Abstract
Reproduction theories emphasised the idea that schools reproduce relations of oppression. Later, postmodernism has increased the language of impossibility by analysing all educational actions in terms of power relations. Therefore, educational actions in line with any of those sociological approaches cannot act as tools that schools and communities need today to tackle inequalities from education and thus contribute to social inclusion. But sociology of education is already on the move. It has become dialogic, studying and showing that, actually, there are Successful Educational Actions (SEAs) worldwide that challenge structures and provide all children with the education they deserve to not only have equal chances but also, and more importantly, equal results. This dialogic sociology of education develops in dialogue with social agents and, as a result, has greater chances to improve their lives.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
