Sociology Of Education Research Articles

Towards a Sociology of Educational ‘Ideal’: Powerful Knowledge, Knowledge of the Powerful, and Beyond

This paper examines how the Durkheimian approach to the ‘ideal’ delineates a possible way of straddling the dilemma between the normative orientation of ‘powerful knowledge’ accounts and the critical orientation of ‘knowledge of the powerful’ accounts. It argues that the normative aims are embedded in the fabrics of the sociological description with which the Durkheimian notion of ‘elementary form’ is concerned. To see where this enterprise can lead, this paper turns to the sociology of education of Bourdieu and Bernstein. Both draw on Durkheim’s writings on primitive classifications in education and society, working towards uncovering the regularities of the world of knowledge classifications. Keeping in line with Bourdieu and Bernstein, this paper argues that one has to make the same refusal to the advocates of an abstract ideal of educational knowledge that is dissociated from its social conditions of historical realization in pedagogic contexts, and to the advocates of a cynical relativism of ideal that rejects any necessities socially established.

Sociological diagnostics of the historical consciousness of Russians: Request for sustainable development and teaching of sociology

The article is a review of the book edited by M.K. Gorshkov Historical Consciousness of Russians: Assessments of the Past, Memory, and Symbols (Sociological Measurement) (Moscow: Ves Mir, 2022. 248 p.). The author identifies the key characteristics of the theoretical-methodological tools of this sociological diagnostics: analysis of civil identity through the national-state symbols; identification of specific features of the historical memory of social, regional and generational groups about the significant achievements of society and the state; representativeness of the sociological data provided by a multi-stage stratified sample. The article describes seven most significant characteristics of the historical consciousness of Russians as factors strengthening the civil identity and the country’s sustainable development. The author argues that the book has both theoretical and practical significance due to being based on a comprehensive multi-aspect analysis of the historical consciousness and to providing grounds for a national strategy for sustainable development and for new approaches to teaching sociologists. The author makes some proposals of courses that would help younger generations of sociologists to develop critical thinking, historical consciousness, and sociological imagination.

The Italian School System's autonomy and learning

The present work aims to highlight the evolution of school autonomy policies in Italy since its inception. To do this, we analyze the premises and promises of autonomy in reference to new phenomena that have recently appeared in the universe of school. Finally, a comparison is made between autonomy and the performance of students that derive from it. This analysis is conducted in a multidisciplinary perspective, combining approaches ranging from educational policies to the sociology of education.

ON THEORIES OF SOCIOLOGY OF EDUCATION: A GLANCE AT THE TURKISH EDUCATION SYSTEM

Education and schools in general are one of the most controversial issues of modern societies. The function of education as a social phenomenon is examined within the scope of the sociology of education. There are four different perspectives used as references to explain the role of education in society. In this paper, the theories in the field of sociology of education are presented under two headings: functionalist perspectives and critical perspectives. Afterward, the Turkish education system was interpreted in light of these theories. As a result, it was concluded that the Turkish education system generally reflects functionalist perspectives. Lastly, in light of the information presented in this paper, suggestions were made for further research and policy-making.

Making the case for a sociology of dental education

Making the case for a sociology of dental education

Reconsidering and teaching sociologies in Zambian teacher education: seeking Mbuyi, Mulenga, and Munkombwe

Global movements to decolonise sociology have gained significant momentum in recent decades and offer far-reaching implications for the field of education. One understudied area of research, however, concerns the sociologies of education taught and experienced in teacher education outside of Anglo/European contexts. This paper uses post-/­decolonial theory to explore the teaching and learning of sociology of education for pre-service teachers at the University of Zambia. It draws on data from surveys (n = 318) and five focus groups with pre-service teachers (n = 20), a focus group with tutors (n = 3) working on the course, and reflections by course lecturers to examine Zambian pre-service teachers’ experiences and perspectives of sociology. We argue that a sociology of education which includes some elements of the classical canon but is grounded more firmly in sociological perspectives related to local social issues, contexts, and epistemologies may lead to a more informed and inspired cadre of pre-service teachers, and by extension, citizens.

Tantangan Pendidikan Sosiologi Di Era Industri 4.0

This article is a study that highlights the various problems and challenges faced by the sociology education discipline in the Industrial 4.0 era. Included in it is to see the existence of sociology education in the midst of the current globalization. The method used in this writing is the method of literature by collecting various relevant research results. The conclusion of this study is that era 4.0 presents challenges to sociology education while providing opportunities if it is managed properly. Among the challenges are developments in information and communication technology, learning methods and curriculum changes.

Theorizing Resistance in Education Research: An Introduction to the Reprint of Giroux’s “Theories of Reproduction and Resistance in the New Sociology of Education”

Theorizing Resistance in Education Research: An Introduction to the Reprint of Giroux’s “Theories of Reproduction and Resistance in the New Sociology of Education”

Reprint: Theories of Reproduction and Resistance in the New Sociology of Education: A Critical Analysis

In the past ten years radical educators have developed several theories around the notions of reproduction and resistance. In this article, Henry Giroux critically analyzes the major positions of these theories, finding them inadequate as a foundation for a critical science of schooling. He concludes by outlining the directions for a new theory of resistance and schooling which contains an understanding of how power, resistance, and human agency can become central elements in the struggle for social justice in schools and in society.

Strategi Adaptasi Mahasiswa Bekerja (Studi Atas Mahasiswa Program Studi Pendidikan Sosiologi FKIP ULM)

Students who are supposed to focus on getting an education, have to struggle more because they are working at the same time. This certainly requires a process of adjustment or adaptation of the individual/group in a new environment. This study uses a qualitative method. The data source was selected by purposive sampling, with four informants. Data was collected using observation techniques, interviews and documentation. Analysis of research results using data reduction, data presentation and data verification. The results of the study show that: (1) The way students of the Sociology Education Study Program FKIP ULM work in overcoming obstacles from the environment, both the work environment and the campus environment. There are two ways to overcome obstacles in the work environment, namely coordination of working hours and additional work. There are four ways to overcome obstacles in the campus environment, namely trying to attend lectures, trying to do assignments, eliminating fatigue and doing college assignments after work. (2) Environmental adjustment in the workplace of students of the Sociology Education Study Program FKIP ULM who work using the concept of self-adjustment in work or the term is work adjustment which consists of adjustments to job selection, adjustment to work, stability of work choices and success of environmental adjustment at workplace.

Champions of democracy or agents of professionalization? The extension era at the universities of Toronto, Queen's, and McMaster.

I narrate a historical sociology of extension work undertaken at Queen's University, McMaster University, and the University of Toronto from the late 1800s through the early 1960s. University administrators positioned extension work as dedicated to the democratization of higher education. However, a critical analysis of archival data reveals that the rise and fall of extension reflected these universities' material interests and organizational goals relating to public relations, government relations, and enrollment growth. Further, extension programs at these universities were primarily oriented to providing alternative credential pathways to those seeking professional status as schoolteachers, accountants, bankers, and business managers. Indeed, extension leaders demonstrated substantial agency in the professionalization of these fields. Contributing to the historical sociology of higher education and the professions, I argue that the extension era in Ontario resulted in partial democratization of higher education whilst helping to construct mechanisms of social closure rooted in credentialism and professionalization.

The Effectiveness of Sociology Teaching Books Based on Local Wisdom as an Effort to Strengthen Student Character

The Effectiveness of Sociology Teaching Books Based on Local Wisdom as an Effort to Strengthen Student Character

Pendampingan Penulisan Penelitian Tindakan Kelas (PTK) Guru Sosiologi di Musyawarah Guru Mata Pelajaran (MGMP) Sosiologi DKI Jakarta

The Community Service (PkM) activities that will be carried out with the Jakarta State University grant for the 2023 fiscal year depart from the road map of the research and community service program as an implementation of the tridarma of higher education at Jakarta State University related to the field of education, especially the development of teacher professionalism and the road map of the Sociology Education study program which aims to assist in writing class action research (PTK) for sociology teachers who are members of the DKI Jakarta subject teacher deliberation (MGMP). Through teacher communities such as MGMP, teachers can use it to improve the quality of teaching from preparation to evaluation and quality improvement through class action research. However, the problem that is currently present is that there are still few teacher communities that utilize the forum to improve their teaching capacity, one of which is experienced by teachers in the DKI Jakarta MGMP Sociology community. Therefore, in this community service activity, training on classroom action research will be carried out to improve the quality of learning by sharing experiences and knowledge related to classroom action research. This community service activity is in partnership with the Education Office and the DKI Jakarta MGMP Sociology Community. The process of activities that will be carried out by this service team with a mentoring system, mentoring activities begins with organizing focus group discussions to explore more deeply related to constraints and mapping the ability of teachers to make class action research. In mentoring, all teachers who are members of the DKI Jakarta Sociology MGMP will participate. It is expected that the output of this activity will result in a mentoring video on YouTube, teacher work, and intellectual property rights from making class action research

Полемология как учебная дисциплина: новые вызовы для социологического образования

The article addresses polemology as a new academic discipline as part of modern sociological education at both the undergraduate and graduate levels. he necessity of the discipline is related to the lack of students’ comprehensive understanding of war and military actions in the context of current social processes, which, in turn, can lead to negative consequences. The aim of this discipline is a comprehensive and integrated consid-eration of war as a social institution, as well as to contribute to the development of students’ scientifically grounded understanding of war and peace both in the unified space of global society and in the context of Rus-sian national interests. Forms and methods of constructing teaching material for both lecture and practical clas-ses are presented. Particular attention is paid to innovative interactive teaching methods and enhancing the creative search of students.

W kwestii zainteresowania wiedzą o pomyślnym kreowaniu nowoczesnej osobowości

The aim of this scientific research is to rethink the relationship between educational and political philosophy and expected socialization practice. The article is an appeal about metaphilosophical considerations in fields of philosophy, sociology, pedagogy and also psychology. Those analyses in fields of theoretical research should allow to define the status of presented socio pedagogical reflection as well as their limitations, which are related to the attempts to provide an expansive definition of modern social pedagogy. Based on a comparison sociology of education and social pedagogy merge many of them.

Toward a DuBoisian theorization of school curricula

AbstractAfter a near century of mainstream academic exclusion, recent efforts in sociology have centered Du Bois as a foundational figure. However, these efforts have overlooked his contributions to theorizing K‐12 and college/university formal curricula. Moreover, curricula, teaching, and learning scholarship, already marginalized within mainstream sociology of education, have typically overlooked Du Bois’ theorizations, thus reproducing his marginalization. As a correction, this article centers Du Bois as a key figure in critical curricula theory. Specifically, Du Bois theorized that schools institutionalize formal curricula imbued with race‐class ideologies and that said ideologies shape peoples’ subjectivities, identities, and consciousness of social processes. However, Du Bois also theorized how Black schools can serve as meso‐level sites for challenging hegemonic ideologies and producing transformative ideologies. In articulating these processes, Du Bois identifies how ideological propaganda, organizational structures, and interpretations of temporal processes maintain and perpetuate racism and capitalism. This article concludes with suggestions for future research in educational sociology that incorporates these insights.

Penyimpangan Sosial pada Lembaga Pendidikan

Research has been conducted to examine social deviations in PAUD institutions. One of the studies that influenced the occurrence of violence against children in PAUD institutions. In addition, there are also several regulations governing children's rights and child protection, such as Law Number 35 of 2014 concerning Child Protection and Regulation of the Minister of Education and Culture Number 137 of 2014 concerning National Standards for Early Childhood Education. Social deviations in PAUD institutions have very important relevance in the early childhood education industry. In the era of globalization and increasingly fierce competition, early childhood education is one of the key factors in forming a generation that is qualified and able to compete in the future. Therefore, maintaining the quality and integrity of PAUD institutions is very important. By dealing with social deviations in PAUD institutions, it is hoped that it can improve the quality of early childhood education and shape better children's character. In this study, literature studies were used to find sources of information and find scientific research. This approach examines theories that are appropriate to the topic, namely theories about the sociology of education. Deviations are categorized as procedures, methods, and practices that involve the release or action of measurements (rules) from the body. Individualized social organization is defined as everything related to society and community spirit, such as helping each other, donating, and so on. The term "social" refers to any social group that adheres to standards and norms.

Educational knowledge and politics of receiving migrant pupils. A contribution to Danish welfare state history during the late twentieth century

ABSTRACT The arrival of guest workers in Denmark from the late 1960s meant new political questions of how to receive their children in school. During the 1970s, the heyday of welfare state reforms, a new area of welfare state politics and policy emerged concerning these children: an education politics of migrant pupils accompanied by knowledge being produced in the intersection between the pedagogical professional field, the academic field and the political field. This politics, policy and knowledge area soon became contested among politicians, professionals and academics. The article explores a core discussion still taking place at present, namely how approaches for receiving newly arrived pupils in the Folkeskole (the primary and lower secondary school. Based on source material consisting of parliamentary debates from the official political field and the professional and research-based literature that developed in the period, the article sheds light on how educational knowledge on different approaches to reception was circulated between fields. Executing an analysis that combines concepts from sociology and history of education and knowledge and from theory on policy processes, the article shows how knowledge and politics interacted to make or reject policy junctures in the formative decades when the politics of migrant pupils in the Danish welfare state was established, namely from the early 1970s and up until the mid-1990s. We conclude that local developments and debates in the knowledge production field shaped early school integration policies in the Danish welfare state during the 1970s and 1980s, but had limited influence in the 1990.

Empowering Children through Sex Education: A Study on Kindergarten Policies in Indonesia

This article explores the urgency of sexual education for early childhood, focusing on the role of teachers in delivering this material. This study aims to understand how sex education can be delivered according to the psychological developmental stages of early childhood. Employing ten participants, this qualitative study included observation and in-depth interviews with teachers and parents at two major kindergartens in Palopo City, namely Paramata Bunda Palopo Kindergarten and Datok Sulaiman Palopo Kindergarten. Research instruments included interview guidelines and observation sheets. Data were analysed through thematic analysis, considering the perspectives of educational psychology, educational sociology and religious education. The results showed that sex education needs to be delivered with simple language and content adapted to early childhood development, involving the active role of teachers, parents, and the community. Sexual education can also help children understand the values of gender equality and avoid sexual discrimination. In addition, religious education plays an important role in understanding moral values in the context of sex. This study concludes that sexual education for early childhood is important and needs to be done with an approach appropriate to the stages of child development and involving various parties. The contributions of this study include recommendations for developing sexual education curricula in kindergartens and the education of teachers and parents in providing sexual education. The results also show potential for future research in developing more effective strategies in sexual education for early childhood.

Introduction to the special issue ‘Return of the nation: Education in an era of rising nationalism and populism’

This Special Issue of the European Educational Research Journal (Special Issue) contributes to the ongoing debate on the relationship between education, nationalism and populism to enhance scholarly understanding of the construction and maintenance of nationalism. The special issue consists in total of six original articles that cover different sources, spaces and forms of nationalism: banal and virulent, strategic and habitual, reproduced by state actors and power elites versus individuals or groups who echo, subvert or extend the official narratives and nationalism as both nested in topographical spaces as well as in topological relations. It foregrounds the specificity of nationalism as a discursive-material-affective practice that unfolds contextually. The articles highlight, for instance, the relationships between nationalism and other `isms’ (populism, religious conservatism and authoritarianism) and the evolving processes such as climate emergency, improving recognition of indigenous rights, ambiguous expertisation or ubiquitous digitalisation. Overall, for the sociologies of education, the special issue highlights the importance of exploring both how education reproduces nationalism and how nationalism (as a strategy, practice, discourse, place-building and position-legitimating or affect) intervenes in and takes advantage of education.