Sociological Theory (SOC*6070)

Code and section: SOC*6070*01

Term: Fall 2025

Instructor: Tugce Ellialti-Kose

Details

Department of Sociology and Anthropology

SOC*6070 | Sociological Theory

Fall 2025

 

Instructor: Dr. Tuğçe Ellialtı-Köse

Email Address: tugce@uoguelph.ca

Class Time & Location: Tuesdays, 11:30 am – 2:20 pm in ROZH 107

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This graduate seminar introduces students to key concepts, questions, and debates in sociological (and social) theory. Throughout the semester, we will engage with the original writings of a range of classical sociologists (and other scholars who have become influential in the discipline and/or whose work speaks to central sociological concerns) and insightful and critical commentaries on major theoretical works. This course is designed to achieve the following student learning outcomes: a) to understand scholars’ theoretical engagements with their social and intellectual contexts (and thus the interplay between history and sociological theory); b) to unpack and critically evaluate their theories, methodologies, and their contributions to our understanding of major sociological concepts such as social structure, power, ideology, culture, and inequality; c) to examine and compare the various conceptions of theory, method, and object of investigation; and d) to unpack how these theories are relevant and useful to contemporary societies and our understandings of them.

 

Theory can be viewed as a toolkit from which sociologists (and others) use ideas and concepts to try to make sense of the world around them. Therefore, among our main goals are ensuring familiarity with the issues and concerns that intrigued classical sociological theorists and that still inform sociological practice, identifying the important problems that these thinkers were grappling with and their most influential ideas, as well as developing a deeper understanding of sociological theories and how to apply them to diverse social phenomena. In this sense, this course goes beyond reading—and thinking—about theory and aims to provide students with the tools and resources that will allow them to think with and alongside theory. To this end, students will be asked to read carefully and critically different theoretical texts, make connections between readings, and experiment with ideas, applications, and arguments. In addition to in-depth reading and thoughtful writing, the course will also require students to use their “sociological imagination” to critically engage with social theorists in different times and places and explore sociological issues that sit at the heart of today’s social world. By the end of the course, students will gain a deeper appreciation for how sociological theory continues to illuminate the world around us nearly a quarter century into the 21^st century.

On successful completion of this course, students will be able:

• to understand the connections between the rise of modern societies and the development of sociology as a discipline.
• to critically read and assess theoretical writing in sociology and related areas.
• to demonstrate an in-depth knowledge of key figures, texts, and concepts in the development of sociological thought, and identify and contextualize key theoretical concepts, issues, and debates in the field.
• to develop an understanding of the major theoretical frameworks and conceptual tools, as well as their application in sociological research and analysis.
• to identify points of continuity and divergence between theoretical approaches and schools of thought.
• to establish their own theoretical toolkit and voice/perspective and to practice applying theory to their everyday life, experiences, and contemporary events (i.e., to learn how to use theory to make sense of particular social/empirical problems).
• to refine academic communication skills through writing and discussion (i.e., to clearly articulate, in both speaking and writing, their comprehension of major theories, key concepts, and debates).

As a seminar, this is a reading-intensive, interactive, and discussion-driven class. Our learning environment will be centered on principles of curiosity, participation, and inclusivity/belonging; the successful realization of these principles requires a commitment to dialogue and reflection from everyone in the course as well as meaningful engagement in class. Students are asked to come to class well prepared (i.e., having completed the assigned readings) and ready to contribute and participate in class activities that allow us to work through ideas and apply course material. Please note that both individually and collectively, the success of this seminar will depend on adequate preparation and active participation in discussions. So, it is absolutely important that everyone is familiar with the assigned readings for each week and is ready to grapple with them in a constructive fashion during class.

 

In each class, I will deliver what I call “agenda setting” lectures to provide a general overview and background for each theorist as well as their main ideas. The bulk of each meeting, however, will consist of collaborative and largely open-ended discussion of the work assigned for that week. Two students will serve as discussion leaders for each class. Students’ participation in each of the meetings is the most important component for an effective graduate seminar so please come to each class fully prepared to engage closely and carefully with the material we are covering and do not rely solely on the discussion leaders, or me, to provide comprehensive learning material.

 

I hope that you can find some comfort in the idea that your engagement does not require you to be correct at all times. In fact, learning involves making mistakes, which is essential for critical thinking, and I am a big believer that asking “good” questions is as important and valuable as answering them and/or finding solutions. So, rather than worrying about whether you are missing a point in your comment or whether your question makes sense or not, I suggest that you do the readings closely and then be curious and exploratory in your intellectual and analytical endeavors. Remember that the best way of learning theory almost always includes deliberate efforts to bring it to life with relevant examples and reflections from our lives.

This course has different evaluation components, including reflection papers, seminar presentations, peer reviews, end-of-semester reflections, and a final paper.

No book is required for this course. All readings will be available through the Course Reserve (ARES) system (see https://ares.lib.uoguelph.ca) on CourseLink. Other course content will be provided via websites and as multimedia (e.g., documentaries, videos, etc.).

Note: This draft outline is for informational purposes only and may be subject change. A complete syllabus will be shared with the students during the first class. In the meanwhile, if you have any questions about the course, please email me at tugce@uoguelph.ca.