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Introduction to Sociology - 2nd Canadian Edition
Description: Introduction to Sociology adheres to the scope and sequence of a typical introductory sociology course. In addition to comprehensive coverage of core concepts, foundational scholars, and emerging theories, we have incorporated section reviews with engaging questions, discussions that help students apply the sociological imagination, and features that draw learners into the discipline in meaningful ways. Although this text can be modified and reorganized to suit your needs, the standard version is organized so that topics are introduced conceptually, with relevant, everyday experiences.
Author: William Little, Thompson Rivers University, Ron McGivern, Thompson Rivers University, Nathan Keirns, Zane State College , Eric Strayer, Hartnell College, Heather Griffiths, Fayetteville State University, Susan Cody-Rydzewski, Georgia Perimeter College , Gail Scaramuzzo, Lackawanna College , Tommy Sadler, Union University, Sally Vyain, Ivy Tech Community College
Adoption (faculty): Contact us if you are using this textbook in your course
Adaptations: Support for adapting an open textbook
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1. Reviewed by: Lisa Hale
Q: The text covers all areas and ideas of the subject appropriately and provides an effective index and/or glossary
I found this edition of the textbook very comprehensive. It covers every theme and topic that I discuss in my introduction to Sociology courses, and it includes some that I might add in future. The chapters go into good levels of detail and provide excellent examples from the Canadian context. The text is laid out logically, and is easy to navigate.
Comprehensiveness Rating: 4 out of 5
Q: Content is accurate, error-free and unbiased
Overall, I would say that this textbook is accurate. The one improvement I would make would be to change the following passage in order to provide more accuracy and context, from the chapter on race:
“If Aboriginal people tried to retain their stewardship of the land, Europeans fought them off with superior weapons. A key element of this issue is the Aboriginal view of land and land ownership. Most First Nations cultures considered the Earth a living entity whose resources they were stewards of; the concepts of land ownership and conquest did not exist in Aboriginal societies.”
It is incorrect to say that there is one Aboriginal view of land & ownership. While Indigenous nations may not practice enclosure-style individual land ownership like the British and other European nations, there is a wide diversity of views of land & ownership across Indigenous cultures. It is an oft-repeated colonial myth that Aboriginal peoples do not believe in owning land, which is mostly used to justify dispossessing them of their territories. I’m concerned about students picking up this platitude and not understanding its historical use to delegitimize Indigenous sovereignty and title.
On the West coast for example, many Indigenous nations have very strong ownership by families over different parts of their territories. This ownership is collective, and based in stewardship but is also exclusive, and sometimes backed by military force (see for instance the Tsilhqot’in nation’s enforcement of their territory’s boundaries and continued exclusive use, which formed the basis of their Aboriginal Title case at the Supreme Court). In order to improve the accuracy of this section, I would recommend adding more context about Aboriginal title (see the Tsilhqot’in decision at the SCC for a short and well-explained primer on title), and removing the generalization about the “Aboriginal view” of land.
You might also want to include a little more info on the race riots that happened in Vancouver. It should be noted that the first attack on Chinese workers happened in a race riot in 1887. The 1907 race riot in the city shared many of the same precursors and features as the first riot. The 1887 riot was considered so bad that the city's charter was suspended and special constables were sent in to restore order.
Content Accuracy Rating: 4 out of 5
Q: Content is up-to-date, but not in a way that will quickly make the text obsolete within a short period of time. The text is written and/or arranged in such a way that necessary updates will be relatively easy and straightforward to implement
I agree that the content is timely but not time sensitive. I think this edition will be useable for the foreseeable future and updates should be fairly easy to do.
Relevance Rating: 4 out of 5
Q: The text is written in lucid, accessible prose, and provides adequate context for any jargon/technical terminology used
The writing is clear, understandable and flows well. Many of my students have English as a second language, so I look for texts that are accessible and explain jargon well.
Clarity Rating: 4 out of 5
Q: The text is internally consistent in terms of terminology and framework
The text is logical and internally consistent. It is well organized according to a clear framework.
Consistency Rating: 4 out of 5
Q: The text is easily and readily divisible into smaller reading sections that can be assigned at different points within the course (i.e., enormous blocks of text without subheadings should be avoided). The text should not be overly self-referential, and should be easily reorganized and realigned with various subunits of a course without presenting much disruption to the reader.
The section summary, with links to the individual sections of each chapter make assigning particular chunks of text easy. These sections work well as 'stand-alone' pieces that allow for more flexibility in assigning readings.
Modularity Rating: 4 out of 5
Q: The topics in the text are presented in a logical, clear fashion
I really like the layout of the textbook. Everything is clear and easy to navigate. I think my students will appreciate the way it is organized.
Organization Rating: 4 out of 5
Q: The text is free of significant interface issues, including navigation problems, distortion of images/charts, and any other display features that may distract or confuse the reader
I did not find any distortions or navigation problems during my reading of the textbook.
Interface Rating: 5 out of 5
Q: The text contains no grammatical errors
I did not find any errors in my reading to date.
Grammar Rating: 4 out of 5
Q: The text is not culturally insensitive or offensive in any way. It should make use of examples that are inclusive of a variety of races, ethnicities, and backgrounds
The text seems to include fairly diverse examples and covers a broad cross-section of Canadian society. I appreciate that the section in the first edition that referenced Aboriginal people as immigrating to North America has been reworded. That section's wording was incorrect and I had to correct it when I assigned that chapter to my students. It's important to differentiate early human migration tens of thousands of years ago from immigration. So thank you for fixing that error..it makes this a better choice of textbook to assign, as I also have many Indigenous students in my classes who need to see accurate portrayals of their Aboriginality and cultures.
Cultural Relevance Rating: 4 out of 5
Q: Are there any other comments you would like to make about this book, for example, its appropriateness in a Canadian context or specific updates you think need to be made?
If it's possible to develop further resources to accompany the book, that would be wonderful. But overall, I think this is a very good option for my classes.