MATHEMATICS | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
SOC3092 | Sociology of Childhood and Youth Culture | Spring | 3 | 0 | 3 | 5 |
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
Language of instruction: | English |
Type of course: | Non-Departmental Elective |
Course Level: | Bachelor’s Degree (First Cycle) |
Mode of Delivery: | Face to face |
Course Coordinator : | Dr. Öğr. Üyesi AYŞEGÜL AKDEMİR |
Recommended Optional Program Components: | Regular review of demography-related news reports |
Course Objectives: | The goal of this course is, on the one hand, to deepen students’ understanding of the key processes and research in the area of sociology of youth, and, on the other hand, to facilitate their own effective participation in civil society and implementing social change. |
The students who have succeeded in this course; Students that succeed in this course will be able to (1)Differentiate between childhood, adolescence/youth, and adulthood phases in human life (2)Describe the key transitions of youth. (3)Analyse the political, economic, and social factors influencing the present-day conditions of youth in the West, in Turkey, and in the Middle East. (4)Demonstrate the role of cohort, class, gender, ethnicity/race, on the experiences and outcomes of youth transitions. (5)Apply the risk society approach to the analysis of modern youth (6)Critically examine current youth policies (7)Investigate the emergence and social functions of youth subcultures (8)Develop the critical writing skills through a reflective paper assignment. (9)Develop presentation / speaking skills through in-class and extra-credit assignments. |
The course will focus on the notion of youth in a broad sense as a phase in human life between childhood and adulthood. The course will examine the social construction of youth in Turkey, Middle East and Western societies, and will focus on fundamental social changes facing the youth today in educational sphere, transition from school to work, and transition from dependency to independence and family formation. Then, we will discuss the unique patterns characteristic of youth in the areas of wellness and health, delinquency and crime, life-styles and subcultures, political participation and other. Finally, we will examine the role of youth subcultures and their variability in the global context. |
Week | Subject | Related Preparation |
1) | Introduction to the course | Furlong, A., & Cartmel, F. (2006). Young people and social change: New perspectives. Buckingham, UK: Open University Press. Ch.1 (pp.1-12) |
2) | Youth in society | Dhillon, N. &Yousef,T. (Eds.) (2009). Generation in waiting: Youth inclusion in the Middle East. Washington, DC: Brookings Institution Press.Ch. 1 (pp. 11-38) Neyzi, L. (2001). Object of subject? The paradox of “youth” in Turkey. Intl Journal of Middle East Studies, 33(3) 411-432 |
3) | Education | Furlong, A., & Cartmel, F. (2006). Young people and social change: New perspectives. Buckingham, UK: Open University Press. Ch.2 (pp.13-33) UNDP (2008). Youth in Turkey: Turkey 2008 Human Development Report. Ankara: United Nations Development Programme in Turkey. Ch. 2 (pp. 25-40) Tansel & Gungor (2003) “Brain-drain from Turkey: survey evidence from student non-return”. Career Development International, 8(2),52-69 |
4) | School to work transition | Furlong, A., & Cartmel, F. (2006). Young people and social change: New perspectives. Buckingham, UK: Open University Press. Ch.3 (pp.34-52) UNDP (2008). Youth in Turkey: Turkey 2008 Human Development Report. Ankara: United Nations Development Programme in Turkey. Ch. 4 (pp. 53-74) Ecevit et al. (2003) Professional women in computer programming occupations: The case of Turkey. Career Development International, 8(2), pp. 78-87 |
5) | Domestic transition | Furlong, A., & Cartmel, F. (2006). Young people and social change: New perspectives. Buckingham, UK: Open University Press. Ch.4 (pp.53-70) Salehi-Isfahani & Egel (2009). Beyond Statism: Toward a new social contract for Iranian youth. In N. Dhillon & T. Yousef. (Eds.). Generation in waiting: Youth inclusion in the Middle East, pp. 39-66.Washington, DC: Brookings Institution Press. |
6) | Youth and health | Furlong, A., & Cartmel, F. (2006). Young people and social change: New perspectives. Buckingham, UK: Open University Press. Ch.6 (pp. 87-103). UNDP (2008). Youth in Turkey: Turkey 2008 Human Development Report. Ankara: United Nations Development Programme in Turkey. Ch. 3 (pp. 43-51). |
7) | Midterm exam | All readings, lecture notes, powerpoints, handouts from weeks 1-6 |
8) | Life-styles of youth | Furlong, A., & Cartmel, F. (2006). Young people and social change: New perspectives. Buckingham, UK: Open University Press. Ch.5 (pp. 71-86). |
9) | Youth and delinquency | Furlong, A., & Cartmel, F. (2006). Young people and social change: New perspectives. Buckingham, UK: Open University Press. Ch.7 (pp. 104-120). |
10) | Participation in society | Furlong, A., & Cartmel, F. (2006). Young people and social change: New perspectives. Buckingham, UK: Open University Press. Ch.8 (pp. 121-137). |
11) | Subcultures | Hebdige, Dick (1979). Subculture: Meaning of style. Florence, KY, USA: Routledge. Ch.1-4 (pp. 1-72). |
12) | Subcultures | Hebdige, Dick (1979). Subculture: Meaning of style. Florence, KY, USA: Routledge. Ch.5-conclusion (pp. 73-140). |
13) | Project oral presentation in the classroom (10min.) | Prepare an oral presentation on a youth subculture, according to the guidelines |
14) | Oral Presentations in the classroom (10 min.) | Prepare an oral presentation on a youth subculture, according to the guidelines |
Course Notes / Textbooks: | Furlong, A., & Cartmel, F. (2006). Young people and social change: New perspectives. Buckingham, UK: Open University Press. Hebdige, Dick (1979). Subculture: Meaning of style. Florence, KY, USA: Routledge. |
References: | Additional readings will be provided. Ek okumalar dersin hocası tarafından verilecektir. |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 10 |
Presentation | 1 | % 10 |
Project | 2 | % 20 |
Midterms | 1 | % 20 |
Final | 1 | % 40 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 40 | |
PERCENTAGE OF FINAL WORK | % 60 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Study Hours Out of Class | 14 | 4 | 56 |
Presentations / Seminar | 1 | 10 | 10 |
Project | 2 | 10 | 20 |
Midterms | 1 | 2 | 2 |
Final | 1 | 3 | 3 |
Total Workload | 133 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | To have a grasp of basic mathematics, applied mathematics and theories and applications in Mathematics | |
2) | To be able to understand and assess mathematical proofs and construct appropriate proofs of their own and also define and analyze problems and to find solutions based on scientific methods, | |
3) | To be able to apply mathematics in real life with interdisciplinary approach and to discover their potentials, | |
4) | To be able to acquire necessary information and to make modeling in any field that mathematics is used and to improve herself/himself, | 4 |
5) | To be able to tell theoretical and technical information easily to both experts in detail and non-experts in basic and comprehensible way, | |
6) | To be familiar with computer programs used in the fields of mathematics and to be able to use at least one of them effectively at the European Computer Driving Licence Advanced Level, | |
7) | To be able to behave in accordance with social, scientific and ethical values in each step of the projects involved and to be able to introduce and apply projects in terms of civic engagement, | |
8) | To be able to evaluate all processes effectively and to have enough awareness about quality management by being conscious and having intellectual background in the universal sense, | 4 |
9) | By having a way of abstract thinking, to be able to connect concrete events and to transfer solutions, to be able to design experiments, collect data, and analyze results by scientific methods and to interfere, | |
10) | To be able to continue lifelong learning by renewing the knowledge, the abilities and the competencies which have been developed during the program, and being conscious about lifelong learning, | |
11) | To be able to adapt and transfer the knowledge gained in the areas of mathematics ; such as algebra, analysis, number theory, mathematical logic, geometry and topology to the level of secondary school, | |
12) | To be able to conduct a research either as an individual or as a team member, and to be effective in each related step of the project, to take role in the decision process, to plan and manage the project by using time effectively. |