Universitat Internacional de Catalunya

Sociology II: Family Sociology

Sociology II: Family Sociology
6
8510
2
First semester
FB
Basic training
Society, family and school
Main language of instruction: Spanish

Other languages of instruction: Catalan, English

Teaching staff


Dr. GRAU GRAU, Marc - mgraug@uic.es

Appointment by email:  jaumecamps@uic.cat

 

 

La documentació i presentacions del curs les pots trobar al Moodle de l'assignatura.

Introduction

The human person is essentially a "human family". Reflective practice on the family is necessary and essential for education professionals.
Social complexity that surrounds us and the dynamics of change that is increasingly present in our environment requires new responses to questions that are often faced with the challenges and decisions that the family claims the new social scene.
The educational community needs and deficiencies are detected towards the knowledge of familiar contexts. Teachers are asked to educate and train students; this task if optimized acquire skills appropriate to recognize the real situation in each of its students family.

Competencies

  • CEM-28 - To create and maintain communication ties with families in order to have an effective impact on the educational process.
  • CEM-29 - To be familiar with, and know how to carry out, tutorial and counselling functions in relation to family education.
  • CEM-30 - To promote and collaborate on actions inside and outside the school, organized by families, local councils and other institutions, which foment good citizenship.
  • CEM-31 - To analyse and incorporate in a critical manner the most relevant questions affecting school and family education in today’s society: the social and educational impact of audiovisual languages and screens; changes in gender and intergenerational relations; multiculturalism and interculturalism; discrimination and social inclusion; and sustainable development.
  • CEM-32 - To be aware of the historical evolution of the family, different kinds of families, lifestyles and education in the family context.
  • CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
  • CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
  • CET-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
  • CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
  • CET-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
  • CET-6 - Collaboration with the professional environment at the school: to have the knowledge and skills required to establish good relations with the people and institutions dedicated to child welfare or belonging to the school's professional environment.
  • CET-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
  • CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
  • CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
  • CG-07 - To be familiar with the elements that make up critical thinking, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-08 - To be familiar with the elements that make up reflective thinking, the different levels of proficiency and how to develop this skill as much as possible.

Learning outcomes

  1. Identifies and classifies the different systems of kinship and family forms and variations throughout history 
  2. Define and contrast the different concepts of marriage and family today
  3. Meet and assesses the impact of the labor of parents in family life.
  4. Discusses the relationship between work and family in the passing of the family as the unit of production and consumption unit family
  5. Discover and assesses the impact of certain family policies in school results
  6. Arguments and values the relationship (positive or negative) between these two elements: the media and education
  7. Manages and uses the contents of the media as teaching resources in different materials and educational situations
  8. Discover, understand and apply the tools of critical analysis to unravel the messages of the media
  9. Meet and classifies the reality of the use of media in homes and family values and argues the limits of such use of the media with a view to improving the students' family, school and society
  10. Defines and frames the concept of mentoring and family development and assesses their role in the outcome of the educational task
  11. Understands the relationship between parental abilities and skills of the teacher in the classroom.
  12. Knows, understands, classifies and tested different techniques tutorial possible with both parents and students.
  13. Identify the key features that should govern the coordination of the tutorial at a school in order to promote greater personal attention of students and parents.

Syllabus

1 T. Marriage and Family. Systemic approach to the family. family sustainable

2 T. Work and family: Balancing work and family life

3 T. education, and family law

4 T. The sociology of the family. Family policies and family education policies.

5 T. education, communication and media: information and entertainment.

6 T. The media and transversal education: family and school

7.8 T. The use of media in schools: a critical analysis activities of the media

9 T. The family leisure and media

T. 10 media Mediation and family

11 T. Addictions media

12 T. Orientation and mentoring

13 T. parenting skills and styles: authoritarian, authorized, permissive, neglectful

14 T. techniques and instruments tutorial

15/16 T Organizing tutorial: Planning and scheduling

17 T. Knowledge of educational practices and family mentoring

Teaching and learning activities

In person



COMPETENCESMETHODOLOGYTRAINING ACTIVITY
CEM-28 CEM-29 CEM-30 CEM-31 CEM-32 CET-1 CET-2 CET-3 CET-4 CET-6 CG-02 CG-07 CG-08 Problem-based learning
Project-based learning
Case studies
Presenting method / lecture
Practical classes
Theory classes
Individual / independent study and work
External practicums

Evaluation systems and criteria

In person



 

 

Written assignments: 70% of the final mark

Classroom exercices and course work: 30% of the final mark.

 

Evaluation will consist of:

-two/three written exams; if the first exam is passed, its contents will not reappear in the last exam.

If they wish so, students will be allowed to retake the first exam in the last written exam (to increase their first mark, for example). In this case, their original mark will not be taken into account, even if they get a lower mark.

Students’ attitudes (appropriate behaviour, class participation, etc.) are taken for granted.

 

-Students will have to submit a sociology-based project towards the end of their semester. Should a student misbehave (speaking in class, inconsistency between word and deed, plagiarism, cheating, breaking deadlines, etc.), the teacher is entitled to deduct up to 5 points off his/her final mark depending on the severity of the misconduct. Plagiarism and cheating in exams are two very serious offences.

 

Spelling and cohesion mistakes can lead to a Non-Corrected mark. In such cases, students will have to submit their assignment again within a week, the academic calendar permitting.

 

In order to pass this subject with Honors (Matrícula d’Honor), students must:

-Get a final mark of 9 or above

-Meet the requirements that the university sets, since there is a limit in the number of MH which can be assigned. In those cases, the final mark of the subject and the project mark will be taken into account.

 --

Any plagiarism or cheating incident during the assessment will be considered an offence against the dignity of the human person and the teaching profession. If there are no attenuating circumstances, such as strong involuntariness, plagiarism is in itself sufficient reason to fail the subject.

Bibliography and resources

BIBLIOGRAPHY

  • Bringué, X. y Sádaba, Ch.(coords.)(2009). Nacidos digitales: una generación frente a las pantallas. Madrid: Rialp.
  • Donati, P. Manual de sociología de la familia, Pamplona, EUNSA, 2003.
  • Donati, P. Famiglia e politiche social. Angeli. Milano 1987
  • Martin López, E, Familia y sociedad. Una introducción a la sociologia de la familia, Madrid, Rialp, 2000
  • Lubic, Ch.. El arte de amar en la familia: respuestas para la vida diaria, Ciudad Nueva, Madrid, 1999
  • D’AgostinoF.. Una filosofia della famiglia Giuffrè. Milano. 1999 
  • Cadahia, J. Los derechos de la familia en la sociedad Palabra, Madrid 1982
  • Cardus i Ros, S. El desconcert de l'educació : les claus per entendre el paper de la família, l'escola, els adolescents, els valors, la televisió i la incertesa del futur La Campana, Barcelona 2000.
  • Donati, P., La famiglia come relazione sociale Angeli, Milano 1989
  • Martín López, E. Textos de sociología de la familia. Una relectura de los clásicos (Linton, Tönnies, Weber y Simmel). Rialp. Madrid 1993
  • Fernández de Encinas, S. Sociología familiar Unión Nacional de Asociaciones Familiares, Madrid.1967
  • Johnson, H.M. Sociología y psicología social de la familia Paidós, Buenos Aires. 1967
  • Rossi, G. La famiglia in Europa Carocci, Roma

Teaching and learning material