EDUC855.13F-10 “Sociology and Anthropology of Education”, Eugene Matusov, University of Delaware
Curricular Map1
Draft final, December 12, 2013
Notes:
Journal articles are available on the Morris Library website for e-journals http://www.lib.udel.edu/ej/
(except one article below, that is available on our class web and not available at the library).
Chapters and books are available on the class website (except ones marked with *).
Crossed out topics are ones that we have studied in the class.
1. Orientation to the class curriculum and pedagogical regime
Introduction to the course. Why are you taking this class? What do you want to learn? Sociology vs. anthropology.
History: study of primitive exotic societies by outsiders (anthropology) vs. study of modern advanced mundane
societies by insiders (sociology). Sociological vs. psychological perspectives. “Why do you take this class?”
Psychological reasons (e.g., like this subject, interested) vs. sociological reasons (modern conventional
institutionalized education is organized in form of classes). Who is in our class and who is not? “Why aren’t
professors in the class?” Sociological view of our class: who you are and who am I? Our roles in the class mediated
by syllabus. Diverse type of syllabus: Closed Syllabi, Opening Syllabi, Open Syllabi. What should type of syllabus be
in our class? Curriculum as content (stuff to study) vs. vista (diverse perspectives on the societal practices and
institutions of education). Giving table of context of textbooks and conventional syllabus curricula. Virtual people
in the practice. What type of learning activities do we want in our class? Class web (do we need it). What is our
next topic?
2. The Anthropological and Sociological Lens on Education (theoretical intersections)
Wallerstein, I. (2003). Anthropology, sociology, and other dubious disciplines. Current Anthropology, 44(4), 453465.
Pelissier, C. (1991). The anthropology of teaching and learning. Annual Review of Anthropology, 20, 75-95.
Gonzalez, N. (2004). Disciplining the discipline: Anthropology and the pursuit of quality education. Educational
Researcher, 33(5), 17-25.
Hall, K. (1999). Understanding educational processes in an era of globalization: A view from anthropology and
cultural studies. In E. Lagemann & L. Shulman (Eds.), Issues in education research: Problems and
possibilities (pp. 121-156). San Francisco, CA: Jossey-Bass Publishers.
Varenne, H. (2007). Alternative anthropological perspectives on education: Framework. Teachers College Record,
109(7), 1539-1544.
Lave, J. (1996). Teaching as learning in practice. Mind, Culture, and Activity, 3(3), 149-164.
3. Classic Sociology Works on Education and Society
Collins, Randall. 1977. Function and conflict theories of education. Pp. 118-136 in Power and ideology in education,
edited by J. Karabel and A. H. Halsey. New York, NY: Oxford University Press.
1
I want to thank Richard Pitt (Vanderbilt University), Sara Jewett (University of Delaware), Zvi Ackermann (Hebrew
University of Jerusalem), Cati Coe (Rutgers University), Cindy Clark (Rutgers University), David Blacker (University
of Delaware), Robert Hampel (University of Delaware), Ana Marjanovic-Shane (Chestnut Hill College), Scott
Richardson (Millersville University), Rosalie Rolon-Dow (University of Delaware), and Sylvia Martinez (Indiana
University) for assisting me with the development of this Curricular Map.
1
DuBois, W.E.B. 2007. The talented tenth. Pp. 189-205. In The souls of black folks. New York: Oxford University
Press.
Durkheim, Emile. 1977. On education and society. Pp. 92-105 in Power and ideology in education, edited by J.
Karabel and A. H. Halsey. New York, NY: Oxford University Press.
Sorokin, Pitirim. 2011. Social and cultural mobility (pp.7-10). In R. Arum and I. Beattie (Eds.) The structure of
schooling: Readings in the sociology of education. McGraw-Hill Higher Education.
Weber, Max. 2011. The ‘rationalization’ of education and training (pp. 4-6). In R. Arum and I. Beattie (Eds.) The
structure of schooling: Readings in the sociology of education. McGraw-Hill Higher Education.
Schneider, Barbara (2003). Sociology of education: An overview of the field at the turn of the twenty‐first century
(p. 192‐226). In Hallinan, Gamoran, Kubitschek & Loveless (eds.), Stability and change in American
education.
4. Grounding Ourselves: Looking Inward and Outward
Michie, G. (2005). Other people’s stories (chapter 1). In See you when we get there: Teaching for change in urban
schools (pp. 1-13). New York, NY: Teachers College Press.
Selwyn, D. & Maher, J. (2003). Introduction: The politics of pronouns. In History in the present tense: Engaging
students through inquiry and action (pp. 1-8). Portsmouth, NH: Heinemann.
Nieto, S. (2008). About terminology (chapter 2). In Affirming diversity: The sociopolitical context of multicultural
education (pp. 11-15). New York: Pearson/Allyn & Bacon.
5. Grappling with the Meanings of Culture
Erickson, F. (2004). Culture in society and in educational practices. In J. Banks & C. Banks (Eds.), Multicultural
education: Issues and perspectives (pp. 31-60). Hoboken, NJ: John Wiley & Sons, Inc.
Eisenhart, M. (2001). Changing conceptions of culture and ethnographic methodology: Recent thematic shifts and
their implications for research on teaching. In V. Richardson (Ed.), Handbook of research on teaching (pp.
209-225). Washington D.C.: American Educational Research Association.
Matusov, E., Smith, M. P., Candela, M. A., & Lilu, K. (2007). ‘Culture has no internal territory’: Culture as dialogue.
In J. Valsiner & A. Rosa (Eds.), The Cambridge Handbook of Socio-Cultural Psychology (pp. 460-483).
Cambridge, UK: Cambridge University Press.
Abu El-Haj, T. (2002). Contesting the politics of culture, rewriting the boundaries of inclusion: Working for social
justice with Muslim and Arab communities. Anthropology & Education Quarterly, 33(3), 308-316.
Bekerman, Z. (2004). Multicultural approaches and options in conflict-ridden areas: Bilingual Palestinian-Jewish
education in Israel. Teachers College Record, 106(3), 574-610.
McDermott, R., & Verenne, H. (1995). Culture as disability. Anthropology and Education Quarterly, 26(3), 324-348.
6. Popular Cultures and Education
Dolby, N. (2003). Popular culture and democratic practice. Harvard Educational Review 73(3), 258-284.
Nespor, J. (2000). Tying things together (and stretching them out) with popular culture. In B. Levinson et al (Eds.),
Schooling the symbolic animal: Social and cultural dimensions of education (pp. 344-357). Lanham, MD:
Rowman & Littlefield Publishers, Inc.
Dyson, A.H. (2003). ‘Welcome to Jam’: Popular culture, school literacy, and the making of childhoods. Harvard
Educational Review 73(3), 328-361.
7. Looking into Classrooms
Ladon-Billings, Gloria (1995). Toward a theory of culturally relevant pedagogy. American Educational Research
Journal, 32(3), 465-491.
2
Gutierrez, K., Rymes, B., & Larson, J. (1995). Script, counterscript, and underlife in the classroom: James Brown vs.
Board of Education. Harvard Education Review, 65(3), 445-472.
Lipka, Jerry & McCarty, Teresa (1994). Changing the culture of schooling: Navajo and Yup’ik cases. Anthropology &
Education Quarterly, 25(3), 266-284.
Valli, Linda & Chambliss, Marilyn (2007). Creating classroom cultures: One teacher, two lessons and a high-stakes
test. Anthropology & Education Quarterly, 38(1), 57-75.
8. Multiple Literacies
Hull, G. & Schultz, K. (Eds.). (2002). Locating literacy theory in out-of-school contexts. In School’s out: Bridging outof-school literacies with classroom practice (pp. 11-31). New York: Teachers College Press.
Fisher, M.T. (2003). Open mics and open minds: Spoken word poetry in African diaspora participatory literacy
communities. Harvard Education Review 73(3), 362-389.
Heath, S. B. (1982). What no bedtime story means: Narrative skills at home and school. Language in Society, 11(1),
49-76.
9. Student Achievement: The Evolution of the Debate
Pollock, Mica. (2008). From shallow to deep: Toward a thorough cultural analysis of school achievement patterns.
Anthropology and Education Quarterly, 39(4), 369-380.
Erickson, F. (1987). Transformation and school success: The politics and culture of educational achievement.
Anthropology and Education Quarterly, 18(4), 335-356.
Ogbu, J. (1987). Variability in minority school performance: A problem in search of an explanation. Anthropology
and Education Quarterly, 18(4), 312-334.
McDermott, R. (1987). The explanation of minority school failure, again. Anthropology and Education Quarterly,
18(4), 361-364.
Foley, D. (1991). Reconsidering anthropological explanations of ethnic school failure. Anthropology and Education
Quarterly, 22(1), 60-86.
Trueba, H. (1991). Comments on Foley’s ‘Reconsidering anthropological explanations.’ Anthropology and
Education Quarterly, 22(1), 87-94.
Gibson, M. (1997). Complicating the immigrant/involuntary minority typology. Anthropology and Education
Quarterly, 28(3), 431-454.
10. (De)Constructing Identities in and out of School
Varenne, H. & McDermott, R. (1998). Adam, Adam, Adam, and Adam: The cultural construction of a learning
disability. In Successful failure: The school America builds (pp. 25-44). Boulder, CO: Westview Press.
Fordham, S. (1993). ‘Those Loud Black Girls’: (Black) Women, Silence, and Gender ‘Passing’ in the Academy.
Anthropology & Education Quarterly, 24(1), 3-32.
Brayboy, B.M.J. (2005). Transformational resistance and social justice: American Indians in Ivy League universities.
Anthropology and Education Quarterly, 36(3), 193-211.
Blackburn, M. V. (2005). Agency in borderland discourses: Examining language use in a community center with
Black queer youth. Teachers College Record, 107(1) 89-113.
Kwon, S.A. (2008). Moving from complaints to action: Oppositional consciousness and collective action in a political
community. Anthropology and Education Quarterly, 39(1), 59-76.
11. Educational Policy as Practice
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Sutton, M. & Levinson, B. (2001). Introduction: Policy as/in practice - A sociocultural approach to the study of
educational policy, pp. 1-22. In Policy as practice: Toward a comparative sociocultural analysis of
educational policy. Westport, CT: Albex Publishing.
12. Class Ethnography
Jackson, P. W. (1968). Life in classrooms. New York: Holt Rinehart and Winston.
**Hall, K. (2002). Lives in translation: Sikh youth as British citizens. Philadelphia, PA: University of Pennsylvania
Press.
**Philips, S. U. (2007). The invisible culture: Communication in classroom and community on the Warm Springs
Indian reservation. Prospect Heights, IL: Princeton University Press.
13. How are Children Socialized in their Families and How is this Different from Socialization in Schools?
Heath, S. B. (2012). Words at work and play: Three decades in family and community life. Cambridge, UK: Cambridge
University Press.
González, N., Moll, L. C., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities,
and classrooms. Mahwah, NJ: L. Erlbaum Associates.
14. Cultural and Social Reproduction and Stratification in Education
MacLeod, J. (2009). Ain't no makin' it: Aspirations and attainment in a low-income neighborhood. Boulder:
Westview Press. Chapters 1, 2, and 3, pp. 3-49.
Wilcox, K. (1982). Differential socialization in the classrooms: Implications for equal opportunity. In G. Spindler
(Ed.), Doing the ethnography of schooling (pp. 269-305). New York: Holt, Reinhart, and Winston.
Waller, Willard. 1965. The school in the social process: Vertical mobility. In The sociology of teaching (pp. 15-32).
New York, NY: John Wiley and Sons.
Bourdieu, Pierre. 1977. Cultural reproduction and social reproduction. Pp. 56-68 in R. Arum and I. Beattie (Eds.)
The structure of schooling: Readings in the sociology of education. McGraw-Hill Higher Education.
Bowles, S. & Gintis, H. (2002). Schooling in capitalist America revisited. Sociology of Education, 75:1-18.
Ladson‐Billings, G. (2006). It's not the culture of poverty, it's the poverty of culture: The problem with teacher
education. Anthropology & Education Quarterly, 37(2), 104-109.
15. School funding
Report by the Education Trust. (2006). Funding Gaps.
http://www.edtrust.org/sites/edtrust.org/files/publications/files/FundingGap2006.pdf
Kozol, J. (2005). Hitting them hardest when they're small. The shame of the nation: The restoration of apartheid
schooling in America (pp. 39-49). New York: Crown Publishers.
16. School Vouchers
Friedman, M. (1955). The role of government in education. In R. A. Solo (Ed.), Economics and the Public Interest
(pp. 123-144). Westport: Greenwood Press.
https://webspace.utexas.edu/hcleaver/www/FriedmanRoleOfGovtEducation1955.htm
Chubb, Terry and John Moe. 1990, Summer. Choice is panacea. The Brookings Review, 4-12.
Henig, J. (1996). The danger of market rhetoric. In R. Lowe and B. Miner (Ed.), Selling out our schools: Vouchers,
markets, and public education (pp 8-11). Milwaukee: Rethinking Schools Publishers.
Sidorkin, A. M. (2009). Is schooling a consumer good? A case against vouchers. In Labor of learning: Market and the
next generation of education reform (pp. 105-110). Rotterdam, the Netherlands: Sense Publishers.
4
17. Charter Schools
History of the charter school movement by the league of women voters, DC (2000)
http://www.dcwatch.com/lwvdc/lwv0003c.htm
New Jersey Charter School Act (1995; amended 2000), http://www.state.nj.us/education/chartsch/cspa95.htm
Renzulli, L. & Evans, L. (2005). School choice, charter schools, and white flight. Social Problems, 52:397-418.
Bastian, A. (1996). Charter schools: Potentials and pitfalls. In R. Lowe and B. Miner (Ed.), Selling out our schools:
Vouchers, markets, and public education (pp. 45-49). Milwaukee: Rethinking Schools Publishers.
Hassel, B. C. (2006). Charter schools: Mom and pops or corporate design. In P. E. Peterson (Ed.), Choice and
competition in American education, (pp. 148-160). New York: Rowman and Littlefield.
18. Dropping Out
Fine, M. (1991). Discharging the student bodies. In Framing dropouts: The politics of an urban public high school
(pp. 63-83). Albany: SUNY Press.
Hall, D. (2007). Graduation matters: Improving accountability for high school graduation. Washington, DC: The
Education Trust: http://www.edtrust.org/sites/edtrust.org/files/publications/files/GradMatters.pdf
19. Standards and No Child Left Behind
Elmore, R. F. (2002). Unwarranted intrusion. Education Next, 2:1. http://educationnext.org/unwarrantedintrusion/
Ryan, J. E. (2004). The perverse incentives of the No Child Left Behind Act. New York University Law Review, 79:3,
932-989, http://www.nyulawreview.org/sites/default/files/pdf/NYULawReview-79-3-Ryan.pdf.
Matusov, E. (2011). Imagining ‘No Child Left Behind’ being freed from neoliberal hijackers. Democracy and
Education, 19(2), 1-8.
http://democracyeducationjournal.org/cgi/viewcontent.cgi?article=1016&context=home
Sidorkin, A. M. (2009). The Soviet economy: A case against accountability. In Labor of learning: Market and the
next generation of education reform (pp. 119-131). Rotterdam, the Netherlands: Sense Publishers.
Firestone, William A. 2003. The governance of teaching and standards-based reform from the 1970s to the new
millennium. Pp. 153-170 in M. Hallinan, A. Gamoran, W. Kubitscheck, and T. Loveless (Eds.) Stability and
change in American education: Structure, process, and outcomes. Clinton Corners: Eliot Werner
Publications, Incorporated.
20. Institutional rituals in socializing students
Foley, D. E. (2010). The great American football ritual. In Learning capitalist culture (pp. 28-62). Philadelphia:
University of Pennsylvania Press.
http://www.qcc.cuny.edu/pv_obj_cache/pv_obj_id_EB4CBD6288BD55F5E595F9D8C099751EA0D80200/fi
lename/great-american-football-ritual.pdf
Orenstein, P. (2002). Striking back: Sexual harassment at Weston. In Jossey-Bass reader on gender in education (pp.
459-475). San-Francisco: Jossey-Bass.
**McLaren, P. (1993). Schooling as a ritual performance: Towards a political economy of educational symbols and
gesture. London: Routledge.
21. Mass Education History
Meyer, John, David Tyack, Joane Nagel, and Audri Gordon. 1979. Public education and nation-building in America:
Enrollments and bureaucratization in the American States, 1870-1930. American Journal of Sociology
85:591-613.
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Spring, Joel. 2011. Chps. 2-5. In The American school: A global context from the Puritans to the Obama era. New
York, NY: McGraw Hill. Pp. 11-141.
22. Status Attainment and Social Mobility
Haller, Archibald and Alejandro Portes. 1973. Status attainment processes. Sociology of Education, 46:51-91.
Hallinan, Maureen. 1988. Equality of educational opportunity. Annual Review of Sociology, 4:249-268.
Hout, Michael. 1998. Expanding universalism, less structural mobility: The American occupational structure in the
1980s. American Journal of Sociology, 93:1358-1400.
Sewell, William, Archibald Haller, and Alejandro Portes. 1969. The educational and early occupational attainment
process. American Sociological Review, 34(1), 82-92.
http://www.ssc.wisc.edu/wlsresearch/publications/files/public/Sewell-HallerPortes_Educational.Early.O.A.P.pdf
Turner, Ralph. 1960. Sponsored and contest mobility and the school system. American Sociological Review, 25:855867.
23. Human Capital Models and Educational Resources
Becker, Gary. 2011. Human capital (pp. 32-33). In R. Arum and I. Beattie (Eds.) The structure of schooling: Readings
in the sociology of education. McGraw-Hill Higher Education.
Roscigno, Vincent, Tomaskovic-Devey, and Martha Crowley. 2006. Education and the inequalities of place. Social
Forces, 84:2121-2145.
Schultz, Theodor. 1977. Investment in human capital. Pp. 313-324 in Power and Ideology in Education, edited by J.
Karabel and A. H. Halsey. New York, NY: Oxford University Press.
Warren, Robert, Eric Grodsky, and Jennifer Lee. 2008. State high school exit examinations and postsecondary labor
market outcomes. Sociology of Education, 81:77-107.
Sidorkin, Alexander. M. 2009. Human capital: A state of mistaken identity. In Labor of learning: Market and the
next generation of education reform (pp. 111-118). Rotterdam, the Netherlands: Sense Publishers.
24. Cultural and Social Capital
Coleman, James. 1988. Social capital in the creation of human capital. American Journal of Sociology, 94:95-120.
Coleman, James and Thomas Hoffer. 2011. Schools, families, and communities. (pp. 50-58). In R. Arum and I.
Beattie (Eds.) The structure of schooling: Readings in the sociology of education. McGraw-Hill Higher
Education.
DiMaggio, Paul. 1982. Cultural capital and school success: The impact of status culture participation on the grades
of U.S. High School students. American Sociological Review, 47:189-201.
Lamont, Michelle and Annette Lareau. 1988. Cultural capital: Allusions, gaps, and glissandos in recent theoretical
developments. Sociological Theory, 6:153-168.
Lareau, Annette. 1987. Social class differences in family-school relationships: The Importance of cultural capital.
Sociology of Education, 60:73-85.
Bourdieu, P. (1986) The forms of capital. In J. Richardson (Ed.) Handbook of Theory and Research for the Sociology
of Education (New York, Greenwood), 241-258.
http://www.marxists.org/reference/subject/philosophy/works/fr/bourdieu-forms-capital.htm
25. Schools As Organizations -- Internal Organizational Dynamics
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Brint, Steven, Mark Riddle, Lori Turk-Bicakci, and Charles Levy. 2005. From the liberal to the practical arts in
American colleges and universities: Organizational analysis and curricular change." Journal of Higher
Education, 76:151-180.
Meyer, John W.; Scott, W. Richard; Strang, David; & Creighton, Andrew L. (1988). Bureaucratization without
centralization: changes in the organizational system of American education, 1940-1980.” Pp. 139-68 in
L.G. Zucker, ed., Institutional Patterns and Organizations: Culture and Environment. Ballinger.
Sarason, Seymour. 1996. The Encapsulated School System, In Revisiting ‘The Culture of the School and the Problem
of Change’. New York, NY: Teachers College Press. Pp. 9-28.
Weick, Karl. 1976. Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21:119.
26. Schools As Organizations -- The External Environment
Chubb, Terry and John Moe. 1990. The root of the problem. Pp. 1-25 in Politics, markets and American schools.
Washington, DC: The Brookings Institution.
Illich, Ivan. 1971. Why we must disestablish schools. Pp. 1-24 in Deschooling society. St. Paul, MN: Marion Boyars
Publishers.
Tobin, Joseph, David Wu, and Dana Davidson. 1989. A comparative perspective. In Preschool in three cultures:
Japan, China and the United States. New Haven, CT: Yale University Press. Pp. 188-221.
Matusov, Eugene & Marjanovic-Shane, Ana. 2011. The state’s educational neutrality and educational pluralism: A
revolution proposal. Retrieved from Dialogic Pedagogy website: http://diaped.soe.udel.edu/dpmap/?page_id=676.
Sidorkin, Alexander. M. 2009. Pay to learn. In Labor of learning: Market and the next generation of education
reform (pp. 169-197). Rotterdam, the Netherlands: Sense Publishers.
27. Stratification Within Schools and Between Schools
**Coleman, James, Thomas Hoffer, and Sally Kilgore. 1982. Outcomes of education. Pp. 122-178 in High school
achievement: Public, catholic, and private schools compared. New York, NY: Basic Books.
Cookson, Peter and Caroline Hodges Persell. 1985. Privilege and the importance of elite education. In Preparing for
power: America's elite boarding schools. New York, NY: Basic Books. Pp. 13-30, 167-189.
Gamoran, Adam. 1992. The variable effect of high school tracking. American Sociological Review, 57:812-828.
Spade, Joan, Lynn Columba, and Beth Vanfossen. 1997. Tracking in mathematics and science: Courses and course
selection procedures. Sociology of Education, 70:108-127.
28. Schools and Inequality
Thorne, B. 2011. Boys and girls together… but mostly apart. (pp. 363-369). In R. Arum and I. Beattie (Eds.) The
structure of schooling: Readings in the sociology of education. McGraw-Hill Higher Education.
Pascoe, C.J. 2011. 'Dude, you're a fag': Adolescent masculinity and the fag discourse. (pp. 391-399). In R. Arum and
I. Beattie (Eds.) The structure of schooling: Readings in the sociology of education. McGraw-Hill Higher
Education.
Perry, Pamela. 2011. Shades of white. (pp. 338-354). In R. Arum and I. Beattie (Eds.) The structure of schooling:
Readings in the sociology of education. McGraw-Hill Higher Education.
Tyson, Karolyn, William Darity, and Domini Castellino. 2005. It's Not a 'Black Thing': Understanding the burden of
Acting White and other dilemmas of high achievement. American Sociological Review, 70:582-605.
Kao, Grace and Jennifer Thompson. 2003. Racial and ethnic stratification in educational achievement and
attainment. Annual Review of Sociology, 29:417-442.
7
29. Student Sub-Cultures, Identities, and Behaviors
Eckert, Penelope. 1989. So, what is a Jock then? Jocks and burnouts: Social categories and identity in high school.
New York, NY: Teachers College Press. Pp. 1-20.
Kinney, David. 1993. From nerds to normals: The recovery of identity among adolescents from middle school to
high school. Sociology of Education, 66:21-40.
Morris, Edward. 2005. 'Tuck in That Shirt!' Race, class, gender and discipline in an urban school. Sociological
Perspectives, 48:25-48.
Willis, Paul. 2011. Elements of a culture. (pp. 228-242). In R. Arum and I. Beattie (Eds.) The structure of schooling:
Readings in the sociology of education. McGraw-Hill Higher Education.
30. Teacher Authority
Arum, Richard. 2011. Judging school discipline: The crisis of moral authority in American schools. (pp. 553-558). In
R. Arum and I. Beattie (Eds.) The structure of schooling: Readings in the sociology of education. McGrawHill Higher Education.
Waller, Willard. 2011. The school and the community. (pp. 67-73). In R. Arum and I. Beattie (Eds.) The structure of
schooling: Readings in the sociology of education. McGraw-Hill Higher Education.
Sidorkin, A. M. (2002). Crisis of authority. Pp. 53-61. In Learning relations: Impure education, deschooled schools, &
dialogue with evil. New York: P. Lang.
.
31. Intersections Of Schools And Health
Frisco, Michelle. 2008. Adolescents’ sexual behavior and academic attainment. Sociology of Education, 81:284-311.
Goesling, Brian. 2007. The rising significance of education for health? Social Forces, 85:1621-1644.
Haas, Steven and Nathan Fosse. 2008. Health and the educational attainment of adolescents: Evidence from the
NLSY97. Journal of Health and Social Behavior, 49: 178-192.
Link, Bruce, Jo Phelan, Richard Miech, and Emily Westin. 2008. The resources that matter: Fundamental social
causes of health disparities and the challenge of intelligence. Journal of Health and Social Behavior, 49:7291.
32. School-To-Work Transitions
Holzer, Harry. 1996. What skills do employers seek and how do they seek them? Pp. 45-70 in What employers
want: Job prospects for less-educated workers. New York, NY: Russell Sage.
Okano, Kaori. 1995. Rational decision making and school-based job referrals for high school students in Japan.
Sociology of Education, 68:31-47.
Reich, Robert. 1992. The three jobs of the future. Pp. 171-184 in The work of nations: Preparing ourselves for 21st
century capitalism. New York, NY: Vintage Books.
Rosenbaum, James, & Amy Binder. 2011. Do employers really need more educated youth? (pp. 484-493) In R.
Arum and I. Beattie (Eds.) The structure of schooling: Readings in the sociology of education. McGraw-Hill
Higher Education.
Stern, David, Christopher Wu, Charles Dayton, and Andrew Maul. 2007. Learning by doing career academies. Pp.
134-168 in Improving school-to-work transitions, edited by D. Neumark. New York, NY: Russell Sage.
http://files.eric.ed.gov/fulltext/ED524041.pdf
33. Sociology of Higher Education
Collins, Randall. 2002. Credential inflation and the future of universities. Pp. 23-46 in The future of the city of
intellect: The changing American university, edited by S. Brint. Stanford, CA: Stanford University Press.
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Gamson, Zelda. 1997. The stratification of the academy. Social Text, 51, 67-73.
Goyette, Kimberly and Ann Mullen. 2006. Who studies the arts and sciences? Social background and the choice
and consequences of undergraduate field of study. The Journal of Higher Education 77:497-538.
Karabel, Jerome. 2005. The battle over merit. Pp. 536-558 in The chosen: The hidden history of admission and
exclusion at Harvard, Yale, and Princeton. New York, NY: Houghton Mifflin.
Rosenbaum, James, Regina Deil-Amen, and Ann Person. 2009. 'Warming up' the aspirations of community college
students. Pp. 40-65 in After admission: From college access to college success. New York, NY: Russell Sage.
Maldonado, Lionel A., and Charles V. Willie. 1996. Developing a ‘pipeline’ recruitment program for minority
faculty. Pp. 309-329 in Laura I. Rendón and Richard O. Hope (Eds.) Educating a new majority. New York:
John Wiley & Sons.
34. Critique of Higher Education
Arum, Richard and Josipa Roksa. 2011. Academically adrift: Limited learning on college campuses. Chicago, IL:
University of Chicago Press. Pp. 33-120
**Washburn, J. (2005). University, Inc.: The corporate corruption of American higher education. New York: Basic
Books.
**Blacker, D. (2013). The falling rate of learning and the neoliberal endgame. Blue Ridge Summit, PA: Zero Books.
35. Schooling as labor
Sidorkin, A. M. (2002). Labor of learning. In Learning relations: Impure education, deschooled schools, & dialogue
with evil (pp. 26-41). New York: P. Lang.
Sidorkin, A. M. (2009). The labor of non-learning. In Labor of learning: Market and the next generation of education
reform (pp. 47-79). Rotterdam, the Netherlands: Sense Publishers.
36. Sociology of organizational Learning
Argyris, C., & Schön, D. A. (1978). Organizational learning: A theory of action perspective. Reading, MA: AddisonWesley Pub. Co.
Senge, P. M. (1994). The fifth discipline: The art and practice of the learning organization (1st ed.). New York:
Doubleday.
37. Sociology of Teachers’ Job
Hargreaves, A. (2001). Changing teachers, changing times: Teachers' work and culture in the postmodern age.
London: Cassell.
Richardson, S. (2012). EleMENtary school (hyper)masculinity in a feminized context. Rotterdam: Sense.
Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
Apple, Michael. 2011. Teaching and ‘women’s work’. Pp. 371-381 in R. Arum and I. Beattie (Eds.) The structure of
schooling: Readings in the sociology of education. Mountain View, CA: Mayfield Publishing Company.
38. Anthropology of cultural schooling around the world
Anderson-Levitt, K. (Eds.). (2003). A world culture of schooling? pp. 1-26 (Intro) In Local meanings, global
schooling: Anthropology and world culture theory. New York, NY: Palgrave Macmillan.
Tobin, J. J., Davidson, D. H., & Wu, D. Y. H. (1989). Preschool in three cultures: Japan, China, and the United States.
New Haven: Yale University Press.
Tobin, J. J., Hsueh, Y., & Karasawa, M. (2009). Preschool in three cultures revisited: China, Japan, and the United
States. Chicago: The University of Chicago Press.
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Alexander, R. J. (2001). Culture and pedagogy: International comparisons in primary education. Oxford, UK:
Blackwell Publishers.
39. Sociology of school reform
Labaree, David F. (1999). The chronic failure of curriculum reform. Education Week, 18(36), May, 19, 42-44.
(Available on the class web)
**Cuban, L. (1984). How teachers taught: Constancy and change in American classrooms, 1890-1980. New York:
Longman.
Tyack, D. B., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, MA:
Harvard University Press.
40. Sociology of the Public Purposes of Schooling and Deconstructing the Terms of Education
Labaree, D. F. (1997). Public schools for private advantage: Conflicting goals and the impact on education (pp. 1552). How to succeed in school without really learning: The credentials race in American education. New
Haven, CT: Yale University Press.
Levinson, B., & Holland, D. (Eds.). (1996). The cultural production of the educated person: An introduction (pp. 154). In Levinson, B. Foley, D. & Holland, D. (Eds.), The cultural production of the educated person: Critical
ethnographies of schooling and local practice. Albany, NY: SUNY Press.
41. Middle class nature of conventional schooling
Labaree, D. F. (1997). The middle class and the high school (pp. 92-52). How to succeed in school without really
learning: The credentials race in American education. New Haven, CT: Yale University Press.
Matusov, E., & Smith, M. P. (2012). The middle-class nature of identity and its implications for education: A
genealogical analysis. Integrative Psychological and Behavioral Science, 46(3), 274–295.
42. Sociology of educational time, space, and values (educational chronotopes)
Matusov, E. (2009). Pedagogical chronotopes of monologic conventional classrooms: Ontology and didactics (pp. 147206). In Journey into dialogic pedagogy. Hauppauge, NY: Nova Science Publishers.
Bloome, D., & Katz, L. (1997). Literacy as social practice and classroom chronotopes. Reading & Writing Quarterly,
13(3), 205-225.
Matusov, E. (2013, submitted). Chronotopes in education: Conventional and dialogic. Pedagogies: An International
Journal.
43. Planning your mini-research S&AE projects
What kind of mini-research Sociology & Anthropology of Education (S&AE) project are you going to do? How and
why do you choice the S&AE research topic and why? Why bother to do it? Who cares about your research
questions and research findings and why? Why do you care? What exactly do you plan to do for this research and
when? What difficulties do you expect and how do you plan to address them? What findings do you expect and
why? How can we help you with your mini-research S&AE project?
44. Presentation of your mini-research S&AE projects in class
What are your most interesting findings so far? Why are these findings interesting for you? What are educational
and conceptual consequences of the findings? What difficulties have you faced in this mini-research and how did
you try to address them? What new research projects can emerge from our project? What did you learn from this
S&AE mini-research? What questions do you have for us?
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45. Cross-cultural communication and competencies within classroom settings (Sponsored by Courtney)
I am interested in discussing the concept of cross-cultural communication and competencies within classroom
settings. I find the topic interesting as I teach and advise many international students and have recently served on
a committee that is trying to create a more inclusive classroom environment for undergraduate breadth
requirements in the humanities. I look at these concepts as an extension to many of the topics listed above. The
questions I want to address are directly related to the concepts of sociological and anthropological education.
Should instructors (or teachers at lower levels) utilize students’ backgrounds within the classroom? How would
they do that? Does it create a mentality of us vs. them or does it create a more inclusive environment?
David Coulby (2006) Intercultural education: theory and practice, Intercultural Education, 17:3, 245-257, DOI:
10.1080/14675980600840274 http://www.tandfonline.com/doi/pdf/10.1080/14675980600840274
Paul C. Gorski (2008) Good intentions are not enough: a decolonizing intercultural education, Intercultural
Education, 19:6, 515-525, DOI: 10.1080/14675980802568319
http://dx.doi.org/10.1080/14675980802568319
Collins, J. (1988), Language and Class in Minority Education. Anthropology & Education Quarterly, 19: 299–326. doi:
10.1525/aeq.1988.19.4.05x0914d
http://onlinelibrary.wiley.com/doi/10.1525/aeq.1988.19.4.05x0914d/pdf
Sandra Taylor & Ravinder Kaur Sidhu (2012) Supporting refugee students in schools: what constitutes inclusive
education?, International Journal of Inclusive Education, 16:1, 39-56, DOI: 10.1080/13603110903560085
http://dx.doi.org/10.1080/13603110903560085
Lawrence, Sandra M. (1997) Beyond Race Awareness: White Racial Identity and Multicultural Teaching Journal of
Teacher Education 48: 108-117, doi:10.1177/0022487197048002004
http://jte.sagepub.com/content/48/2/108
James A. Banks, Peter Cookson, Geneva Gay, Willis D. Hawley, Jacqueline Jordan Irvine, Sonia Nieto, Janet Ward
Schofield, & Walter G. Stephan (Nov 2001), Diversity Within Unity: Essential Principles for Teaching and
Learning in a Multicultural Society” Phi Delta Kappan, 83 (3), pp. 196-203).
Schultz, Fred, Annual Editions: Multicultural Education, 03/04. Guilford, CT: McGraw-Hill/Dushkin, 10th edition,
2003, pp. 68-73 http://education.washington.edu/cme/DiversityUnity.pdf
46. Minority education (Sponsored by Hye Jung)
Minority education. How different majority/minority status influences education? (i.e. Koreans in the U.S. Vs.
Koreans in Japan) Can we learn other cases from other countries?
Ogbu, J. U. (1992). Adaptation to Minority Status and Impact on School Success. Theory into Practice, 31, 4, 287-95.
Suarez-Orozco, M. M. (1991). Migration, Minority Status, and Education: European Dilemmas and Responses in the
1990s. Anthropology & Education Quarterly, 22, 2, 99-120.
Lee, Y. (1997). Koreans in Japan and the United States. (From Ogbu's book, Minority status and schooling: A
comparative study of immigrant and involuntary minority)
Jacob, E., & Jordan, C. (1993). Minority education: Anthropological perspectives. Norwood, NJ: Ablex Pub. Corp.
Spindler, G. D., & Spindler, L. S. (1987). Interpretive ethnography of education: At home and abroad. Hillsdale, N.J:
L. Erlbaum Associates.
47. Free-choice learning environment (Sponsored by Andrea)
I'm interested in free choice learning opportunities or other opportunities for out of school learning and how these
arenas allow for cultural/social/academic identities to develop throughout a learner's lifetime. It's interesting to
me because I have a background in informal science and I (anecdotally) feel that experiences at informal science
institutions throughout a person's lifetime connect to their personal identities, their views on culturally important
aspects of society. I think that it is relevant to the contexts for learning because it feels that very often educational
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research only focus on PK-16 learning, when learning occurs throughout one's lifetime and in many various
environments besides the formal classroom.
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