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Sociology Of Education - Abstracts
Abstracts,
Bibliography, Syllabus, Journals, Sociologyindex, Sociology Books 2011, Books: Sociology of Education
The
Anomalous Beasts: Hooligans and the Sociology of Education
The
Embodiment of Learning: What the Sociology of Education Doesn't Say about 'Risk' in Going
to School
The sociology of
education. Contemporary trends
Reconceptualising
Structure and Agency in the Sociology of Education: structuration theory and schooling
Accuracy,
Critique and the Anti-Tribes in Sociology of Education: A Reply to Sara Delamont's
‘Anomalous Beasts’
The
Sociology of Education: Losing Influence in an Age of Accountability
Sociology of Education
and Marxism in Brazil
Environment and
Technology or Sociology of Education
No such
thing as a consensus: Olive Banks and the sociology of education
The
Anomalous Beasts: Hooligans and the Sociology of Education
Sara Delamont, SOCAS Cardiff University
Abstract: This paper argues that the subspecialism of sociology of education has, for a
century, been ambivalent about the `hooligan'. It has both celebrated and excoriated the
anti-school working-class boy. Similarly, the mainstream of sociology has been ambivalent
about sociologists of education, both relying on them and ignoring them. Thirdly, the
paper speculates on the position of hooligans in Britain in 2025 and the relationship
between mainstream sociology and the sociology of education in that year.
The
Embodiment of Learning: What the Sociology of Education Doesn't Say about 'Risk' in Going
to School
International Sociology of Education Conference: Teaching and Learning in
Changing Times
London University, London
Abstract: Despite burgeoning interests in "the body" as a topic of sociological
interest and analysis in recent decades, with few notable exceptions, the sociology of
education has not taken as seriously as it might how "embodied subjectivities"
both shape and are framed by contexts of teaching and learning. There are processes of
formal education that may either damage, or richly reward and sustain individual
identities, by culture and class. This article suggests that embracing issues of
corporeality in analyses of schooling may help us to better understand not only the
complexity and importance of "emotions" (or rather the affective dimensions of
corporeality) in teaching and learning, but also the immense "risks" involved,
for some children, in displaying them when cultures of "performativity" dominate
and prevail in schools. Our analysis highlights ways in which powerful discursive
tendencies around body perfection, health and performance permeate schools, and influence
how and what teachers and pupils think and learn about their identity and self-worth.
Informed by data drawn from an ongoing study of the relationships between education,
eating disorders and "obesity discourse", our analyses illustrate the complexity
of such processes, while also highlighting the merits of embracing "embodiment"
in theories of learning, teaching, social reproduction and change.
The sociology of
education. Contemporary trends.
Gonzalez R., G., Torres, C. A.
Abstract: A sociological, political and economic analysis of education is contained in
this anthology in which articles presented at the "Seminar on Contemporary Trends in
the Sociology of Education" held in the Center for Economic and Social Studies of the
Third World in San Jeronimo in 1980, are summarized. The articles are grouped under the
following subjects: (1) History and perspectives in the sociology of education; (2)
Education and sociological theory; (3) Contemporary authors (which include Gramsci,
Althusser and Paulo Freire); and (4) Analysis of concrete situations (which consists of
two papers focussing on education, in Mexico).
Reconceptualising
Structure and Agency in the Sociology of Education: structuration theory and schooling
by: Chris Shilling
British Journal of Sociology of Education, Vol. 13, No. 1. (1992), pp. 69-87.
Abstract: Since the 1970s there has been considerable debate among sociologists of
education about the macro-micro gap in educational analyses. However, educational research
remains divided largely into the study of large-scale phenomena such as social systems and
national policies on the one hand, and case-studies of individual schools and social
interaction on the other. This split has had a number of unfortunate consequences for the
development of the field. Most importantly, the dominant conceptions of structure and
agency employed in the sociology of education are characterised by a dualism which makes
it difficult to conceptualise adequately the processes involved in social change. In this
paper, I briefly describe this structure-agency dualism before critically examining three
attempts which have been made to address this problem. The ability of structuration theory
to overcome this dualism is then examined, and I conclude by arguing that this approach
offers an important new direction for the sociology of education.
Accuracy,
Critique and the Anti-Tribes in Sociology of Education: A Reply to Sara Delamont's
‘Anomalous Beasts’
John Abraham, School of Social Sciences, Arts E Building, University of Sussex,
Falmer, Brighton, BN1 9SN, UK
Abstract: In a recent edition of Sociology (34, February 2000), Sara Delamont provides an
interesting account of the relationship between the sub-discipline, sociology of
education, and parent discipline, sociology. It is refreshingly original because articles
which reflect on the relational structure of sociology as a discipline are rare,
especially those which focus on sociology of education. That said, I disagree with
substantial parts of her characterisation of sociology of education and I believe that
some parts of it are so misleading that they need to be corrected.
In brief, she argues that ‘the hooligan is an anomalous beast for sociologists of
education, who paradoxically revere him: while the sociology of education is an anomalous
beast for the parent discipline, whose practitioners reject and fear it’ (Delamont
2000:95). Essentially, the latter part of her argument amounts to the claim that the wider
discipline of sociology has neglected sociology of education. In this respect, Delamont
raises some important issues for reflection by sociologists across the discipline.
However, my response is concerned with her unsatisfactory characterisation of British
sociology of education.
The
Sociology of Education: Losing Influence in an Age of Accountability
Butler, Suellen
American Sociological Association
Abstract: Two general questions frame study analysis. First, how have accountability
policies altered the content of ‘quality’ teaching programs in childhood
education? Second, Are the topics and teaching methods that define the “nature of the
sociology of education,” relevant to supporting a ‘quality’ teaching
program in Childhood Education (Wagenaar, 2000)? Data examined include: federal and state
mandates defining current education policy and reflecting accountability policy. In
addition, evaluation standards, used in assessing teaching programs and models and
criteria used in accrediting programs that prepare teachers are presented. Finally,
standards and attributes used in reviews conducted by these organizations will be compared
with current rankings of topics and teaching methods used in teaching the Sociology of
Education. Analysis indicates growing divergence between the standards and the performance
based model used to evaluate and accredit teacher preparation programs and the topics and
teaching methods used in the sociology of education course. Suggestions for addressing the
divergence are considered.
Sociology of Education
and Marxism in Brazil
Oswalo J. Yamamoto
Antonio Cabral Neto
Abstract: It is argued in this paper that the effect of the Marxist thought on Brazilian
education was a process heavily determined by a peculiar set of historic circumstances.
The main context was the struggle against the military dictatorship and in favour of the
democratisation of society, conditioning both educational literature and educators'
organisation. The educational literature has a wide thematic range and is characterised by
heterogeneity concerning the actual contributions to the explanation of Brazilian
educational reality and the patterns of incorporation of Marxist sources. After this
golden age of the Marxist paradigm the influence of Marxist studies has dramatically
declined. Nowadays, this influence can be of two kinds: (i) a diffuse and non-exclusive
one informing general reflections on a wide spectrum of educational studies; (ii) a
specific set of educational studies on themes directly related to the core of the Marxist
theory.
Environment and
Technology or Sociology of Education
Kenneth Love
American Sociological Association
Abstract: What are the pros and cons of a blended Foundations of Sociology course--online
and in-class--and is it worthy of nationwide integration? Enhancing \"Sociological
Imaginations,\" the overall goal of the course, is questioned positively and
negatively. Varying opinions emerge though analysis of class discussions on the importance
of \"socialization through technology\" and \"team work and
development.\"
Changes would emphasize learning more effective group communication skills and the
creation of more “user-friendly” software, indicating students in blended
courses are just as socialized as they would be in a non-technological class environment.
These results support the hypothesis.
No such
thing as a consensus: Olive Banks and the sociology of education
Sara Delamont
Cardiff School of Social Sciences, Cardiff University, Cardiff, UK
DOI:10.1080/01425690802160302
Books on Sociology of Education:
- A
Sociology of Education Since 1944
- Social
Analysis of Education
- Race
and Gender Disparity in Urban Education
- Sociology
of Education Today
- International
Encyclopedia of Sociology of Education
- Sociology
of Sport and Physical Education
- Education
and Social Change
- Power
and Ideology in Education
- Schools
and Societies
- Durkheim
and Modern Education
- A
Guide for First-Time Researchers in Education
- Higher
Education and Social Class
- Contemporary
Perspectives in Education
- The
Social Impact of Lesbian and Gay Issues in Education
- Divide
and School Gender and Class Dynamics
- Researching
Education Policy
- Illiberal
Education
- The
Impact of Street Culture on Schooling
- Culture
in American Colleges and Universities
- Education
and Sociology Encyclopedia
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