This outstanding collection of original essays written by academics from coast-to-coast examines the complex relationship between school and society. A distinctly Canadian perspective on the sociology of education is showcased with coverage of Canadian issues, policies, institutions, and data. Chapters range from the theoretical to the empirical, and from substantive concerns affecting student's lives to those affecting governance issues. Taking a critical approach, the text urges readers to ask difficult questions about teaching and schooling. By illustrating the multiple sociological forces that come into play for educators and learners, Canadian Perspectives on the Sociology of Education challenges the reductive and pragmatic approach adopted in conventional education courses.
Cynthia Levine-Rasky is an Assistant Professor in the Department of Sociology at Queen's University in Kingston, Ontario. Her current and proposed research concerns the intersections of gender, race/ethnicity, and class among parents involved in choosing schools for their children. This research is related to the rise in studies of power as expressed through masculinity, whiteness, and middle-class living, rather than to research concerning oppression and marginality (women, racialized groups, and the working-class). Levine-Rasky is interested in what makes some parents 'choose' a school, how their decisions are influenced by changes in the student population, and how, in turn, their decisions bring about the reproduction of social inequalities. Related issues are concerned with the social and political context in which schooling is regarded as a commodity out of which the parent/consumer must choose the 'best' for their child, and also what the 'best' means for parents. In tandem with these questions, Cynthia is exploring the dynamics of Jewish identity.