教育の社会学的理解 Understanding Education : A Sociological Perspective

Gewirtz, Sharon/ Cribb, Alan

Polity Pr（2009/10発売）

• 製本 Paperback:紙装版/ペーパーバック版／ページ数 232 p.
• 言語 ENG
• 商品コード 9780745633459
• DDC分類 301

基本説明

Who should be educated when by whom and how? What purposes should education serve?

Full Description

Who should be educated, when, by whom and how? What purposes should education serve? Why does education matter?
These fundamental questions of value are not always seen as central to the sociology of education. However, this book argues that they are pivotal and provides a sophisticated and engaging introduction to the field that is designed to open up these important debates. It draws attention to the many points of disagreement that exist between major thinkers in the sociology of education, and the values on which their ideas are based. By involving readers in crucial questions about the potential contribution of sociology to education policies and practices, it aims to bridge the divide between education as it is talked about by academics, and the concerns of policymakers and educators who have to make practical decisions about what is to be done.

Chapter by chapter the book introduces competing approaches in the sociology of education - structural functionalism, symbolic interactionism, Marxism, feminism, critical race theory and poststructuralism. It shows how these can be applied to major themes such as social reproduction, the politics of knowledge, multicultural education, identity and teachers' work. Throughout, the authors emphasise the importance of understanding social and educational values and the ways in which these underpin and impact upon the work of both academics and educators.

Contents

Acknowledgements

Preface

Part 1: Approaching education sociologically

Chapter 1 Understanding education: the role of sociology

Chapter 2 Understanding structure and agency

Chapter 3 Varieties of critique

Part 2: Key themes

Chapter 4 Social reproduction

Chapter 5 Knowledge and the curriculum

Chapter 6 Identity

Chapter 7 Teachers' work

Part 3: Conclusion

Chapter 8 Extending reflexivity in sociology of education

References