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Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course Introduction and Application Information

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.

Basic information

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 :	Prof. Dr. AYŞE NİLÜFER NARLI
Course Objectives:	The main aim of the course is to deepen students' understanding of research and basic processes in the field of the sociology of childhood. The course provides students theoretical background for understanding social issues related to children and it proposes a child-based point of view to the research with and on children.

Learning Outcomes

The students who have succeeded in this course;
Students that succeed in this course will be able to
1. Recognize main sociological approaches to childhood.
2. Define the changing perspective on childhood throughout time
3. Understand a variety of research areas related to childhood
4. Get familiar with the debates about children’s participation
5. Develop a child-based approach to the social issues related to children

Course Content

This course offers an in-depth exploration of childhood from a sociological perspective, focusing on how concepts of childhood have evolved and how children’s roles are understood in society today. Students will be introduced to major sociological theories and approaches that have shaped the study of childhood, examining historical shifts and contemporary views. By delving into various research areas, students will gain insight into critical debates around children’s participation and agency, ultimately learning to apply a child-centered approach when addressing social issues affecting children. This course equips students with the analytical tools necessary to understand and engage with the complexities surrounding children’s lives in modern society.

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Introduction to the course	No readings assigned for Week 1
2)	Childhood Throughout History	Postman, Neil. 1985. ‘The Disappearance of Childhood’. Childhood Education 61 (4): 286–93. https://doi.org/10.1080/00094056.1985.10520201. Cunningham, Hugh. 1998. ‘Histories of Childhood’. The American Historical Review 103 (4): 1195–1208. https://doi.org/10.2307/2651207.
3)	Developmental Thinking to Childhood and Socialization Theories From Functionalism to Interpretive Constructivism	Corsaro, William A. 1997. The Sociology of Childhood, pp. 5-27. Los Angeles: SAGE Publications. James, Allison. 2013. Socialising Children. Studies in Childhood and Youth, pp. 1-22. London: Palgrave Macmillan UK Woodhead, Martin. 2009. ‘Child Development and the Development of Childhood’. In The Palgrave Handbook of Childhood Studies, edited by J. Qvortrup, W. Corsaro, and M. Honig, pp. 46–61. United Kingdom: Palgrave Macmillan UK. Yılmaz, Ayşe. 2021. ‘Discussions on the Research Perspectives and the Children’s Agency in Sociology of Childhood With Relation to Child Actors’. Sosyoloji Araştırmaları Dergisi 24 (2): pp.422–449. https://doi.org/10.18490/sosars.927280.
4)	Emergence of the Sociology of Childhood: New Paradigm	James, Allison, and Alan Prout. 1997. ‘A New Paradigm for the Sociology of Childhood? Provenance, Promise and Problems’. In Constructing and Reconstructing Childhood: Contemporary Issues in the Sociological Study of Childhood, edited by Alan Prout and Allison James, pp. 7–32. London: Falmer Press. Spyrou, Spyros, Rachel Rosen, and Daniel Thomas Cook. 2018. ‘Introduction: Reimagining Childhood Studies: Connectivities… Relationalities… Linkages…’. In Reimagining Childhood Studies, edited by Spyros Spyrou, Rachel Rosen, and Daniel Thomas Cook, pp. 1–20. UK: Bloomsbury Academic. Spyrou, Spyros. 2018. Disclosing Childhoods, pp. 15-52. London: Palgrave Macmillan UK. James, Allison, and Adrian L. James. 2012. Key Concepts in Childhood Studies, pp. 19-20. London: SAGE.
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.
5)	Children’s Rights, Participation, and Democratization	Wall, John. 2021. Give Children the Vote: On Democratizing Democracy, pp.1-10. London ; New York: Bloomsbury Academic. Larkins, Cath. 2014. ‘Enacting Children’s Citizenship: Developing Understandings of How Children Enact Themselves as Citizens through Actions and Acts of Citizenship’. Childhood 21 (1): 7–21. https://doi.org/10.1177/0907568213481815. Hart, Roger A. 1992. ‘Children’s Participation from Tokenism to Citizenship’. Innocenti Essays, no. No.4. Archard, David. 2004. Children: Rights and Childhood, pp.53-69. London; New York: Routledge. Hanson, Karl. 2022. ‘Reinventing Children’s Rights’. Childhood 29 (2): 149–56. https://doi.org/10.1177/09075682221098593.
6)	Childhood, Gender, and Children’s Books	Pawłowska, Joanna. 2021. ‘GENDER STEREOTYPES PRESENTED IN POPULAR CHILDREN’S FAIRY TALES’. Society Register 5 (2): 155–70. https://doi.org/10.14746/sr.2021.5.2.10. Kuykendal, Leslee Farish, and Brian Sturm. 2007. ‘We Said Feminist Fairy Tales, Not Fractured Fairy Tales! The Construction of the Feminist Fairy Tale: Female Agency over Role Reversal’. In . Fisher, Jerilyn, and Ellen S. Silber. 2000. ‘Good and Bad Beyond Belief: Teaching Gender Lessons through Fairy Tales and Feminist Theory’. Women’s Studies Quarterly 28 (3/4): 121–36.
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
7)	Childhood, Education and Inequalities	Lareau, Annette. 2003. Unequal Childhoods: Class, Race, and Family Life, pp. 1-32. Berkeley: University of California Press. Kustatscher, Marlies. 2017. ‘Young Children’s Social Class Identities in Everyday Life at Primary School: The Importance of Naming and Challenging Complex Inequalities’. Childhood 24 (3): 381–95. https://doi.org/10.1177/0907568216684540. Harker, Richard. 1990. ‘Bourdieu - Education and Reproduction’. In An Introduction to the Work of Pierre Bourdieu: The Practice of Theory, edited by Richard Harker, Cheleen Mahar, and Chris Wilkes, pp. 86–108. London: Palgrave Macmillan UK. https://doi.org/10.1007/978-1-349-21134-0_4.
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).
8)	Working Children	Degirmencioglu, Serdar M., Hakan Acar, and Yüksel Baykara Acar. 2010. ‘Extreme Forms of Child Labour in Turkey’. In Child Slavery Now A Contemporary Reader, edited by Gary Craig, 215–26. Policy Press. https://bristoluniversitypressdigital.com/display/book/9781847429469/ch013.xml. Eriksen, Sissel H, and Emebet Mulugeta. 2021. ‘Leisure Time of Working Children in Addis Ababa’. Childhood 28 (3): 395–408. https://doi.org/10.1177/09075682211029992. James, Allison, Chris Jenks, and Alan Prout. 1998. Theorizing Childhood, pp. 101-123. Cambridge: Polity Press. Jijon, Isabel. 2020. ‘The Priceless Child Talks Back: How Working Children Respond to Global Norms against Child Labor’. Childhood 27 (1): 63–77. https://doi.org/10.1177/0907568219870582
9)	Childhood, Activism and Climate Justice	Holmberg, Arita, and Aida Alvinius. 2020. ‘Children’s Protest in Relation to the Climate Emergency: A Qualitative Study on a New Form of Resistance Promoting Political and Social Change’. Childhood 27 (1): 78–92. https://doi.org/10.1177/0907568219879970. Spyrou, Spyros. 2020. ‘Children as Future-Makers’. Childhood 27 (1): 3–7. https://doi.org/10.1177/0907568219884142. Hart, Roger A. 1997. Children’s Participation: The Theory and Practice of Involving Young Citizens in Community Development and Environmental Care, pp. 3-26. UNICEF. Nolas, Sevasti-Melissa, Christos Varvantakis, and Vinnarasan Aruldoss. 2016. ‘(Im)Possible Conversations? Activism, Childhood and Everyday Life’. Journal of Social and Political Psychology 4 (1): p. 252–65. https://doi.org/10.5964/jspp.v4i1.536.
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).
10)	Childhood and Digitalization	Moinian, Farzaneh. 2006. ‘The Construction of Identity on the Internet: Oops! I’ve Left My Diary Open to the Whole World!’ Childhood 13 (1): 49–68. https://doi.org/10.1177/0907568206058610. Palfrey, John, and Urs Gasser. 2008. Born Digital: Understanding the First Generation of Digital Natives, pp. 1-15. New York: Basic Books. Demiral, Seran. 2019. ‘“In Virtual Space, You Will Never Die!”’ International Journal of Pedagogy, Innovation and New Technologies 6 (December): p.40–50. https://doi.org/10.5604/01.3001.0013.6835.
11)	Conducting Research 1: Methods in Childhood Studies	Punch, Samantha. 2002. ‘Research with Children: The Same or Different from Research with Adults?’ Childhood 9 (3): 321–41. https://doi.org/10.1177/0907568202009003005. Harvey, Peter Francis, and Annette Lareau. 2020. ‘Studying Children Using Ethnography: Heightened Challenges and Balancing Acts’. Bulletin of Sociological Methodology/Bulletin de Méthodologie Sociologique 146 (1): 16–36. https://doi.org/10.1177/0759106320908220. Simon, Alice. 2020. ‘Are Children Interviewees Just Like Any Others?’ Bulletin of Sociological Methodology/Bulletin de Méthodologie Sociologique 146 (1): 81–98. https://doi.org/10.1177/0759106320908223.
11)	Subcultures	Hebdige, Dick (1979). Subculture: Meaning of style. Florence, KY, USA: Routledge. Ch.1-4 (pp. 1-72).
12)	Conducting Research 2: Ethics in Studies Involving Children	Bodén, Linnea. 2021. ‘On, to, with, for, by: Ethics and Children in Research’. Children’s Geographies 0 (0): pp. 1–16. https://doi.org/10.1080/14733285.2021.1891405. Graham, Anne, Mary Ann Powell, Donnah Anderson, Robyn Fitzgerald, Nicola J Taylor, UNICEF, and Office of Research. 2013. Ethical Research Involving Children, pp.11-25.
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
13)	Student Presentations	No readings assigned for Week 13
14)	Oral Presentations in the classroom (10 min.)	Prepare an oral presentation on a youth subculture, according to the guidelines
14)	Student Presentations	No readings assigned for Week 14

Sources

Course Notes / Textbooks:	Corsaro, William A. 1997. The Sociology of Childhood. Los Angeles: SAGE Publications. Spyrou, Spyros, Rachel Rosen, and Daniel Thomas Cook. 2018. Reimagining Childhood Studies. UK: Bloomsbury Academic
References:	Additional readings will be provided. Ek okumalar dersin hocası tarafından verilecektir.

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Attendance	14	% 0
Homework Assignments	4	% 50
Presentation	1	% 10
Final	1	% 40
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 60
PERCENTAGE OF FINAL WORK		% 40
Total		% 100

ECTS / Workload Table

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
Homework Assignments	4	12	48
Midterms	1	2	2
Final	1	3	3
Total Workload			161

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	To be able to apply theoretical concepts related to mass communication, consumer behavior, psychology, persuasion,sociology, marketing, and other related fields to understand how advertising and brand communication works in a free-market economy.	2
2)	To be able to critically discuss and interpret theories, concepts, methods, tools and ideas in the field of advertising.	2
3)	To be able to research, create, design, write, and present an advertising campaign and brand strategies of their own creation and compete for an account as they would at an advertising agency.	2
4)	To be able to analyze primary and secondary research data for a variety of products and services.	2
5)	To be able to develop an understanding of the history of advertising as it relates to the emergence of mass media outlets and the importance of advertising in the marketplace.	2
6)	To be able to follow developments, techniques, methods, as well as research in advertising field; and to be able to communicate with international colleagues in a foreign language. (“European Language Portfolio Global Scale”, Level B1)	2
7)	To be able to take responsibility in an individual capacity or as a team in generating solutions to unexpected problems that arise during implementation process in the Advertising field.	3
8)	To be able to understand how advertising works in a global economy, taking into account cultural, societal, political, and economic differences that exist across countries and cultures.	2
9)	To be able to approach the dynamics of the field with an integrated perspective, with creative and critical thinking, develop original and creative strategies.	2
10)	To be able to to create strategic advertisements for print, broadcast, online and other media, as well as how to integrate a campaign idea across several media categories in a culturally diverse marketplace.	2
11)	To be able to use computer software required by the discipline and to possess advanced-level computing and IT skills. (“European Computer Driving Licence”, Advanced Level)	2
12)	To be able to identify and meet the demands of learning requirements.	2
13)	To be able to develop an understanding and appreciation of the core ethical principles of the advertising profession.	2