But it doesn't end there. It's also an extremely pro-feminist class, with occasional Marxist leanings. So much of what we discuss is so completely irrelevant to what it's actually like to teach in a classroom. At least in Psych there was a feeling of actually getting somewhere, of learning things that would be someday be useful. I have nothing like that in this class. Here's a sample from one of our lectures:

Critical Theory and Critical Pedogogy:

Uses a dialectical approach and attempts to bridge the gap between theory and educational practice.

The perspective allows us to see both the domination and liberation aspects of school so that teachers can recognize that students are at a disadvantage in the classroom because their values and beliefs are not congruent with the schools.

Because there's absolutely no chance that students might go to a school where their values and beliefs are accepted and taught? But wait, there's more:

Feminists drawing on Postmodern Theory call into question the privileged position of male theorists who are predominantly male, to examine how their assumptions and thoughts affect their writing practices.
Quotes taken from The Sociology of Education homepage

Granted, I may be somewhat unsympathetic because my prof has no concept of things like spelling, grammar or apostraphization, and likes to print overheads in size 24 font that make me feel stupid when I read them because the text is so freaking BIG, but I guarantee that there will be at least one day this year that I am going to walk out of the class midlecture. Grr!

In slightly less sardonic, slightly more optimistic news, I'm getting lots done on my Canadian History paper. I must admit to being slightly surprised to discover that historians are such snide people. I thought that was reserved for humanities students.