JOURNAL ARTICLES If you have been notified that the journal articles in this course are available on e-reserve, use the on-line library catalogue to find them. For journal articles not on e-reserve, click on the "Journals and Newspapers" link on the Library Homepage. Enter the journal title e.g. History Australia, then search for the volume and issue or keyword as needed. ASSIGNMENT COVER SHEETS The Faculty of Arts and Business assignment cover sheet can be found on Blackboard or on the USC Portal at: Faculty of Arts and Business (Students) > Forms. It must be completed in full identifying student name, assignment topic, tutor and tutorial time. This must be attached securely to the front of each assessment item prior to submission. Claims of loss of assignments will not be considered unless supported by a receipt. HELP: If you are experiencing problems with your studies or academic work, consult your tutor in the first instance or the Course Coordinator as quickly as possible. DIFFICULTIES: If you are experiencing difficulties relating to teaching and assessment you should approach your tutor in the first instance. If not satisfied after that you should approach in order your Course Coordinator, Program Coordinator then Head of School. General enquiries Student Central - Building C Tel: Fax: Studentcentral@usc.edu.au