Course Outline 2018

Course Outline

Code: SCS230 Title: Understanding Society: An Introduction to Social Theory

Faculty of Arts, Business and Law School of Social Sciences Teaching Session: Semester 1 Year: 2018 Course Coordinator: Dr Phillip Ablett Room No: D1.33 Phone No: (07)5459 4602 Email: 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. Unit value 12 Units 3. How does this course contribute to my learning? Specific Learning Outcomes On successful completion of this course you should be able to:

Assessment Tasks You will be assessed on the learning outcome in task/s:

Graduate Qualities

Completing these tasks successfully will contribute to you becoming:

Identify, evaluate and use the major social theories (classical and contemporary) employed in understanding society.

1,2 and 3 Knowledgeable.

Employ social theory to make sense of substantive social problems, and evaluate the appropriateness of particular theories for understanding a given social issue.

1,2 and 3 Empowered. Creative and critical thinkers.

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.

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, co-requisites and anti-requisites” 4.1 Enrolment restrictions Nil 4.2 Pre-requisites Any 2 courses or enrolled in AR605, AR505, AR707 or AR708 4.3 Co-requisites Nil 4.4 Anti-requisites Nil 4.5 Specific assumed prior knowledge and skills Nil 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 No.

Assessment Tasks Individual or Group

Weighting %

What is the duration /

length?

When should I submit?

Where should I

submit it? 1 Presentation of Analysis

of Social Issues in the Media and Facilitated Discussion

Group 40% 15 Minutes Friday Weeks 5-8

In Class

2 Major Essay Individual 50% 2500-3000 Words

Friday Week 13

Blackboard

3 Tutorial Participation Individual 10% N/A Each Week In Tutorial 100%

Assessment Task 1: Presentation of Analysis of Social Issues in the Media and Facilitated Discussion.

Goal: 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

Product: 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 hard-copy needs to clearly identify each presenter’s contribution to the finished product.

Format: 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. 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.) 2000. 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. 2012. Illuminating Social Life: Classical and Contemporary Theory Revisited, 6th edn., Pine Forge, Thousand Oaks. Please avoid quoting directly from the sociological dictionary, as this is a thinking exercise requiring research.

Criteria: • 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 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: 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

Product: A Major Essay Format: 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 21st 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 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. 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: 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.

Product: Tutorial participation Format: 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 http://www.usc.edu.au/explore/policies-and-procedures/student-academic-misconduct-academic-policy 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. This is based on the Style Manual for Authors, Editors and Printers 6th 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. Plagiarism In order to minimise incidents of plagiarism and collusion, this course may require that some of its assessment tasks, when submitted to Blackboard, are electronically checked through SafeAssign. This software allows for text comparisons to be made between your submitted assessment item and all other work that SafeAssign has access to. 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 Lecture: 2 Hours per week Tutorial: 1 Hour per week 6.2 Teaching semester/session(s) offered Semester 1 – Sippy Downs 6.3 Course activities

Teaching Week / Module

What key concepts/content will I learn?

What activities will I engage in to learn the concepts/content?

Directed Study Activities

Independent Study Activities

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

Lecture No Tutorial This Week

Required Reading: Lemert, Charles (ed.) 2013. Social Theory: The Multicultural, Global, and Classic Readings 5th edn. Westview, Boulder, C.O. “Introduction,” pp. 1-19 Seidman S. 2017. Contested Knowledge: Social Theory Today, 6th edn. Wiley-Blackwell Publishers, Chichester. Introduction. Recommended Reading: Baird, F. and Kauffman, W. 1999. Philosophic Classics: From Plato to Derrida, 3rd edn. Prentice Hall, New York. pp. 3-6 and 21-38 “Socrates Apology”. Tucker, K.H. 2002. Classical Social Theory: A Contemporary

problems does Seidman see associated with this imbalance? 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?

Approach. Blackwell, Oxford. “Introduction” pp. 1-14.

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 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?

Lecture & Tutorial

Required Reading: Seidman S. 2017. Contested Knowledge: Social Theory Today, 6th edn. Wiley-Blackwell Publishers, Chichester, pp.1-15. Turner. J., Beeghley. L. and Powers. C. 1995. The Emergence of Sociological Theory. 3rd edn. Wadsworth, Belmont. pp. I-12. Van Krieken, R., et al., 2006. Sociology: Themes and Perspectives. Longman, Frenchs Forest. Ch. 16. “Sociological Theory.” pp. 633- 680. Recommended Reading: Lengermann, P. M and Niebrugge-Brantley, J. 1997. “Present at the Creation: Women in the History of Sociology” in The Women Founders: Sociology and Social Theory, 1830-1930, A Text with Readings. McGraw-Hill Higher Education, New York, Ch. 1. Or Lengermann, P. M and J. Niebrugge-Brantley, 2004. “Early Women Sociologists and Classical Sociological Theory: 1802-1930”, in Ritzer. G. and D. Goodman. Classical Sociological Theory, 4th edn. McGraw Hill, Boston, pp. 271-303. Available via Library Reserve. Ritzer, G. 2004. 'A Historical Sketch of Sociological Theory' in Classical Sociological Theory, Fourth Edition, McGraw-Hill, Boston, pp. 3-39.Tucker, K.H.

2002. Classical Social Theory: A Contemporary Approach. Wiley-Blackwell, Oxford, pp. 17-36.

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? 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? How does Marx employ his base-superstructure analogy in social analysis? Can you identify problems with this?

Lecture & Tutorial

Required Reading: Cuff, E. C., Dennis, A., Francis, D.W & Sharrock, W.W. 2017. Perspectives in Sociology. 6th edn. Routledge, London. pp. 16-29. Seidman S. 2017. Contested Knowledge: Social Theory Today, 6th edn. Wiley-Blackwell Publishers, Chichester. pp. 22-35. Marx, Karl. 1976. Capital: A Critique of Political Economy Vol. 1. Penguin/ New Left Review, Harmondsworth. Ch.10 “The Working Day”, pp. 340-416. OR Engels, F. 2000. The Wages System (3rd Reprint edn.) Pathfinder Press, USA. Recommended Readings: Hughes, J. A., Martin, P. J. and Sharrock, W. W. 2003. Understanding Classical Sociology: Marx, Weber, Durkheim, 2nd edn. Sage, London. Ch. 2. Giddens A., 1971. Capitalism and Modern Social Theory, Cambridge University Press, Cambridge, Part I. Tucker, K. H. 2002. Classical Social Theory: A Contemporary Approach. Blackwell, Oxford, Ch. 3 “Marx: Modernity and Capitalism”. Walsh, J. and A., Zacariah-Walsh, 2001. “Working Longer, Living Less: Understanding Marx Through Workplace Today”, In Kivisto, P. Illuminating Social Life: Classical and Contemporary Theory Revisited, 2nd edn. Pine Forge, Thousand Oaks,

pp. 7-41. 4 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 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?

Lecture & Tutorial

Required Reading: Cuff, E. C., Dennis, A., Francis, D.W & Sharrock, W.W. 2017. Perspectives in Sociology. 6th edn. Routledge, London. pp 58-79. Seidman, S. 2013. Contested Knowledge: Social Theory Today, 5th edn. Wiley-Blackwell Publishers, Chichester. pp. 36-47. Durkheim, E., 1977. “The Anomie of Modern Life” extract 18 in Wrong, D. & Gracey, L. Readings in Introductory Sociology. 3rd edn. Macmillan, London. (These extracts are from Durkheim’s famous study Suicide). Recommended Readings: Hughes, J. A., Martin, P. J. and Sharrock, W. W. 2003. Understanding Classical Sociology: Marx, Weber, Durkheim, 2nd edn. Sage, London. Ch. 4. Giddens, A., 1971 Capitalism and Modern Social Theory, Cambridge University Press, Cambridge, Part 2. Prowse, M. 2005. “The Essential Durkheim” in The Australian Financial Review March 24. Available from http://ezproxy.usc.edu.au:2048/login?url=https://global.factiva.com/redir/default.aspx?P=sa&an=PROMAG0020080122e11k00064&cat=a&ep=ASE Tucker, K. H. 2002. Classical Social Theory: A Contemporary Approach. Blackwell, Oxford, Ch. 4. “Durkheim: Modernity and Social Solidarity”

5 Good Friday

Public Holiday

30th March

Understanding Weber Study Questions: Tutorial questions for this week will be those listed on page 60 of Cuff, Sharrock and Francis (4th edition)

Lecture & Tutorial

Required Reading: Cuff, E. C., Dennis, A., Francis, D.W & Sharrock, W.W. 2017. Perspectives in Sociology. 6th

edn. Routledge, London. pp. 35-57. Seidman S. 2017. Contested Knowledge: Social Theory Today, 6th edn. Wiley-Blackwell Publishers, Chichester. pp. 48-60. Weber, M. 1977. “Protestantism and the Rise of Modern Capitalism,” extract 15, and “Formal Characteristics of Bureaucracy”, extract 30, in Wrong & Gracey, Readings in Introductory Sociology. 3rd edn. Macmillan, London. Recommended Reading: Hughes, J. A., Martin, P. J. and Sharrock, W. W. 2003. Understanding Classical Sociology: Marx, Weber, Durkheim, 2nd edn. Sage, London. Ch. 3. Giddens, A. 1971 Capitalism and Modern Social Theory. Cambridge University Press, Cambridge, Part 3. Ritzer, G. 2001. “The Weberian Theory of Rationalization and the McDonaldization of Contemporary Society.” In Kivisto, P. Illuminating Social Life: Classical and Contemporary Theory Revisited, 2nd edn. Pine Forge, Thousand Oaks, pp. 47-68. Available from http://atgstg01.pineforge.com/upm-data/16567_Chapter_2.pdf Tucker, K. H. 2002. Classical Social Theory: A Contemporary Approach. Blackwell, Oxford, Ch. 5. “Weber: Modernity and Rationalisation.”

Mid Semester Break 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’

Lecture & Tutorial

Required Reading: Cuff, E. C.,Dennis, A., Francis, D.W & Sharrock, W.W. 2017. Perspectives in Sociology. 6th edn. Routledge, London. pp. 83-110.

“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? 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?

Seidman, S. 2017. Contested Knowledge: Social Theory Today, 6th edn. Wiley-Blackwell Publishers, Chichester. pp. 67-85. Anderson, Heine & Kaspersen (eds) 2000. Classical and Modern Social Theory. Blackwell, Oxford. Ch. 16. Recommended Reading: Luhmann, N. 1999. “The Concept of Society” In Elliot, Anthony, (ed) 1999. The Blackwell Reader in Contemporary Social Theory. Blackwell, Oxford, pp. 143-155. Anderson, Heine and Kaspersen. (eds) 2000 Classical and Modern Social Theory. Blackwell, Oxford. Ch. 15 and 16. Wright Mills, C. 1970. The Sociological Imagination. Oxford University Press, Oxford, Ch. 2. “Grand Theory.” Colomy, P. & Greiner, L. 2001. “Criminalizing Transgressing Youth: A Neofunctionalist Analysis of Institution Building.” In Kivisto, P. Illuminating Social Life: Classical and Contemporary Theory Revisited, 2nd edn. Pine Forge, Thousand Oaks, pp.155-190.

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?”

Lecture & Tutorial

Required Reading: Cuff, E. C.,Dennis, A., Francis, D.W & Sharrock, W.W. 2017. Perspectives in Sociology. 6th edn. Routledge, London. pp. 111-153. Crotty, M. 1998. The Foundations of Social Research: Meaning and

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? 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?

Perspective in the Research Process. Allen & Unwin Ch. 5, especially 87-95 and 100-111. (Don’t worry about the section on Heidegger 95-100 as yet.) Seidman S. 2017. Contested Knowledge: Social Theory Today, 6th edn. Wiley-Blackwell Publishers, Chichester. pp. 80-85. Recommended Reading: Cuff, E. C., Dennis, A., Francis, D.W & Sharrock, W.W. 2017. Perspectives in Sociology. 6th edn Routledge, London. pp. 153-170. Bauman, Z., 2001. “The Challenge of Hermeneutics”. In The Bauman Reader. (ed.) Beilharz, P. Blackwell, Oxford. pp. 125-138. Crotty, M. 1998. The Foundations of Social Research: Meaning and Perspective in the Research Process. Allen and Unwin. Ch. 4. Giddens A., 1976. New Rules of the Sociological Method: A Positive Critique of the Interpretative Sociologies. Hutchinson, London, Ch. 1. pp. 23-70. Jones, P. 2003. Introducing Social Theory. Polity Press. Cambridge. pp. 102-122. Pelz, W. 1975. Thumbnail Sketches of Pleas for a Wider Understanding of Understanding. LaTrobe Sociology Papers, Bundoora.

8 Anzac Day

Public Holiday

25th April

Understanding Critical Theory (From Lukács to Habermas) Study Questions: Tutorial questions for this week will be those listed on pages 200-201 of

Lecture & Tutorial

Required Reading: Cuff, E. C., Dennis, A., Francis, D.W & Sharrock, W.W. 2017. Perspectives in Sociology. 6th edn. Routledge, London. pp. 175-195 Ch. 8 and pp. 329-341 in Ch. 13.

Cuff, Sharrock and Francis, 4th 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?

Seidman S. 2017. Contested Knowledge: Social Theory Today, 6th edn. Wiley-Blackwell Publishers, Chichester, pp. 97- 131. Recommended Reading: Ashe. F., Finlayson. A., Lloyd. M., MacKenzie. I., Martin. J., and O’Neill, S., 1999. Contemporary Social and Political Theory: An Introduction. Open University Press, Buckingham. pp. 25-45 Bauman, Z., 2001. “Critical Theory”. In The Bauman Reader (ed) Beilharz, P. Blackwell, Oxford. pp. 138-172. Dandaneau, S., 2001. “Critical Theory, Legitimation Crisis and the Deindustrialization of Flint, Michigan.” In Kivisto, P. Illuminating Social Life: Classical and Contemporary Theory Revisited, 2nd edn. Pine Forge, Thousand Oaks, pp. 227-250. Giddens, A., 1982. “Habermas’ Social and Political Theory.” in Profiles and Critiques in Social Theory. Macmillan. London. pp. 82-98.

9 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 structural-functionalism? 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

Lecture & Tutorial

Required Reading: Cuff, E. C., Dennis, A., Francis, D.W & Sharrock, W.W. 2017. Perspectives in Sociology. 6th edn. Routledge, London. pp. 196-218 Ch. 9 and pp. 237-252 Ch. 10 and 276-286 Ch. 12. Seidman S. 2017. Contested Knowledge: Social Theory Today, 6th edn. Wiley-Blackwell Publishers, Chichester. pp. 159-174. Recommended Reading: Cuff, E. C., Dennis, A., Francis, D.W & Sharrock, W.W. 2017. Perspectives in Sociology. 6th

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 decentering 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? What does Lyotard mean by the demise of grand narratives? Does his own theoretical work represent or disguise a grand narrative?

edn.Routledge, London. pp. 237-256. Derrida, J. 1966. “The Decentering Event in Social Thought”. In Lemert, Charles (ed.) 1993. Social Theory: The Multicultural and Classic Readings Westview, Boulder, CO. “Introduction,” pp. 447-451. Baird, F. and Kauffman, W. 1999. Philosophic Classics: From Plato to Derrida, 3rd edn. Prentice Hall, New York. “Jacques Derrida” pp. 1175-1185.

10 Labour Day

Public Holiday Monday 7th May

Understanding Foucault Study Questions: Tutorial questions for this week will be those listed on page 279 of Cuff, Sharrock and Francis, 4th edn.

Lecture & Tutorial

Required Reading: Cuff, E. C., Dennis, A., Francis, D.W & Sharrock, W.W. 2017. Perspectives in Sociology. 6th edn. Routledge, London. pp. 231-236 and then 253-280 Ch. 11. Seidman S. 2017. Contested Knowledge: Social Theory Today, 6th edn. Wiley-Blackwell Publishers, Chichester. pp. 175-187. Foucault, M. 1977. “The Means of Correct Training”. In Elliot, Anthony. (ed) 1999. The Blackwell Reader in Contemporary Social Theory. Blackwell, Oxford. pp. 97-106. Foucault, M. 1976. “Power as Knowledge” In Lemert, Charles (ed.) 1993. Social Theory: The Multicultural and Classic Readings Westview, Boulder, CO. “Introduction,” pp.518-523.

Recommended Reading: McHoul, A. & Grace, W. 1993. A Foucault Primer: Discourse, Power and the Subject. Melbourne University Press, Carlton. Ch. 3. Smart, B. 1993. Michel Foucault. (Key Sociologists Series) Routledge, London. Ch. 3.

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 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?

Lecture & Tutorial

Required Reading: Cuff, E. C., Dennis, A., Francis, D.W & Sharrock, W.W. 2017. Perspectives in Sociology. 6th edn. Routledge, London. 367- 394. Seidman S. 2017. Contested Knowledge: Social Theory Today, 6th edn. Wiley-Blackwell Publishers, Chichester. pp. 205-225 and 239-253. Lengermann, P. and Niebrugge-Brantley, J. 2000. “Contemporary Feminist Theory” in Ritzer, G. Sociological Theory. 5th edn. McGraw Hill, New York. pp. 447-496. Recommended Reading: De Beauvoir, S., 1952. “Introduction to The Second Sex.” In Nicholson. L. 1997. The Second Wave: A Reader in Feminist Theory. Routledge. London. pp. 11-18. Felski, R, 1991. “American and British Feminisms”. In Beilharz, P (ed.) Social Theory: A Guide to Central Thinkers. Allen & Unwin. Sydney. pp. 20-29. Elliot, A. 2008. “Feminism and Post-feminist Theory.” Ch. 7 in Contemporary Social Theory:

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?

An Introduction. Routledge. London. Jones, P. 2006. “Feminist Theories” Ch. 5 in Introducing Social Theory. Polity. Cambridge. Lattas, J. 1999. “French Feminisms”. In Beilharz, P. (ed.) Social Theory: A Guide to Central Thinkers. Allen & Unwin. Sydney. pp. 99-113. Tucker, Kenneth H. 2002. 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)

12 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

Lecture & Tutorial

Required Reading: Heidegger, M. 1977. “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) http://www2.hawaii.edu/~zuern/demo/heidegger/) Polt, R., 2001. “Martin Heidegger” in Elliot, A. & Turner, B (eds.) Profiles in Contemporary Social Theory. Sage, London. Recommended Reading: Haim, G. 2000. Dwelling Poetically: Educational Challenges in Heidegger’s Thinking About Poetry. Rodopi, Georgia. Ch. 1. Pattison, G. 2000. The Routledge Philosophy Guidebook to the Later Heidegger, Routledge, London,

dwelling? Is this sort of questioning of any value for social theory?

Ch. 3. “Technology.” Young, J. 2002. Heidegger’s Later Philosophy, Cambridge University Press, Cambridge, (particularly Chs. 2, 3, 4 & 7) Zimmerman, M. 1983. "Towards a Heideggerian Ethos for Radical Environmentalism" in Environmental Ethics, No. 5. pp. 99-131.

13 Reconfiguring Social Theory: Beyond the Enlightenment Paradigm? Study Questions: What does Seidman mean when he refers to post-Enlightenment 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?

Lecture & Tutorial

Required Reading: Ablett, P. 2006. “Cornelius Castoriadis” entry in Ritzer, G. Blackwell Encyclopedia of Sociology, Blackwell Publisher. Oxford Joas, H. 1989. “Review Essay: Institutionalization as a Creative Process: The Sociological Importance of Cornelius Castoriadis’ Political Philosophy.” American Journal of Sociology. Vol. 94 (5), Mar.:1184-1199. Available from http://ezproxy.usc.edu.au:2048/login?url=http://www.jstor.org/stable/2780470 Seidman, S. 2013. Contested Knowledge: Social Theory Today, 5th edn. Wiley-Blackwell Publishers, Chichester. pp.184 - 195. Recommended Reading: Clough, P. 1993. “On The Brink of Deconstructing Sociology: Critical Reading of Dorothy Smiths Standpoint Epistemology,” In Sociological Quarterly 34 (Spring 1993). Honneth, A. 1986. “Rescuing the Revolution with an Ontology: Cornelius Castoriadis’s Theory of Society,” Thesis Eleven. Number 14. Sage. Kalvyas, A. 2001. “The Politics of Autonomy and The Challenge of Deliberation: Castoriadis

Contra Habermas” Thesis Eleven, Number 64, Feb. Sage, London. Smith, Dennis. 1992. “Modernity, Postmodernity and the New Middle Ages,” The Sociological Review 40 1992.

Please note that the course activities may be subject to variation. 7. 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.,Dennis, A., Francis, D.W & Sharrock, W.W.

2017, 6th edn.

Perspectives in Sociology Routledge, London

Seidman, S. 2017, 6th edn.

Contested Knowledge: Social Theory Today 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 is 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 in the course outline on the 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. Additional assistance is provided to all students through Peer Advisors and Academic Skills Advisors. You can drop in or book an appointment. To book: Tel: +61 7 5430 2890 or Email: studentcentral@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 • Deferred Examinations • Student Academic Misconduct • Students with a Disability

http://www.usc.edu.au/university/governance-and-executive/policies-and-procedures#academic-learning-and-teaching 10. General enquiries In person:

• Sippy Downs - Student Central, Ground Floor, Building C • USC SouthBank - Student Central, Building B, Ground floor (level 1) • USC Gympie - Student Central, 71 Cartwright Road, Gympie • USC Fraser Coast - Student Central, Building A

Tel: +61 7 5430 2890 Email: studentcentral@usc.edu.au