education in sociology –

education in sociology
Order Description
A topic about something in social education, i have not decide so any topic is ok to write, but it is a specific topic not a large range. I need at least 7 reference, four from the file1. Last time the essay you wrote for me is perfect, my prof give 90% grade. This time i only need 70% grade, please use brief sentences , do not write too much better.
Please read all instructions.
This essay is meant for you to link your personal experiences with the theories presented in class. You must pick a topic thatinterests you.
This assignment is not meant to be an autobiography.It is an exercise where you attempt to explain a phenomenon with your personal experience and the theories learned in class. Do not conduct interviews or participant observations in order to collect data for this paper. You do not have ethical clearance.
As a whole, this is a reflexive exercise where you analyze something meaningful to you. Your essay can also be transformative, where you present possible solutions. Through it all, you must display a good grasp on the theory. It is not sufficient to simply quote a definition in your paper, the concepts from the class must be used consistently throughout the paper.
Essay Instructions: You must use at least four articles from the course syllabus and three external sources. External sources are to be from academic journals or books (no Wikipedia etc.). If in doubt, please ask. One way to find sources is to think about what types of articles have interested you in class and look at their bibliographies. Beside the scholarly citations feel free to use news articles and other sources to support and contextualize your work.
The essay must be double spaced, using 12pt Times New Roman font, and 1 inch margins. In addition to the 7-9 pages of text, exclude a reference page. Make sure all the sources in your essay are in your bibliography and vice versa.
Essay Structure: A good essay is clear and to the point. It has an introduction that draws the reader to your topic and introduces your research question/argument /hypothesis/thesis. Make an argument, you want to ensure that the reader has a clear understanding of where you stand on the issue and the steps you will take to prove your point. In the body of the paper you want toexplain concepts pertinent to your topic. The rest of your paper develops your argument by providing evidence (from other authors, examples etc.) in support of your argument. Make sure you provide a conclusion. The conclusion can be a way for you to sum up what you have argued as well as to make recommendations for change.
I will evaluate your paper with the following criteria
1. Paper follows all directions
2. Paper is clear, organized and well written.
3. Paper engages with class themes/discussions. This is key. I cannot know if you understand a concept if you do not explain it to me.
4. Paper has clearly articulated arguments. Avoid being descriptive.
5. Proper citation of sources. I do not require you to use a specific citation style. However, if you use the work of someone else, please give them their due credit. You also need a reference page.
6. Work must be original and cannot have been used in another course.
Bryson, BJ & Bennet-Anyikwa (2003). The teaching and learning experience: deconstructing and creating space using a feminist pedagogy. Race, Gender & Class, 10, 2, 131-146
Kerr, J. (2014). Western epistemic dominance and colonial structures: considerations for thought and practice in programs of teacher education. Decolonization: Indigeneity, Education & Society, 3, 2, 83-104
St. Denis, V. (2011). Silencing Aboriginal curricular content and perspectives through multiculturalism: “there are other children here.” The Review of Education, Pedagogy, and Cultural Studies, 33, 4, 306-317
Gaztambide-Fernandez, R. (2013). Thinking otherwise about the arts in education –a rejoinder. Harvard Educational Review, 83, 4, 636-643
Mirza, H. S. (1998). Race, gender and IQ: the social consequence of a pseudo-scientific discourse. Race, Ethnicity, and Education, 2, 1, 149-155.
Hookimaw-Witt, J. (1998). Any changes since residential school? Canadian Journal of Native Education. 22, 2, 159-170.
Dei (2003) Schooling and the dilemma of youth disengagement. Mcgill Journal of Education 38, 2, 241-256.
Solorzano, D. & Yosso, T. (2001). From racial stereotyping and deficit discourse toward a critical race theory in teacher education. Multicultural Education, 9, 1, 2-8.
Ladson-Billings, G. (2007). Pushing past the achievement gap: an essay on the language of deficit. The Journal of Negro Education. 76, 3, 316-323.
Lopez N. (2002). Rewriting race and gender high school lessons: Second-generation Dominicans in New York City. Teachers College Record, 104, 6, 1187-1203.
Meyer, E. J. (2008). A Feminist reframing of bullying and harassment: transforming schools through critical pedagogy. McGill Journal of Education, 43, 1, 33-48.
Hurtado, S. (1992). The campus racial climate: contexts of conflict. Journal of Higher Education, 63, 5, 539-569.
Tetreault, P., Fette, R., Meidlinger, P. C., Hope, D. (2013). Perceptions of campus climate by sexual minorities. Journal of Homosexuality, 60, 7, 947-964.
Ortiz & Jani (2010) Critical race theory: a transformative model for teaching diversity. Journal of Social Work Education, 46, 2, 175-193
James, C. (1995). Multicultural and anti-racism education in Canada, Race, Gender & Class, 2, 3, 31-48
Dei, G. J. S., (2010). The possibilities of new/counter visions of schooling. English Quarterly Canada, 41, 3/ 4, 113-132