Sociology of Education
- Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education, 162(1), 67–92. http://www.jeananyon.org/docs/anyon-1980.pdf.
- Clifton, A., Mandzuk, D., & Roberts, L.W. (2006). The alienation of undergraduate education students: A case study of a Canadian university. Journal of Education for Teaching, 20(2). http://www.tandfonline.com/doi/abs/10.1080/0260747940200205#.VLP-l9LF-Sp.
- Dooner, A-M, Mandzuk, D., Obendoerfer, P., Babiuk, G., Cerqueira-Vassallo, G., Force, V., . . . Roy, D. (2010). Examining student engagement and authority: Developing learning relationships in the middle grades. Middle School Journal, 41(4), 28–35. http://www.jstor.org/discover/10.2307/23044780?uid=3739408&uid=2&uid=3737720&uid=4&sid=21105149614623.
- Handler, R. (Producer), Kennedy, P. (Host), Tepperman, L. (Guest) (2011, August 11). Making sense of sociability [Podcast]. In Ideas. http://www.cbc.ca/ideas/episodes/2011/08/18/making-sense-of-sociability-1/.
- Hasinoff, S., & Mandzuk, D. (2005). Bonding, bridging, and becoming a teacher: Student cohorts and teacher identity. The Alberta Journal of Educational Research, 51(3), 231–245. http://ajer.synergiesprairies.ca/ajer/index.php/ajer/article/download/551/538.
- Howard, J. (2008). Sociofugal vs sociopetal space. Design for Service [Blog post]. https://designforservice.wordpress.com/2008/02/09/sociofugal-and-sociopetal-space/.
- Lewison, M., Seely Flint, A., & Van Sluys, K. (2002). Taking on critical literacy: The journey of newcomers and novices. Taking on Critical Theory, 79(5), 382–392. http://eeando.unl.edu/cehs/phillips921b/module4/pdf/TakingOnCritical.pdf.
- Mandzuk, D. (1997). A doctoral graduate’s return to the elementary classroom: An example of sociological ambivalence. Teaching and Teacher Education, 13(4), 439–449. http://www.sciencedirect.com/science/article/pii/S0742051X96000418.
- Mandzuk, D., & Hasinoff, S. (2010). Slices of Life: Managing Dilemmas in Middle Grades Teaching. Westerville, OH: Association for Middle Level Education. http://www.amle.org/Shop/ProductDetails.aspx?productid=%7B1579EFA5-4816-411B-8E45-8CE3BECC5A15%7D.
- Mandzuk, D., Hasinoff, S., & Seifert, K. (2003). Inside a student cohort: Teacher education from a social capital perspective. Canadian Journal of Education, 28(1&2), 168–184. http://files.eric.ed.gov/fulltext/EJ695659.pdf.
- Mazarella, S. (2007). Girls in crisis: Newspaper coverage of adolescent girls. Journal of Communication Inquiry, 31(1), 6–27. http://jci.sagepub.com/content/31/1/6.refs.html.
- Noguera, P.A. (2004, October 17). Transforming urban schools through investments in the social capital of parents. In Motion Magazine. http://www.inmotionmagazine.com/er/pn_parents.html.
- O’Connell, M. (Producer), & Kennedy, P. (Host) (2012, April 25).The gender trap, part 1 [Podcast]. In Ideas. http://www.cbc.ca/ideas/episodes/2012/04/25/the-gender-trap-part-1/.
- O’Connell, M. (Producer), & Kennedy, P. (Host) (2012, April 26).The gender trap, part 2 [Podcast]. In Ideas. http://www.cbc.ca/ideas/episodes/2012/04/26/the-gender-trap-part-2/.
- OCUFA (2013, May 1). Worldviews Conference pledges to “commit sociology.” Ontario Confederation of University Faculty Associations. http://ocufa.on.ca/2013/worldviews-conference-pledges-to-commit-sociology/.
- Seifert, K.L., & Mandzuk, D. (2006). Student cohorts in teacher education: Support groups or intellectual communities? Teachers College Record, 108(7), 1296–1320. http://www.tcrecord.org/library/abstract.asp?contentid=12557.
- staff writers (2013, April 29). Open letter: Thou shalt not commit sociology (or critical thinking of any kind). Straight.com. http://www.straight.com/news/376826/open-letter-thou-shalt-not-commit-sociology-or-critical-thinking-any-kind.
- Upitis, R. (2004). School architecture and complexity. Complicity, 1(1), 19–38. http://ejournals.library.ualberta.ca/index.php/complicity/article/view/8713/7033.
- How do social structures, such as schools, enable and inhibit learning?
- How do norms, roles, and identities affect teaching and learning?
- In what ways do gender, socioeconomic status, and ethnicity limit or expand educational opportunities?
- What is the role of human, social, and financial capital in education?