Master of Arts in Social and Cultural Studies with thesis | |||||
Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 |
Course Code: | SOS512 | ||||||||
Course Name: | Everyday Life in Modern Society | ||||||||
Course Semester: | Spring | ||||||||
Course Credits: |
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Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Department Elective | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Prof. Dr. ESRA KÖTEN | ||||||||
Course Lecturer(s): | |||||||||
Course Assistants: |
Course Objectives: | This course equips students with the ability to analyze contemporary debates about the social organization of daily life by looking at places familiar and familiar to everyone - the home, the street, the neighborhood. |
Course Content: | It reveals and analyzes the pattern of social processes and structures influencing students' own lives, from private space to work, consumption and neighborhood, with theoretical and practical readings. |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | A general introduction | Course Syllabus |
2) | Class, house and city in everyday life | |
3) | Gender in everyday life | |
4) | Gender in everyday life | |
5) | Women, men, love and sexuality | |
6) | Shopping, consumption | |
7) | Eat and drink in everyday life | |
8) | Midterm | |
9) | Clothes and finery | |
10) | Music | |
11) | Sports | |
12) | Communication and entertainment | |
13) | Religion | |
14) | Theories and examples | |
15) | Final exam |
Course Notes / Textbooks: | Ocak, Ersan, “Yoksulun Evi”, Yoksulluk Halleri, İletişim, 2007, ss: 89-115. Ayata, Sencer, “Kentsel orta sınıf ailelerde statü yarışması ve salon kullanımı”, Toplum ve Bilim: 42, 1988, ss. 5-25. Özyeğin, Gül, Kapıcılar, Gündelikçiler ve Ev Sahipleri, Kültür Fragmanları, Deniz Kandiyoti ve Ayşe Saktanber (der.), Metis, 2003, ss. 57-83 Sencer Ayata, Yeni Orta Sınıf ve Uydu Kent Yaşamı, Kültür Fragmanları, Deniz Kandiyoti ve Ayşe Saktanber (der.), Metis, 2003, ss. 37-56. Gündelik hayatta toplumsal cinsiyet Toplumsal Cinsiyeti Anlamak Ayşe Durakbaşa ve Dilek Cindoğlu, Tezgah Üstü Karşılaşmalar: Toplumsal Cinsiyet ve Alışveriş Deneyimi, Kültür Fragmanları, Deniz Kandiyoti ve Ayşe Saktanber (der.), Metis, 2003, ss. 84-100. Susan Willis, “Evcilik Oyunu”, Gündelik Hayat Kılavuzu, Tayfun Atay, “Postmodern Cinsiyetler”, Yaşasın Meşhuriyet (içinde), ss. 127-151. Pınar İlkkaracan, Müslüman Toplumlarda Kadın ve Cinsellik, İletişim. Serpil Sancar, Erkeklik: İmkansız İktidar: Ailede, Pitasada, Sokakta Erkekler, Metis. Deborah Lupton, Duygusal Yaşantı: Sosyo-Kültürel Bir İnceleme, Ayrıntı. Pınar Selek, Sürüne Sürüne Erkek Olmak, İletişim. Süleyman İrvan ve Mutlu Binark (der.), Kadın ve Popüler kültür, Ark. Zygmunt Bauman, Akışkan Aşk, Versus. Tayfun Atay, Çin İşi Japon İşi, İletişim. Cogito Sayı 4:Aşk Doğu-Batı Sayı 26: Aşk ve Doğu Doğu-Batı Sayı 27: Aşk ve Batı Burcu Sabuncuoğlu Peksevgen vd., Kavramdan Pratiğe, Medya ve Tüketim, Libra. Emrah Tuncer, Kibele, İktidarın Mekansal Örgütlenmesi: İktidarın Mekansal Fantazmagorisi Olarak İstanbul'daki Büyük Alışveriş Merkezleri Yavuz Odabaşı, Tüketim Kültürü, Sistem. Alan Beardsworth, Yemek Sosyolojisi, Phoenix. Erhan Akarçay, Beslencenin Sosyolojisi, Phoenix. George Ritzer, Toplumun McDonaldlaştırılması, Ayrıntı, 1998. Eric Schlosser, Hamburger Cumhuriyeti, Metis, 2004. Ayşen Utanır, Gaziantep’te Yemek ve Mutfağın Toplumsal Üretimi: Et ve Mutluluk, Yerli ve Milli Gündelik Hayat, Mesut Yücebaş (der.), İletişim, 2016, ss. 153-165. Elise Ricadat ve Lydia Taieb, Üzerime Giyecek Hiçbir Şeyim Yok!, İletişim. Diana Crane, Moda ve Gündemleri, Ayrıntı. D.Waquet ve M. Laporte, Moda, Dost. Martin Stokes, Türkiye’de Arabesk Olayı, İletişim. Güneş Ayas, Müzik Sosyolojisi, Doğu Kitabevi. Meral Özbek, Popüler Kültür ve Orhan Gencebay Arabeski, İletişim. Ömer miraç Yaman, Apaçi Gençlik, Açılım Kitap. Tanıl Bora, Wolgang Reiter, Roman Horak (Der), Futbol ve Kültürü: Takımlar, Taraftarlar, Endüstri, Efsaneler, İletişim. Toplum ve Bilim, Sayı: 103 (Spor: Oyun Değil Ciddi İş) Neil Postman, Televizyon: Öldüren Eğlence, Ayrıntı, 1998. Umut Yener Kaya, Kimlik Oyunu: Video Oyunları, Yeni Medya ve Kimlik, İletişim. M. Emre Köksalan, “Post-Televizyon ve Gündelik Hayat”, Yerli ve Milli Gündelik Hayat, Mesut Yücebaş (der.), İletişim, 2016, ss. 255-302. Nilüfer Göle, Modern Mahrem, Metis. Tayfun Atay, Din Hayattan Çıkar, İletişim. Fatma Karabıyık Barbarosoğlu, Şov ve Mahrem, Timaş. Doğu Batı Sayı 15: Popüler Kültür Rıfat N. Bali, Tarz-ı Hayattan Life Style’a, İletişim. Ayfer Tunç, Bir Maniniz Yoksa Annemler Size Gelecek: 70li Yıllarda Hayatımız, Can. Can Kozanoğlu, Yeni Şehir Notları, İletişim. Mesut Yücebaş (der.), Yerli ve Milli Gündelik Hayat, İletişim. Kudret Emiroğlu, Gündelik Hayatımızın Tarihi, İş Bankası Yay. Susan Willis, Gündelik Hayat Kılavuzu, Ayrıntı. Henri Lefebvre, Modern Dünyada Gündelik Hayat, Metis. Henri Lefebvre, Gündelik Hayatın Eleştirisi I-II-III, Sel. Michael Gardener, Gündelik Hayat Eleştirileri, Heretik. Michel De Certeau, Gündelik Hayatın Keşfi I-II, Dost. |
References: | John Storey, “Cultural Theory and Popular Culture- An Introduction”, Routledge, London, 2015. Stacy Takacs, “Interrogating Popular Culture- Key Questions”, Routledge, London, 2014. Meenakshi Gigi Durham and D.M. Kellner (eds.) Media and Cultural Studies: Keyworks, Wiley Blackwell, 2012. David M. Newman, Sociology-Exploring the Architecture of Everyday Life, London, Sage Publications, 2014. |
Learning Outcomes | 1 |
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4 |
5 |
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Program Outcomes | ||||||||||
1) Learn which concepts and theories in sociology are used in production of knowledge and how the knowledge produced is grounded in social reality. | ||||||||||
2) Learn which sociological approaches and methods of analysis are used in which sociological fields and areas of specialization, and present and publish the original findings from these analyses, both individually and in teams, in accordance with academic principles. | ||||||||||
3) Discuss critically cause and effect relationships used in sociological perspectives; thereby formulate visions, aims and targets by identifying gaps in the existing knowledge in their areas of interest. | ||||||||||
4) Analyze and determine the formation, the structure and future development of such institutions as family, state, education and religion critically and scientifically; and develop policy proposals for implementation. | ||||||||||
5) Gain lifelong learning skills and competencies, use them in everyday life situations and professional contexts, and thereby develop, implement and manage projects, with socially responsible approaches. | ||||||||||
6) Combine sociology with other social sciences such as psychology, philosophy and anthropology, employ interdisciplinary approaches, and thereby develop new conceptualizations and interpretations. | ||||||||||
7) Learn to conduct sociological research by using both qualitative and quantitative methods, select the subject, develop a research question, formulate a theoretical framework with variables and hypotheses, prepare questionnaires, collect and analyze data from a sample, write a research report, and disseminate the findings in professional fields of interest within a social, cultural, and ethical framework. | ||||||||||
8) Acquire skills and competencies for taking initiative in evaluating and changing norms while implementing decisions in social problem areas. | ||||||||||
9) Pursue national and international publications and innovations and thereby find solutions to problems using qualitative and quantitative data and publish and disseminate best practices. | ||||||||||
10) Know, contribute to, and participate in current sociological debates, and be ready to go ahead with a third cycle program. | ||||||||||
11) Have unbiased attitudes towards the universality of social rights and social justice, value high standards of quality, respect cultural values, promote environmental protection, health and work safety at work, and be open to change. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Learn which concepts and theories in sociology are used in production of knowledge and how the knowledge produced is grounded in social reality. | |
2) | Learn which sociological approaches and methods of analysis are used in which sociological fields and areas of specialization, and present and publish the original findings from these analyses, both individually and in teams, in accordance with academic principles. | |
3) | Discuss critically cause and effect relationships used in sociological perspectives; thereby formulate visions, aims and targets by identifying gaps in the existing knowledge in their areas of interest. | |
4) | Analyze and determine the formation, the structure and future development of such institutions as family, state, education and religion critically and scientifically; and develop policy proposals for implementation. | |
5) | Gain lifelong learning skills and competencies, use them in everyday life situations and professional contexts, and thereby develop, implement and manage projects, with socially responsible approaches. | |
6) | Combine sociology with other social sciences such as psychology, philosophy and anthropology, employ interdisciplinary approaches, and thereby develop new conceptualizations and interpretations. | |
7) | Learn to conduct sociological research by using both qualitative and quantitative methods, select the subject, develop a research question, formulate a theoretical framework with variables and hypotheses, prepare questionnaires, collect and analyze data from a sample, write a research report, and disseminate the findings in professional fields of interest within a social, cultural, and ethical framework. | |
8) | Acquire skills and competencies for taking initiative in evaluating and changing norms while implementing decisions in social problem areas. | |
9) | Pursue national and international publications and innovations and thereby find solutions to problems using qualitative and quantitative data and publish and disseminate best practices. | |
10) | Know, contribute to, and participate in current sociological debates, and be ready to go ahead with a third cycle program. | |
11) | Have unbiased attitudes towards the universality of social rights and social justice, value high standards of quality, respect cultural values, promote environmental protection, health and work safety at work, and be open to change. |
Expression | |
Individual study and homework | |
Lesson | |
Reading | |
Homework | |
Q&A / Discussion |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Homework | |
Presentation |
Semester Requirements | Number of Activities | Level of Contribution |
Homework Assignments | 1 | % 60 |
Presentation | 1 | % 40 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 100 | |
PERCENTAGE OF FINAL WORK | % | |
total | % 100 |
Activities | Number of Activities | Workload |
Course Hours | 14 | 42 |
Presentations / Seminar | 1 | 40 |
Homework Assignments | 1 | 60 |
Preliminary Jury | 1 | 1 |
Midterms | 1 | 40 |
Final | 1 | 1 |
Total Workload | 184 |