Sociology: education, health and work

Teacher(s)

Zune Marc;

Language

French

Content

The course aims to introduce students to the sociological discipline by drawing on the evolution of sociological thought from the early formulations of the discipline (Durkheim, Weber, Tonnies) to its more contemporary developments (Bourdieu, Goffman, Dubar, Godbout, Sennett). The aim is to show the successive formulations and reformulations of the distinction between structuralism and actionism, and the epistemological foundations underlying them. Two fundamental questions are chosen to structure the course: identity and social relations. Their examination leads to a critical perspective on the hypothesis of a second advanced modernity and individualization. The course should encourage the student to take ownership of the conceptual apparatus of sociology through a reading of several fields of social life, including those of education (inequalities of access and success), health (social construction of deviance) and work (identities, gender, individualization).
Course structure :
General introduction: psychology and sociology: differentiation and convergence
Part 1: Identity (Bourdieu, Goffman): this chapter contrasts the inherited (Bourdieu) and constructed (Goffman) conceptions of social identity with the contemporary reformulation proposed by Dubar. The three fields of study of education, health and work are explored in greater depth through the issue of inequalities of access and success (Bourdieu's theory of reproduction, Boudon's choice), but also that of mental health and labelling (Goffman, Becker), identities at work and the identity crisis (Dubar).
Part 2: Social ties: This part first exposes the opposition between community and society, as formulated by Tönnies and Weber. In a second step, this opposition is reviewed through two contemporary sociological approaches, the renewal of the gift paradigm (Godbout, MAUSS) and constructivism (Sennett). The issues of gift in the educational relationship (versus commodification), intergenerational care, and changes in work contexts are developed.
Part 3: The last part summarizes the theoretical approaches used throughout the course (+ Durkheim). The epistemological foundations that structure them, both in terms of facts considered and in relation to facts, as well as the methodological approaches related to them, are identified.
In terms of method, the course aims to ensure that students acquire the concepts, which implies a pedagogy based on a balance between conceptual contributions and examples of application, through reports, photographs, statistical tables and surveys.
Due to the Covid crisis, the content of the course may be rearranged according to the teaching conditions.

Teaching methods

Due to the COVID-19 crisis, the information in this section is particularly likely to change.

Presentation, examples, homework

Evaluation methods

Due to the COVID-19 crisis, the information in this section is particularly likely to change.

The students will elaborate a portfolio during the semester that includes the answers to exercises (synthesis or application of concepts to empirical situations). This portfolio will count for 4 points and must be posted on Moodle at the end of the semester.
The final evaluation of the course will take the form of a written exam. In the event of a change in sanitary conditions towards a code orange or red, the exam may be replaced by a take home exam. This evaluation will count for 16 points.
In case of a second or third session, the portfolio may be carried over as is or improved.

Online resources

See the Moodle page of the course

Bibliography

Support de cours : voir ressources scannées et postées sur l'espace Moodle du cours.

Faculty or entity

EPSY