Investigating the classical and contemporary divide of sociological theory

Using theory syllabi and departmental data collected for 3 academic years, this paper investigates the institutional practice of theory in sociology departments across Canada. In particular, it examines the position of theory within the sociological curriculum, and how this varies among universities. We illuminate the basic schema governing theoretical education in Canadian sociology- the classical vs contemporary distinction- and trace its ramifications and permutations across the curriculum. We also ask whether and where there are distinctively Canada sources in theory courses, how theory education varies between Anglo and Franco-Canadian sociology departments, and touch on the factors that lead to these differences.