Information Package / Course Catalogue
| Political Science and International Relations | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
Ders Genel Tanıtım Bilgileri
| School/Faculty/Institute | Faculty of Econ., Admin. and Social Sciences | ||||
| Course Code | POLS 346 | ||||
| Course Title in English | Sociological Perspectives on Family | ||||
| Course Title in Turkish | Aile üzerine Sosyolojik Yaklaşımlar | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom,Lecture | ||||
| Level of Course | Select | ||||
| Semester | Fall | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 135 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Expected Prior Knowledge | None | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | To gain a better understanding on the institution of family, the diversity of relationships and family structures as well as how our family experiences are shaped by gender, race/ethnicity/religion and social class. | ||||
| Course Description | This course will provide students with an overview of the sociological perspective on the institution of family. The class will explore both contemporary and historical singlehood, courtship, mate selection, cohabitation, marriage and family. Emphasis will be placed on examining the diversity of relationships and family structures as well as how our family experiences are shaped by gender, race/ethnicity/religion, social class and sexual orientation. We will define and apply major sociological approaches to issues related to families and relationships. The course begins with a discussion of how we define "the family" and the diversity of meanings and family forms. We will review historical background for understanding families and relationships as well as important sociological frameworks for studying relationship and family issues. Throughout the course we will examine current events that highlight the importance of family, using these examples to illustrate key concepts and theories. | ||||
| Course Description in Turkish | Bu ders aracılığı ile öğrencilere aile kurumuna yönelik sosyolojik bir bakış açısı kazandırılması hedeflenmektedir. Hem çağdaş hem de tarihi perspektiften aile ve vlilik kurumu farklı ve katmanlı veçheleriyle ele alınacaktır. İlişkilerin ve aile yapılarının çeşitliliğinin yanı sıra farklı aile deneyimlerinin toplumsal cinsiyet, ırk/etnisite/din ve sosyal sınıf değişkenleriyle nasıl şekillendiğine de vurgu yapılacaktır. Aileler ve ilişkilerle ilgili konulara temel sosyolojik yaklaşımlar aracılığı ile bakılacaktır. Ders öncelikle ”aile”nin nasıl tanımlandığının ve ona yüklenen anlamların, aile biçimlerinin çeşitliliğinin tartışılmasıyla başlayacaktır. Aile yapısını anlayabilmek adına tarihsel arka planı ve aile konularını mercek altına almak için önemli sosyolojik çerçeveler de gözden geçirelecektir. Ders boyunca temel kavramları, ve teorileri derinlemesine irdeleyebilmek adına ailenin önemini vurgulayan güncel olaylar incelenecektir. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) examine family and marriage in a historical context; 2) Analyze one’s knowledge of contemporary family & marriage relationships and show an understanding of sociological perspectives on families and intimate personal relationships (including but not limited to marriage). 3) Discuss how the institution of family interacts with and is influenced by other social institutions. 4) Explore on how diversity (ethnicity, gender, sexual orientation, religion, social class ...) influence the structure and social functioning of family, marriage and other forms of intimate personal relationships |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| 1) Adequate knowledge of political history necessary to comprehend and effectively evaluate contemporary Political Science and International Relations issues. | ||||
| 2) Understanding of the fundamental concepts that exist in the fields of social and behavioral sciences as well as the correlation between these concepts | ||||
| 3) Ability to analyze the fundamental theories in the field Political Science and International Relations and to assess their reflections into practice | ||||
| 4) Ability to critically discuss different aspects of theories and developments in Political Science and International Relations both individually and in the course of group work during classroom discussions. | ||||
| 5) Ability to conduct research independently, or with a team, about the developments taking place in the international arena, make foreign policy analyses, develop research-based conflict resolution models, and prepare comprehensive reports using computers and relevant software | ||||
| 6) Ability to take decisions as well as to implement these decisions by using the knowledge about the field and the skills that have been acquired during the undergraduate studies | ||||
| 7) Ability to recognize the relations between scientific thought and ethical behavior; pay attention to being tolerant and properly defend different ideas, ideologies and belief systems | ||||
| 8) Ability to work in international institutions and multicultural environments, with the help of the knowledge on different cultures, societies, political systems as well as linguistic skills acquired during the undergraduate studies | ||||
| 9) Ability to display language skills in English at minimum B2 level enough for debating with colleagues on issues of Political Science and International Relations, and also display language skills in a second foreign language at minimum A2 level enough for communicating in daily life | ||||
| 10) Ability to pursue lifelong learning as well as perform advanced/graduate studies in the field Political Science and International Relations and other social sciences disciplines in academic institutions at home and abroad |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Adequate knowledge of political history necessary to comprehend and effectively evaluate contemporary Political Science and International Relations issues. | H | HW |
| 2) | Understanding of the fundamental concepts that exist in the fields of social and behavioral sciences as well as the correlation between these concepts | H | Exam |
| 3) | Ability to analyze the fundamental theories in the field Political Science and International Relations and to assess their reflections into practice | H | HW |
| 4) | Ability to critically discuss different aspects of theories and developments in Political Science and International Relations both individually and in the course of group work during classroom discussions. | H | HW |
| 5) | Ability to conduct research independently, or with a team, about the developments taking place in the international arena, make foreign policy analyses, develop research-based conflict resolution models, and prepare comprehensive reports using computers and relevant software | H | Presentation |
| 6) | Ability to take decisions as well as to implement these decisions by using the knowledge about the field and the skills that have been acquired during the undergraduate studies | S | Presentation |
| 7) | Ability to recognize the relations between scientific thought and ethical behavior; pay attention to being tolerant and properly defend different ideas, ideologies and belief systems | H | Presentation |
| 8) | Ability to work in international institutions and multicultural environments, with the help of the knowledge on different cultures, societies, political systems as well as linguistic skills acquired during the undergraduate studies | S | |
| 9) | Ability to display language skills in English at minimum B2 level enough for debating with colleagues on issues of Political Science and International Relations, and also display language skills in a second foreign language at minimum A2 level enough for communicating in daily life | H | Participation |
| 10) | Ability to pursue lifelong learning as well as perform advanced/graduate studies in the field Political Science and International Relations and other social sciences disciplines in academic institutions at home and abroad | S |
| Prepared by and Date | ÖZGÜR KAYMAK , January 2024 |
| Course Coordinator | CANSU GÜLEÇ |
| Semester | Fall |
| Name of Instructor | Öğr. Gör. ÖZGÜR KAYMAK |
Course Contents
| Week | Subject |
| 1) | Introduction, course overview, The Changing Family |
| 2) | Defining Family and Theorotical Perspectives on the Family |
| 3) | The Family in a Historical Perspective: History of Families and Modern Families. |
| 4) | Diversity in Contemporary Families |
| 5) | Diversity in Families Continued: Turkish Case |
| 6) | Gender & Family Relations |
| 7) | Love and Loving Relationships |
| 8) | Midterm: Critical Reflection of a Film-Presentation |
| 9) | Gendered Violence |
| 10) | Marriage: From Social Institution to Private Relationships |
| 11) | Parenthood: More Choices, More Constraints, More Concerns |
| 12) | Raising Children in a Diverse Society |
| 13) | Research Presentations |
| 14) | Research Presentations Continued |
| Required/Recommended Readings | Benokraitis, N.V. (2015). “Marriages and Families: Changes, Choices and Constraints.” 8th edition. University of Baltimore. Lamanna, Mary Ann, Riedmann, Agnes, Susan Stewart. (2018). “Marriages, Families and Relationships: Making Choices in a Diverse Society”. 13th edition. Cengage: Boston, USA. Diana Gittins, (2019). “The Family in Question: What is the Family? Is it Universal?”. Shifting The Center, Understanding Contemporary Families, ed. Susan J. Fergusan, 5th ed. Sage Publications. Stephanie Coontz, (2019). “Historical Perspectives on Family Diversity”. Shifting The Center, Understanding Contemporary Families, ed. Susan J. Fergusan, 5th ed. Sage Publications. Duben, A., Cem Bahar. (1991). Istanbul Households: Marriage, Family and Fertility 1880-1940. Cambridge: Cambridge University Press. Sirman, Nükhet. (2005). The Making of Familial Citizenship in Turkey. (içinde) Fuat. Keyman ve Ahmet. İçduygu (der.), Citizenship in A Global World – European Questions and Turkish Experiences, Routledge, s. 147-172. Kağıtçıbaşı, Çiğdem. (1982). “Sex Roles, Family & Community in Turkey”, (içinde) Sibel Bozdoğan, Reşat Kasaba (der.), Rethinking Modernity and National Identity in Turkey. Seattle and London: University of Washington Press. Velma McBride Murry, et al. (2013). “Gender and Family Relations”. Handbook of Marriage and the Family. ed. Gary W. Peterson, Kevin R. Bush, 3rd ed. Springer. Judith A. Seltzer, (2019). “Families Formed Outside of Marriage”. Shifting The Center, Understanding Contemporary Families, ed. Susan J. Fergusan, 5th ed. Sage Publications. Kalmijn, Matthijs and Anne-Rigt Poortman. 2006. “His or Her Divorce? The Gendered Nature of Divorce and its Determinants.” European Sociological Review 22(2): 201-214. (13). Kandiyoti, Deniz. (1985). “Continuity and Change in the Family: A Comparative Approach” (içinde) T. Erder (der.), Family in Turkish Society, Ankara: Turkish Social Science Association. Coontz, Stephanie. (2005). “Marriage, A History, How Love Conquered Marriage”. Penguin Books. Kağıtçıbaşı, Çiğdem. (2012). “Türkiye'de Aile Kültürü”. Kadın Araştırmaları Dergisi, 1:49-57. Hart, Kimberly. (2007). “Love by Arrangement: The Ambiguity of ‘Spousal Choice’ in a Turkish Village”. Journal of the Royal Anthropological Institute, 13(2):345-362. Edin, Kathryn, Kefelas, Maria and Frank Furstenberg (2011). Promises I Can Keep: Why Poor Wome Ferree, Myra Marx. (2010). “Filling the Glass: Gender Perspectives on Families.” Journal of Marriage and Family 72:420-439. England, Paula. 2010. “The Gender Revolution: Uneven and Stalled.”Gender & Society 24(2):149-166. Fingerman et al. (2012). “Helicopter Parents and Landing Pad Kids: Intense Parental Support of Grown Children”. Journal of Marriage and Family 74: 880-896. Schmeeckle et al. (2006). “What Makes Someone Family? Adult Children’s Perceptions of Current and Former Stepparents”. Journal of Marriage and Family. 68: 595-610. | ||||||||||||||||||
| Teaching Methods | Lecture with expectation from students to actively participate in class discussion. Response papers will help students to take part in classroom discussion. Teamwork will be encouraged in preparation of a film critique and research and presentations. | ||||||||||||||||||
| Homework and Projects | 4 response papers; Film Critique, Final Research and Presentation | ||||||||||||||||||
| Laboratory Work | yok | ||||||||||||||||||
| Computer Use | yok | ||||||||||||||||||
| Other Activities | yok | ||||||||||||||||||
| Assessment Methods |
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| Course Administration |
kaymako@mef.edu.tr Attendance and active participation are required. There would be no late presentations and make up exams unless medical report provided. MEF university values academic integrity. Therefore, all students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the code of student conduct and disciplinary procedures The University requires honesty of all its members in their academic work. Students are also expected to strictly adhere to the following rules and regulations regarding academic honesty. Plagiarism and cheating constitute major violations of academic honesty. Plagiarism is the failure to acknowledge the source of information gathered in the preparation of class and written work. Submitting papers of others as your own, using sentences or paragraphs from another author without the proper acknowledgement of the original author, insufficient acknowledgement of the consulted works in the bibliography, all constitute plagiarism. Copying work from others or giving and receiving answers/information during exams either in written or oral form constitutes cheating. Any improper behavior, academic dishonesty or plagiarism is subject to the YOK Disciplinary Regulation. |
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ECTS Student Workload Estimation
| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 0 | 3 | 2 | 70 | ||
| Presentations / Seminar | 5 | 11 | 2 | 65 | |||
| Total Workload | 135 | ||||||
| Total Workload/25 | 5.4 | ||||||
| ECTS | 5 | ||||||