Sociology Of Education Research Articles

DIGITAL TRANSFORMATION OF SOCIETY: REFLEXION OF SOCIOLOGICAL EDUCATION

The digital transformation of society has been studied in sociological science for more than a decade, and in recent years especially intensively. At the same time, these processes are not yet reflected in all educational programmes in sociological education. In the proposed article, a statistical analysis of sociological education's reflection on the digitalisation of society is carried out. To obtain the results, we propose the following criteria: the availability of bachelor's and master's degree programmes with a "digital" orientation, the inclusion of "digital" disciplines in non-digital training programmes, and the availability of relevant literature for modern sociology students. The research has revealed a wider spread of educational programmes and offered disciplines of digital content in Master's degree programmes than in Bachelor's degree programmes. It also suggests that the existing stratification of universities (research institutes, federal, core, etc.) manifests itself as a kind of digital inequality - some universities can afford training in accordance with the requirements of digitalisation, while others lack the resources to do so. At the same time, the reflection of the digitalisation of society is still positive.

Innovations in the Russian School: Categorical Analysis, Social Realities and Barriers, Prospects

The purpose of the article is to identify social barriers to innovation in modern Russian schools based on the analysis of empirical sociological material, to interpret them in the context of risks and consequences for the innovative development of the general education system. Preliminary to the analysis of empirical data, the authors conduct a categorical analysis of educational innovation. The need for significant improvement and expediency are emphasised as key characteristics of innovation. The innovativeness of education is considered in conjunction with the social functions of education and the professional activities of the teacher. The fetishisation of innovation and bureaucratic practices of managing it are justifiably pointed out as a source of social barriers to the development of innovative activity in a modern school. A relatively new contradiction in the sociology of education is identified between the need for innovative development of the general education system and the presence of social barriers to the innovative activity of all participants in educational relations. Based on the analysis of the results of a sociological study conducted by online questioning, the following barriers are identified: notional, conceptual, organisational, content-managerial, blurred perception of obstacles, professional overload, competence and information. It has been revealed that all the subjects of innovation activities at school act as social sources and carriers of barriers to innovation: teachers, the administration of an educational organisation, specialists from educational authorities. It has been determined that the impact of these factors on the innovative development of the general education system is complex and systemic.
 Taking into account the high risk of their negative impact on the innovative development of the general education system, specific areas of activity for researchers and managers are formulated on a local, regional and federal scale. They concern the elaboration of the problem of innovation in the interdisciplinary synthesis of scientific disciplines studying education; development of targets, planning technology, determination of content and performance indicators of innovative development of the general education system in Russia; increasing the professional level of teachers and education managers for innovative activities; changes in the principles of innovation management in education. Systematic actions in these directions can minimise the negative manifestations of barriers to innovation and ensure a sustainable perspective for the innovative development of the education system.

Scientific and Pedagogical Community of Russia Universities as an Object of Resource Mobilisation

The article is devoted to a theoretical understanding of the phenomenon of mobilisational management of the resources of the scientific and pedagogical community (SPC) of Russian universities. The focus was placed on the concepts of NPS resource capacity and its mobilisation as one of the models of university management. The purpose of the article is to reveal the potential of theories of resource mobilisation, social community, resource concepts in the conceptualisation of the notion of mobilisation of NPS resource сapacity. The authors consider the main ideas and theses of theories developed in branches of sociological knowledge other than the sociology of higher education, and adapt them to the context of university management of the NPS. The authors´ interpretation of the concept of NPS as a social community and socio-professional community has been updated in the light of resource concepts. The content of the concept of NPS resource capacity is discussed as a set of opportunities into which a given university community converts the means and methods of its professional activities, as well as the associated properties inherent in scientific and pedagogical workers as a socio-professional community. One of the main results of the article is related to the substantiation of the approach to the classification of NPS resources.
 It is proposed to identify and take into account in university management practices the following five blocks of resources - socio-demographic (quantitative, age, gender resources); scientific research (research, publication, temporal resources); pedagogical (educational and pedagogical resources, advanced scientific and pedagogical qualifications, mentoring); resources for interaction between scientific and pedagogical workers (RPWs) and scientific teams (communication, resource of scientific schools and teams); moral-symbolic (symbolic and moral-ideological resources). Mobilisational university management is considered as a strategy for managing research and development staff, which involves concentrating the resources and efforts of academic staff on strategic directions and tasks of university development. As prerequisites for such a management approach, it is substantiated to take into account and update the processes of self-organisation of the NPS as a complex and highly professional community, to restore understanding, trust, and solidarity between it and the administrative and managerial corps of universities. The question is raised about the actors in the mobilisation of NPS resources, who must have a deep knowledge of the sources, features and patterns of functioning of the resources of the academic community. In conclusion, the article discusses the issue of demand in university management for a scientifically based approach to mobilisation management of NPS resources and the readiness of the administrative and managerial apparatus to use it.

Review - Sociology of Education: Theories, communities, contexts

Gabriella Pusztai (Ed.) (2022): Sociology of education: Theories, communities, contexts. Debrecen University Press. Debrecen.

What is the social efficiency of education in Russia?

The article emphasizes the importance of assessing the social efficiency of education as an issue of sociology of education and a theoretical prerequisite for overcoming systemic bureaupathologies and ensuring scientific management of education in the interests of the Russian society. Social efficiency can be defined through the concept of mission (institutional functions) - as a ratio of socially significant results to public costs of education. The interpretation of the social efficiency of education as an object of social sciences presupposes: the central role of sociology in solving this scientific-practical problem; taking into account the entire spectrum, content and features of the institutional functions of education (impact on all spheres of society; delay of some results in time; irreducibility to a market service, pedocentric and “competence-based” schemes, etc.); interdisciplinary cooperation to conceptualize societal costs and outcomes. In the state education policy, the absence of the concept “social efficiency of education” in the Russian legislation creates an ideological and normative space for sectoral bureaucracy and systemic bureaupathologies, i.e., the social efficiency of education as a multi-component quality of macro-management is replaced by the primitive and profitable bureaucratic management. Such management ignores the social responsibility of education and divides it into short projects in which actions of bureaucrats correspond to neoliberal market “modernizations” and pedocentric “reforms”, contributing to the stagnation and crisis of the education system, the waste of public resources and the country’s lag in the global competition. The article considers the methodological features of the analysis of the identified problem’s components - public costs and social results - through the institutional functions of education and proposes a general logical scheme of such functions and expected results. The authors believe that the analysis of the social efficiency of education would ensure the development of this scientific-practical area in Russia, taking into account global scientific trends and the priorities of the Russian society, education and social-humanitarian knowledge.

Training on Converting Theses to Articles and Adapting Journal Templets for Unima Sociology Education Students

Training of Conversion thesis to article is expected to make it easier for future students to complete a comprehensive test requirement where one of the conditions is to create an article based on a revised essay that will be published in a reputable journal. It is also to avoid students paying others to make the article so that students can make it independently. The aim of this service is to conduct training on Converting Theses to Articles and Adapting Journal Templates for Unima Sociology Education Students so that students can master these skills. The methods used in this activity include lectures, discussions, questions and answers and of course direct practice. After carrying out the training, it can be that several steps in implementing this training are as follows: 1. Make sure the thesis file plagiarism is low below 30%, 2. Open the thesis word file, 3. Open the published journal/journal article word template file, 4. First adjust the title, author, affiliation and email address, 5. Create an abstract in English and Indonesian, consisting of: a. Background/Aim, b. Research methods, c. Method of collecting data, d. Data analysis, e. Research result, 6. Copy and paste the following from the thesis into the article: a. Introduction, b. Methods (research methods, data collection techniques/methods, c. Data analysis), d. Results (Interviews, observations, documents) and Discussion (Following results/findings, theories, references, researchers' opinions), e. Conclusion, f. Bibliography

Reimagining educational linguistics: a post-competence perspective

Abstract Drawing on Bernstein’s sociology of education, this article offers a critical discussion of the origins, assumptions and values of educational linguistics since its foundation in the 1970s. It argues that the sociohistorical context in which the field emerged led to its areas of focus and mission being based on a number of problematic assumptions originating in a primarily Anglophone, Chomskyan theory of language and learning; assumptions that have led to it promoting a strong ‘competence model’ (Bernstein’s term) of education ever since, thereby exacerbating the disconnect between applied linguist and language teacher communities. After identifying important changes in language learning contexts and characteristics worldwide since the 1970s, the article presents a framework for reimagining educational linguistics that looks beyond competence to also recognise the validity of both literacy and pluralist orientations to education and the need for systems, institutions, programs and teachers to move flexibly or choose eclectically along a continuum between these. It discusses the implications of this reimagined vision, including for understandings of relationships in the classroom, notions of authenticity in texts and communities, language modality, curricular outcomes, assessment and language repertoires. A reimagined research agenda is also offered that it is hoped will support attempts to make educational linguistics relevant to the widest possible range of practitioner communities worldwide.

INTERNALIZATION OF GENDER EQUALITY VALUES IN SOCIOLOGY LEARNING

This research is motivated by the existence of gender bias practices carried out by students. The main aim of this research is to analyze the role of teachers at SMAN 9 Bandung City when internalizing gender equality values in sociology learning as an effort to minimize gender bias practices and form the character of students who are sensitive and care about gender equality in everyday life.Internalizing the value of gender equality is a process where a person begins to accept and understand the values, norms, principles related to gender and apply them in the community environment. This research was conducted through interviews, observations and documentation studies using a qualitative approach with a strategy in the form of case studies of Sociology Teachers, Guidance and Counseling Teachers and class XI students. Based on this researcht we can know,Sociology teachers strive to implement learning methods that can increase the participation of male and female students equally. On the other hand, sociology teachers try to use interactive learning media such as video shows, images, PowerPoints that reflect gender equality. Then the sociology teacher tries to correlate relevant material with gender equality issues, such as material on social differentiation, social stratification and various social phenomena. By internalizing the value of gender equality, it increases students' ability to understand the meaning of gender equality values, students' understanding of gender equality is also reflected in the character of students who are shown in making decisions based on common interests, mutual respect and support for each other, participation of male students. -men and women become more equal.

Intraprofessionalism and Peer-to-Peer Learning in American Medical Education.

As previous research has observed, medical students and physicians alike confront vast amounts of knowledge in their education and practice, such that no one clinician can know everything there is to know about biomedicine. Even before clerkships, medical students learn to cope with this impossibility by prioritizing certain information based on its perceived utility for exams and clinical practice. Many factors can shape this process, including teamwork, wherein individual medical students rely on one another to address gaps in knowledge at the level of the group. This paper will draw on qualitative data from two allopathic medical schools in the American Midwest to demonstrate that peer-to-peer learning, a widely utilized pedagogical modality in North American medical schools, is amongst the earliest places where future physicians learn how to rely on their peers in the profession as they make choices about what to know and what not to know about biomedicine: cultivating a culture of "intraprofessionalism" between students with different knowledges and values, as they prepare to enter the same profession. The paper will also consider how differences in the student populations at two field sites impact intraprofessional development. Drawing on scholarship of peer-based learning strategies and the sociology and anthropology of medical education, the authors argue that peer-to-peer learning is a key site in the professional socialization of medical students toward the effective management of medical knowledge.

Kua takoto te mānuka, mā wai e hiki ake? Advancing a Te Tiriti o Waitangi-led approach to mental health education in schools

ABSTRACTThis article engages mātauranga Māori, social psychology and the sociology of education to argue that an individualistic approach to mental health education in schools is inadequate. In this article we discuss a recent national school curriculum policy that demonstrates the ways mental health education can be framed by Te Tiriti o Waitangi, informed by the determinants of health, and culturally located in worldviews representative of Te Ao Māori. This framework encourages schools take a ‘whole of school’ approach to mental health education, embedded in teacher development, curriculum learning, and community engagement. We argue that this approach – aligned with the three articles of Te Tiriti o Waitangi – necessarily involves schools consulting with diverse ākonga (learners) and communities, involving them in mental health curriculum development, implementation, and evaluation. When conducted in culturally and socially conscious ways, the relationship between boards, schools and the wider school community can embody effective governance (article one), honour hapū, iwi and Māori rangatiratanga (article two) and encourage equal participation and inclusion for equitable mental health education and outcomes (article three). We argue that this approach to mental health is Te Tiriti-led, relational, and more likely to be well-being enhancing for diverse young people and communities.

Studi Kritis Pemikiran Tokoh Sosiologi Terhadap Pendidikan Islam

The purpose of this discussion is to find out the thoughts of educational sociologists Emile Durkheim, Aguste Comte, Max Weber, Karl Max, and George Simmel regarding Islamic education. This discussion uses the library research method using data sources from journals and books related to the discussion theme. The research results showed that educational sociology figures such as Emile Durkheim, Aguste Comte, Max Weber, Karl Max, and George Simmel were sociological figures from the classical era. Emile Durkheim pioneered the development of sociology through research on societal institutions and social processes as well as his thoughts on Islamic education. Aguste Comte stated that sociology must be based on observation, comparison, experiments and historical methods. Max Weber, he introduced the vestehen (understanding) approach, which consists of exploring the values, beliefs, goals and attitudes that guide people's behavior which gives rise to social behavior. Karl Max stated that sociology can be used as a weapon to liberate society from the capitalist system so that a classless society can be achieved, and according to George Simmel society is a process that is ongoing and continuously developing. So, the thoughts of sociological figures regarding education are that schools cannot be separated from society, cooperation between schools and community figures needs to be formed, the child socialization process needs to be improved so that children are able to grow and develop in society.

“If education is the key, then school is the lock”: Reparative futures thinking beyond the modern school

In this paper I bring together scholarship from the ‘reparative turn’ in the social sciences with the long tradition of critiquing schooling in the sociology of education. Most recently in this tradition, Ball and Collet-Sabé (2021) argue convincingly that the modern school is an ‘intolerable institution’ bound in its very epistemology to reproduce conditions of future uncertainty and inequity. I draw on Hong’s (2014) framing of neoliberalism as a process of erasure and disavowal in order to link Ball and Collet-Sabé ’s contention with the concept of reparative futures (Sriprakash et al. 2020). I do so through a consideration of my 2014–15 ethnography of Bronx High, a public high school in New York City. Through the story of seniors at Bronx High, I demonstrate how schooling is profoundly oriented towards particular anticipatory practices - namely, a modernist, neoliberal reckoning of the future that is both illusory in its promises and unsustainable in its ambitions. Bronx High exemplifies the deleterious impacts of living in a future-oriented present that appears wilfully detached from injustices of the past. However, this is not the whole story. The day-to-day actions of teachers and students reveal complex, multiple engagements with future-reckoning, including moments, often at the ambivalent margins of practice, where reparative futures-thinking offers a different way of engaging with the past, the present, and life after high school.

Talking Stick Cooperative Learning Model To Improve Student Activity And Results In Sociology

The learning model can support a learning process. However, teachers often pay little attention to this. So that among others resulted in active learning and student learning outcomes. The subjects of this study were Sociology teachers and students of class XI IPS 2 at SMAN 1 Buru. This type of research is Classroom Action Research (CAR), which consists of two cycles. The Classroom Action Research Model according to Kurt Lewin consists of two cycles. Each cycle has four stages, namely planning, implementing, observing, and reflecting. The research subjects were students of class XI IPS 2 at SMAN 1 Buru for the 2022/2023 academic year, with a total of 26 students. Data collection techniques used are observation, documentation and tests. Data were analyzed using qualitative analysis techniques.
 Based on the results of the study, it showed an increase in student learning activity seen in pre-action activities (pre-cycle) the percentage obtained was 19%, the percentage obtained in cycle I was 38%, the percentage obtained in cycle II was 54%. Then, the use of the talking stick type of cooperative learning model can also improve the learning outcomes of class XI IPS 2 SMAN 1 Buru in Sociology subjects. This can be seen from the increase in the average score that has been obtained starting from before the action or pre-action, then there is action in cycle I and cycle II. If in pre-action activities the average score obtained was 66 with a completeness percentage of 42%, cycle I obtained an average score of 74 with a completeness percentage of 58% and cycle II the average value obtained was 82 with a completeness percentage of 77%. In cycles I and II, seeing the activity and student learning outcomes increased according to the researcher's target. So it can be concluded that the cooperative learning model of the talking stick type in the Sociology subject of class XI IPS 2 SMAN 1 Buru can increase the activity and learning outcomes of students in class XI IPS 2 SMAN 1 Buru.

Engineering education in change. A case study on the impact of digital transformation on content and teaching methods in different engineering disciplines

ABSTRACT This study investigates the question of how Engineering education in the Nordic region responds to the challenge of educating future engineers who are ready for professional practice in a digital world. Particular interest is put on identifying who is responsible for the implementation of digital knowledge and what and how subject content is addressed. Our study draws on Bernstein’s pedagogical device model (Bernstein, B. 2002. “Editorial: Basil Bernstein’s Theory of Social Class, Educational Codes and Social Control.” British Journal of Sociology of Education 23 (4): 525–526). The study focuses on the questions of if/how digital transformation leads to change of engineering education content and/or pedagogical approaches. Narratives of 20 university teachers have been collected and analysed. Findings reveal three areas of consideration; there is a connection between how digital knowledge is valued and how the subject is introduced in engineering education, differences in digital knowledge can be linked to the generation gap and, universities are seldom seen as the driving force for digital innovation. It is concluded that education must reflect on the purpose for which digitalisation takes place, continuous training targeting digital transformation should be offered to senior teachers and, universities need to provide increased focus and dedicated time for educational development.

Filmora Video Editing Application Training to Improve Students' Ability to Make Learning Videos in the Unima Sociology Education Study Program

This service is carried out to improve the competency of students in the Unima Sociology Education Study Program, especially as well as students outside Unima who are interested in taking part in this training with the aim of being able to understand how to use the Filmora editing application to create learning videos and in fact this competency can also be used as a basis for becoming a content creator. The methods used in this activity include lectures, discussions, questions and answers and of course direct practice. After carrying out the training, it can be concluded that there are several steps in implementing this training, namely making and distributing electronic pamphlets, several things directed by the lecturer regarding tools and materials that must be prepared by participants are (bring a laptop, install the Filmora application on the participant's laptop, prepare a learning video will be edited), implementation of training (checking participants' software and hardware completeness, opening the Filmora video editing application, uploading videos, adding videos to projects, adding video text, dividing videos, adding filters, adding overlays, adding elements, adding split screens, adding sound background, exporting video).

Peran Pendidikan Islam dalam Mempertahankan Integrasi Sosial: Pandangan Emile Durkheim dalam Sosiologi Pendidikan

This research examines the role of Islamic education in maintaining social integration through the lens of Emile Durkheim's sociology of education. Emile Durkheim, a major figure in sociology, has developed a theory about the importance of educational institutions in maintaining social solidarity and preventing disintegration in society. The research method used is literature study, by collecting and analyzing various relevant library sources. The results of this research underline that Islamic education has great potential in maintaining social integration in Muslim societies. Islamic educational institutions can act as the main agents in forming moral values, strengthening social solidarity, and building a strong social identity. This research provides an in-depth understanding of how the principles of Emile Durkheim's sociology of education can be applied to the context of Islamic education, and the results can provide guidance for the development of educational policies that support sustainable social integration in Muslim societies.

Fighting the Fascists: What Can Sociology Teach Our Students?

This essay began as a keynote I delivered at a sociology teaching conference in the summer of 2023. It focuses on my experiences of right-wing harassment and as both a scholar and teacher working in Florida under recent legislation that targets various foundational sociology concepts and challenges various inclusion practices on college campuses. I offer an assessment of these attacks on our academic freedoms and lay out three skills that sociology specifically can provide students as they navigate learning in environments like Florida.

Teaching about colonialism, nationalism, and neoliberal patriarchy during the Chilean social outbreak

While Chile currently commemorates 50 years since the 1973 coup, it is also immersed in the process of writing a new Constitution to replace that of 1980, which is responsible for the all over present neoliberalism, including the education system. The constituent process is a direct consequence of the social outburst of 2019. In this context, this article informs Other Sociologies of Education by describing the experience of a course inspired by decolonial studies and offered at a community higher education initiative that emerged from a local government, aiming to democratize education. To reconstruct the course experience, we used documents, our own memories and some participants written thoughts, and we wrote this article following the methodology of narrative productions. The article suggests that there is great potential in transmitting decolonial studies – for their capacity to explain and transform ethnic-racial relations in Latin American societies – in community education.

예비교사를 위한 현장기반 문제해결 수업의 교육적 효과

Objectives This study aimed to examine the effects of design thinking and chatbot GPT on social problem-solving ability, communication ability, learning participation, and learning satisfaction of pre teachers in a class to solve problems in the actual education fields. Methods To this end, 55 pre teachers who were taking the course of sociology of education at a university in S city, Gyeonggi-do, were targeted. The measurements for the educational effect were conducted before and after the experiment. The collected data were analyzed by SPSS 22 and jamovi 2.3 programs. Results The field-based problem-solving class using design thinking and chatbot GPT was found to have a stat-istically significant effect on social problem-solving ability, communication ability, learning participation, and learning satisfaction of pre teachers. Conclusions This study suggests that design thinking and chatbot GPT can help pre teachers develop their com-petencies as teachers. Furthermore, this study can be a meaningful foundation for education using conversational AI.

An Organizational Sociology of Education: Using Structural, Network, and Ecological Perspectives to Study Schools

Highlighting changes in education and organizational theorizing since the 1950s, this review integrates three perspectives for an organizational sociology of education. The structural perspective focuses on how the formal organization of resources, relationships, and information can influence student outcomes and inequalities through opportunities to learn. The network perspective highlights the role of informal interactions and interpretation as well as social and cultural capital to bring about changes. The ecological perspective illustrates how schools are affected by other schools (horizontal dimension), the educational bureaucracy (vertical dimension), and organizations outside schools (community dimension). An organizational perspective can concretize often abstract sociological topics on stratification, social reproduction, and socialization. The perspective can also reconceptualize often individualistic views on contemporary education issues like student well‐being, teacher shortage, racial inequalities, and school politics. The review ends with a discussion on how to incorporate these organizational perspectives and how they can complement current studies in education, sociology, and public policy.