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A critical introduction to social inequality and institutions Lecturer: Michael Drewett SOCIOLOGY I: 2ND TERM 2017 Department of Sociology Rhodes University Introduction Welcome to this course! Having made it through the first course, you should have a good understanding of what sociology is, and some of the issues which are important to sociologists. This course builds on the material covered in the previous course, so you will be expected to apply your general understanding of sociology to the areas under scrutiny. The course covers two important and inter-related areas of sociology: social inequality and social institutions. Social inequality involves large scale inequality within society. In this course we will focus on class inequality, global inequality, sexism and racism. All these forms of inequality are manifest in and to varying degrees reproduced through social institutions which affect our daily lives. For this reason social inequality and institutions will be studied in an integral manner, whereby we look at each form of social inequality in conjunction with institutions associated with it. We also consider the interrelationship between different forms of social inequality. The institutions which will be included in this focus will be the state, the workplace, education, family and media. One aspect of the course which must be stressed is that no form of inequality or institution can be effectively studied in isolation. Society is a hugely complex and fluid entity which is in a constant state of change, at times we need to hold one or more variable constant in order to inspect a particular relationship (for example between education and racism, or between advertising, racism and sexism). We do this, however, with the knowledge that reality cannot be holistically summed-up by such practices. You will notice, during the course, that no issue is left on the shelf once we have dealt with it. Issues will keep reappearing as we move along - not only in this course, but throughout your sociology career. For example, advertising is examined as a means to promoting capitalism, but it also plays a part in ongoing sexism, racism and colonialism. The issues covered in this course are both important and relevant to our understanding of our society, and will be presented through a multi-media approach, incorporating lectures, videos, the internet and printed material. It is hoped that you will respond by interacting in lectures, providing lively debate on issues covered. How to prepare for this course A lecture structure is provided below. Each lecture has a title and accompanying reading. It is in your interests to read the relevant reading prior to each lecture so that you come to the lecture prepared and with some idea as to what the lecture will be about. It is useful to make a note of any questions you would like to have answered, and ask these at the lecture, or alternatively, to look out for answers during the lecture. After each lecture you might want to go over the reading again to clarify any remaining areas of confusion. There are also many general sociology library books relevant to the course. You are encouraged to browse the shelves and dip into books when necessary. Not only is reading prior to a lecture an important means of preparation, but it also allows you to concentrate more on what the lecturer has to say, and less on taking notes. If you read prior to the lecture you will realise that a lot of the things covered in the lectures are not new to you, so you won’t have to write everything down. Rather, you will be able to jot down important points, the structure of the lecture, examples and so on. Lectures are not to be used entirely for taking down notes. Try to participate in the lecture as much as possible - not only through asking questions, but by thinking about what is being said and jotting down areas which interest or confuse you. You can then do further reading around these sections of the work. Given that lectures are based on a wide variety of readings, no single reading is able to capture a lecture in its entirety: recommended readings do not mirror lectures. Sometimes the recommended readings will include a lot of the lecture material, other times not. On occasion additional readings will be referred to in lectures. You are advised to consult these when necessary. For the test and examination you are expected to know what has been covered in lectures but you also need to provide evidence of reading relevant sociological material. You will be rewarded for evidence of reading, especially independent reading of material not recommended in the course outline. Just make sure that the readings you consult are from a reliable sociological source such as a published book, a sociology department website or a refereed journal article. COMPULSORY READING Callinicos, L. 1985. Gold and workers. Johannesburg: Ravan Press. STRONGLY RECOMMENDED TEXT Stewart, P. and Zaaiman, J. (eds). 2014. Sociology: A South African introduction. Cape Town: Juta. A CRITICAL APPROACH TO SOCIAL INEQUALITY AND INSTITUTIONS LECTURE TOPIC READING Part One: An introduction to social institutions 1 Introduction to the course Part Two: Class inequality Introduction to class: Marx 2 and Weber 3 4 5 6 7 Power and the state The role of the state in capitalist society: Pluralist approach The role of the state in capitalist society: Marxist approach Legitimation and advertising (the promotion of capitalist social relations) Capitalism and advertising No reading Haralambos, M. and Holborn, M. 2008. Sociology: Themes and Perspectives (7th ed.) pp. 26-30. London: Collins. Haralambos, M. and Holborn, M. 2008. Sociology: Themes and Perspectives (7th ed.) pp. 521-523. London: Collins. Helliker, K. 2014. “Politics and governance” in Stewart, P. and Zaaiman, J. (eds) Sociology: A South African Introduction. pp. 349-350; 359361. Cape Town: Juta. Haralambos, M. and Holborn, M. 2008. Sociology: Themes and Perspectives (7th ed.) pp. 536-537. London: Collins. Miliband, R. 1973. The State in Capitalist Society. pp. 189-195. London: Quartet Books. Miliband, R. 1991. Divided Societies. pp. 145150. Oxford: Oxford University Press. No reading. Part Three: Global inequality 8 9 Imperialism: capitalist expansion Cultural assimilation and cultural struggle (in Africa) 10 Colonialism in South Africa 11 Capitalism and education: Functionalism and Marxism 12 13 Capitalism and education: Interactionism Capitalism, colonialism and education MacEwan, A. 1972. “Capital expansion, ideology and intervention” in Edwards, R. et. al. (ed). The Capitalist System. New Jersey: Prentice- Hall. Szymanski, A. 1979. “Capital accumulation on a world scale and the necessity of imperialism” in Quinney, R. (ed.) Capitalist Society. Illinois: Dorsey Press. Biko, S. 1988. I Write What I Like. pp. 115119.London: Penguin. Cabral, A. 1972. “Culture, colonization, and national liberation” in de Bragança, A. and Wallerstein, I. (eds.) The African Liberation Reader 1. London: Zed Press. Callinicos, L. 1985. Gold and Workers. Johannesburg: Ravan Press. Miles, R. 1987. Capitalism and Unfree labour. Chapter 6. London: Tavistock. Rugunanan, P. 2014. “Education” in Stewart, P. and Zaaiman, J. (eds) Sociology: A South African Introduction. pp. 249-250. Cape Town: Juta. Haralambos, M. and Holborn, M. 2008. Sociology: Themes and Perspectives (7th ed.) pp. 602-605. London: Collins. Carnoy, M. 1974. Education as Cultural Imperialism. pp.15-20; 69-72. New York: Longman. Part three: Sexism 14 Theoretical approaches to women’s oppression - a brief overview Rabe, M. 2014.”Gender” in Stewart, P. and Zaaiman, J. (eds) Sociology: A South African Introduction. pp. 158-163. Cape Town: Juta. 15 Women’s oppression: the family and the workplace 16 Sexism in the media Rabe, M. 2014.”Family and households” in Stewart, P. and Zaaiman, J. (eds) Sociology: A South African Introduction. pp. 227-231. Cape Town: Juta. Andersen, M. 1997. Thinking About Women (4th ed.) pp.55-61.Boston: Allyn and Bacon. Hattingh, M. 2016. I’m the Girl Who Was Raped. Chapters 2 & 3; pp.140-144; 190-191. Cape Town: Modjaji. 17 18 Social institutions and sexual violence Sexism in the media Richardson, L. 1988. The Dynamics of Sex and Gender (3rd ed.). Chapter 5. New York: Harper Collins. Part five: Racism 19 20 Introduction to race and racism Racism and colonialism 23 Racism in South Africa: the race-class debate 24 Racism and education in South Africa 25 Race and class in post1994 South Africa Greenstein, R. 2014. “Race” in Stewart, P. and Zaaiman, J. (eds) Sociology: A South African Introduction. pp. 173-180. Cape Town: Juta. Greenstein, R. 2014. “Race” in Stewart, P. and Zaaiman, J. (eds) Sociology: A South African Introduction. pp. 180-183. Cape Town: Juta. Funde, E. 1987. “Racial inequality in South Africa” in Jennett, C. And Stewart, R. (eds.) Three Worlds of Inequality. Melbourne: Macmillan. Rugunanan, P. 2014. “Education” in Stewart, P. and Zaaiman, J. (eds) Sociology: A South African Introduction. pp. 249-250; 253-265. Cape Town: Juta. Christie, P. 1991. The Right to Learn. (2nd ed.). Chapters 2, 8. Johannesburg: Ravan Press. Greenstein, R. 2014. “Race” in Stewart, P. and Zaaiman, J. (eds) Sociology: A South African Introduction. pp. 183-192. Cape Town: Juta. Assessment for this course CLASS TEST The form of assessment is a 45-minute class test which will take place on Monday the 8th May at 19h00 in the two Barratt Lecture Theatres (Students with surnames A-M in Lectures Theatre 1 and N-Z in Lecture Theatre 2). You must be seated ten minutes before the test begins (at 18h50). You will need to write one essay during this time (out of a choice of three questions). All work covered in the course up to and including Lecture Topic 13 must be included in your test preparation. Your June examination for this section will include a 45-minute essay answer in the same format as this test. This test will thus provide you with a clear indication as to how well you cope with an examination-type situation. Put a lot of effort into preparing for the test so that you can learn as much as possible from the experience. (There will also be a short-answer section in the June examination). This test will constitute 100% of the term mark. NB: June Exam. The June exam is a write-off. This means that you will be examined on the first and second term’s work in the exam and will not be examined on the same material again this year. Tutorials There will be three tutorials this term – in the weeks of the 8th May, 15th May and 22nd May. A separate tutorial handout will follow.