scholarly journals On the theoretical-methodological aspects of studying the influence of professional education on social stratification

2020 ◽  
Vol 11 (3) ◽  
pp. 14-27
Author(s):  
Ekaterina S. Popova
Keyword(s):  
Social Mobility ◽  
Social Stratification ◽  
Professional Education ◽  
Social Institutions ◽  
Social Reality ◽  
Sociology Of Education ◽  
Rate Of Change ◽  
Sociological Study ◽  
Educational Trajectories

This article presents an attempt to define the framework and the possible guidelines for analyzing the influence of professional education on social stratification given the current conditions of social reality. The author points out that the structural changes in all social institutions (including professional education and the labor market), the fluidity and dynamism of modern social reality, and conserving a dichotomy of fluidity when speaking of the Russian context – rigidity, the expansion and inflation of professional education combined with the preservation of inequality when it comes to implementing educational trajectories – all of this makes studying the connection between social stratification, professional education and social mobility ever the more relevant. Researchers face the following acute questions: what sort of role is played by professional education in promoting or restricting an individual’s social mobility? How has the expansion and inflation of education redefined the selection and allocation of human capital? In which way does the connection change between social stratification, professional education and social mobility, what are the foundations, the sociological study tradition and the theoretical-methodological prospects for the future? In order to find answers, the author examines both traditional theoretical-methodological approaches, and ones that are new to sociology of education. The article substantiates the notion that structural-functional theory does not possess a comprehensive explanatory potential in the study of the socio-structural role of professional education in regards to social mobility. The author substantiates the following thesis from a conflict analysis standpoint: democratizing access to professional education does not mean the reduction of class inequality or the emergence of a society of equal opportunity. Within the paradigm of an activity-related approach in sociology of education, where education is viewed not just as a separate social institution, but as part of a larger system of social action and social inequality, the definitive role of motivation and proactiveness is emphasized, with them producing a positive effect when it comes to attaining higher professional status. The accelerating rate of change in society, the multidimensionality and polyvariance in implementing educational and professional trajectories in modern society indicate the need for a multidimensional evaluation of social mobility. In regards to the topic of education, and when it comes to analyzing the implementation of educational trajectories, professional education represents a vital condition and a necessary prerequisite for an individual to exercise social mobility both in terms of objective and subjective coordinates of mobility, and in regards to research methods and methodology, this demands synthesizing quantitative and qualitative research strategies, and, consequently, opens up new opportunities for interpreting results and perceiving social reality.

scholarly journals THE ROLE OF SOCIAL CAPITAL AND INTERPERSONAL RELATIONS IN THE ALLEVIATION OF EXTREME POVERTY AND SPATIAL SEGREGATION OF ROMANI PEOPLE IN SZEGED

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Boglárka MÉREINÉ BERKI ◽  
György MÁLOVICS ◽  
Janka TÓTH ◽  
Remus CREŢAN
Keyword(s):  
Social Capital ◽  
Social Mobility ◽  
Poverty Alleviation ◽  
Interpersonal Relations ◽  
Social Institutions ◽  
Spatial Segregation ◽  
Extreme Poverty ◽  
Urban Underclass ◽  
Bridging Capital

Even more emphasis is set on social capital in understanding, analyzing and planning poverty alleviation measures and policies. However, our understanding of the role of social capital in alleviating extreme poverty, enhancing social mobility and fighting spatial segregation, is still inadequate. Within the present study, we aim to examine and understand (1) the mechanisms that relate to social capital in the case of the segregated urban underclass and (2) the potential interventions for poverty alleviation concerning social capital. In order to examine the dynamics of poverty alleviation measures related to social capital, special attention is paid to the experiences of a cooperative network aimed at creating artificial bridging capital through the introduction of interpersonal relations locally between the middle class and underclass, the patronage network, which was initiated within a broader participatory action research (PAR) process. Our results show that bonding ties and related specific norms as tools for everyday survival easily overwrite system integration efforts for poverty alleviation and social mobility with long-term and uncertain benefits for the segregated urban underclass. In order to overcome this failure, social institutions should place more emphasis on developing meaningful interpersonal relations with the underclass since these might be able to provide personalized help, facilitation, and approximation of perspectives - all being vital for poverty alleviation and social mobility.

scholarly journals New Modes of Reproducing Social Inequality in Education: The Changing Role of Parents, Teachers, Schools and Educational Policies

2005 ◽  
Vol 4 (3) ◽  
pp. 155-169 ◽  
Author(s):  
Agnès Van Zanten
Keyword(s):  
Social Factors ◽  
Sociology Of Education ◽  
European Countries ◽  
Educational Trajectories ◽  
Inequality In Education ◽  
Role Of Parents ◽  
Post War ◽  
Changing Role ◽  
Recent Policy

This article is based on the Keynote Address to the European Conference on Educational Research (ECER), Crete, Greece, 21–25 September 2004. One of the most consistent results in sociology of education research has been the existence of inequalities in school results and educational trajectories related to social factors. Despite an important increase in number of years of schooling for all children in most European countries in the post-war period, research still shows important differences between social and ethnic groups and even a widening of the gap between the most advantaged and most disadvantaged in some countries. Factors shown by previous studies to account for these differences are still at work, but many of them are influential in new ways. In addition to this, new factors have to be taken into account. Using available sociological literature on European countries, while focusing specifically on France as an exemplary case, this article presents some of the new constraints on and opportunities for action by parents, teachers and schools that result from both economic, cultural and educational changes and recent policy orientations.

scholarly journals TINGKAT PERUBAHAN KESEJAHTERAAN EKONOMI KELUARGA BURUH MIGRAN

2017 ◽  
Vol 1 (1) ◽  
pp. 120-144
Author(s):  
Babun Ni’matur Rohmah ◽  
Riska Ayu Purnama Sari
Keyword(s):  
Social Mobility ◽  
Migrant Workers ◽  
Migrant Worker ◽  
Rate Of Change ◽  
Welfare Indicators ◽  
The Status

Gondanglegi sub district is occupying the first position as the largest supplier of migrant workers in the area of ​​South Malang in 2014. This research focuses on Panggungrejo Village as the object of research. A village with area of ​​203 km2, population of 1,877 people consisting of 866 men and 1,011 women. This village pervades 12 RTs, and this research took 2 RTs namely RT 5 and 6, with 5 respondents. These five respondents are representatives of various migrant workers. Some represent their wives as migrant workers, husbands and children. This study uses the theory of social mobility; a change, shift, increase or decrease of the status and role of its members. Welfare indicators used are economic, educational, social and health. The result of the research shows that there is a change of the respondents’ life level in terms of economic, social, educational and even health compared to prior becoming migrant worker, although the rate of change is not too significant. Keywords: Welfare, Migrant Worker, Social Mobility.

Features of Labor Motivation of Pedagogical Workers

2020 ◽  
pp. 51-61
Author(s):  
A. A. Akhtyrskiy ◽  
N. V. Tyumaseva
Keyword(s):  
Professional Practice ◽  
Social Institutions ◽  
Teaching Experience ◽  
Social Institution ◽  
Family Education ◽  
Sociological Study ◽  
Distinctive Features ◽  
Professional Activities ◽  
Sense Of Justice

We accept an attempt to scientifically comprehend the role of social ties in the professional activities of teachers in orphanages. The article discusses the scientific views on the concept of labor motivation of teachers, affecting their professional practice. The results of international and all-Russian studies of the labor motivation of teachers are compared. Based on the results of a sociological study, the distinctive features of the labor motivation of teachers of orphanages are described: teachers of orphanages are prone to such positive and hedonistic meanings as the brightness of life, altruism, focus on friendly relations in a team, justice and honesty, orientation towards harmony with people through life and with children in professional activities. In particular, on the basis of correlation analysis, a positive relationship was determined between the sense of justice of teachers and their satisfaction with relations with the administration (r = 0.76). The satisfaction of teachers with relations with colleagues and the administration and their development will be affected by the awareness of the institution’s overall mission (r = 0.75) by the employees of the orphanage. Based on social assessments of teachers, the problematic aspects of applying motivational mechanisms based on incentives in the centers for promoting family education have been identified. Based on the analysis of scientific articles and social assessments of young educators, factors are identified that affect their activity and commitment to the goals of a social institution. As shown by the results of a survey of teachers of orphanages, 50 % of respondents under the age of 30 years and teaching experience of up to 10 years, think about how to change jobs. The article will be useful for the leaders of educational and social institutions, as well as researchers involved in this problem.

scholarly journals Contrastive principle of the division of social reality on the cultural-social-estate signs in the belarusian language and literature of XIX century

2021 ◽  
Vol 66 (1) ◽  
pp. 68-75
Author(s):  
Т. N. Ignatyuk
Keyword(s):  
Cultural Identity ◽  
Social Institutions ◽  
Social Reality ◽  
National Character ◽  
Self Awareness ◽  
Language And Literature ◽  
Ordinary Person ◽  
Xix Century ◽  
The Impact

The article examines the features of the contrast principle of the separation of social reality which was due to historical circumstances and peculiarities of national and cultural identity of the Belarusian society of that time. The role of value concepts with class affiliation in the process of self-identification of representatives of social institutions and assertion of their authenticity is analyzed. Features of the national character of the Belarusian people in the period of democratization of language and literature are revealed. Examples of the impact of historical circumstances on the process of national identification and national self-awareness of the Belarusian people are given, peculiarities of the character and worldview of an ordinary person are revealed. It is shown how social contradictions were resolved in the then society.

scholarly journals Individual educational trajectories in additional education of teachers

2020 ◽  
pp. 59-68 ◽  
Author(s):  
Renata R. Gasanova ◽  
Gulzhaina K. Kassymova ◽  
Mariam R. Arpentieva ◽  
Fathimah D. Pertiwi ◽  
Shakizat S. Duisenbayeva
Keyword(s):  
Professional Education ◽  
System Analysis ◽  
Social Institutions ◽  
Theory And Practice ◽  
Future Teachers ◽  
Theoretical Understanding ◽  
Educational Trajectories ◽  
Educational Paths ◽  
Education Training ◽  
Additional Education

The theory and practice of modern professional higher and secondary education is actively looking for directions and technologies for improvement. Many scientists and teachers, other subjects and stakeholders of education believe that all social institutions, especially educational ones or those related to education, science and art (culture) should develop in accordance with the risks and requirements, limitations and possibilities of a changing present and unknown, unpredictable future and super-unstable, complicated present. These areas and technologies, as well as education itself, are very diverse. Their reflection and research can be carried out and partially carried out at various levels, in very different and sometimes unexpected angles, transforming not only professional education in itself, but also professional-labor, domestic and other social relationships. The purpose of the study is to understand the problem of studying individual educational paths of teachers' supplementary education in the context of solving problems: 1) to increase the productivity and effectiveness of training and future teachers, 2) to improve education, training and professional work of future specialists and specialists involved in their retraining, as well as 3) the organization and optimization of psychological and pedagogical support of modern educational and other professionally-work teachers in general and further education. Methodology and research methodology. The work includes a multi-level and multi-aspect, system-theoretical understanding of the problems of individual educational trajectories in the additional education of teachers in the context of solving the problems of increasing the productivity and effectiveness of educational and vocational training / retraining and the activities of future and already existing teachers. The proposed study serves as a continuation of the idea of the need for system analysis and the importance of identifying holistic strategies for studying and resolving the problems of building and implementing individual educational paths in the additional education of teachers, including in the context of increasing the productivity and effectiveness of educational training and the activities of future teachers. The results of the study. The paper notes that the centuries-old history of research on ways to optimize education in philosophy, culturology, sociology, pedagogy, psychology and other sciences allows us to identify several leading semantic guidelines that are continuums that are essential for the development and implementation of programs, methods and techniques for the formation of aspects. The article highlights the main binaries of the development and revision of different models and technologies of education as a process and the result of the formation and development of a person as an individual, partner and professional. The studying of the individual educational paths in modern pedagogy and psychology is a problem that should be based on numerous studies of education, training and upbringing) of a person as a person, partner and professional, accumulated by the science of Russia, Kazakhstan, and other countries of the former USSR and the world as a whole, throughout the emergence and development of education. It is also darkly connected with the interpretation of probabilistic scenarios of future education transformations, the construction of education foresight projects.

scholarly journals Urban culture in augmented social reality: conjunction versus disjunction

2021 ◽  
Vol 7 (Extra-E) ◽  
pp. 537-548
Author(s):  
Valentin P. Babintsev ◽  
Galina N. Gaidukova ◽  
Zhanna A. Shapoval
Keyword(s):  
Urban Youth ◽  
Urban Population ◽  
Urban Culture ◽  
Dynamic Equilibrium ◽  
Social Reality ◽  
Cultural Institutions ◽  
Sociological Study ◽  
Multistage Sampling ◽  
Constructive Interaction

The objective is to assess the role of urban culture in the formation and growth of the conjunctive-consolidation potential in a modern city in the context of augmented social reality. The basis for the article was a sociological study conducted by the authors in 2020 in three cities of the Belgorod region (Belgo-rod, Gubkin, Novy Oskol), which included: a) a questionnaire survey of the urban population (N=500) based on a quo-ta (by sex and age), zoned and multistage sampling; b) expert survey (N=30 experts); and c) three focus groups (urban youth, employees of cultural institutions, and media workers). Based on the study, the authors revealed dynamic equilibrium between conjunctive and disjunctive trends in the development of urban culture. The sphere of urban culture has significant opportunities for the formation and build-up of conjunctive-consolidation potential, which is expressed in the acquisition of urban citizens’ ability and readiness for mutual loyalty and constructive interaction.

POLIVARIABILITY OF THE BASTARD MOTIF IN THE SHORT STORIES BY GUY DE MAUPASSANT: CHARACTER IN SEARCH OF SELF-IDENTIFICATION

2018 ◽  
pp. 20-27
Author(s):  
Oksana Galchuk
Keyword(s):  
Short Stories ◽  
Short Story ◽  
Social Institutions ◽  
Point Of View ◽  
Guy De Maupassant ◽  
Traditional Values ◽  
The Social ◽  
Role Of It ◽  
Structural Methods

The theme of illegitimacy Guy de Maupassant evolved in his works this article perceives as one of the factors of the author’s concept of a person and the plane of intersection of the most typical motifs of his short stories. The study of the author’s concept of a person through the prism of polivariability of the motif of a bastard is relevant in today’s revision of traditional values, transformation of the usual social institutions and search for identities, etc. The purpose of the study is to give a definition to the existence specifics of the bastard motif in the Maupassant’s short stories by using historical and literary, comparative, structural methods of analysis as dominant. To do this, I analyze the content, variability and the role of this motive in the formation of the Maupassant’s concept of a person, the author’s innovations in its interpretation from the point of view of literary diachrony. Maupassant interprets the bastard motif in the social, psychological and metaphorical-symbolic sense. For the short stories with the presentation of this motif, I suggest the typology based on the role of it in the structure of the work and the ideological and thematic content: the short stories with a motif-fragment, the ones with the bastard’s leitmotif and the group where the bastard motif becomes a central theme. The Maupassant’s interpretation of the bastard motif combines the general tendencies of its existence in the world’s literary tradition and individual reading. The latter is the result of the author’s understanding of the relevant for the era issues: the transformation of the family model, the interest in the theory of heredity, the strengthening of atheistic sentiments, the growth of frustration in the system of traditional social and moral values etc. This study sets the ground for a prospective analysis of the evolution the bastard motif in the short-story collections of different years or a comparative study of the motif in short stories and novels by Maupassant.

Muscovy and the Tatars

2020 ◽  
Vol 54 (4) ◽  
pp. 403-431
Author(s):  
Bulat R. Rakhimzianov
Keyword(s):  
Seventeenth Century ◽  
Social Institutions ◽  
The Political ◽  
East European ◽  
Central Eurasia ◽  
History Of ◽  
Mutual Relations ◽  
Forest Line ◽  
The Relationship

Abstract This article explores relations between Muscovy and the so-called Later Golden Horde successor states that existed during the fifteenth and sixteenth centuries on the territory of Desht-i Qipchaq (the Qipchaq Steppe, a part of the East European steppe bounded roughly by the Oskol and Tobol rivers, the steppe-forest line, and the Caspian and Aral Seas). As a part of, and later a successor to, the Juchid ulus (also known as the Golden Horde), Muscovy adopted a number of its political and social institutions. The most crucial events in the almost six-century-long history of relations between Muscovy and the Tatars (13–18th centuries) were the Mongol invasion of the Northern, Eastern and parts of the Southern Rus’ principalities between 1237 and 1241, and the Muscovite annexation of the Kazan and Astrakhan khanates between 1552 and 1556. According to the model proposed here, the Tatars began as the dominant partner in these mutual relations; however, from the beginning of the seventeenth century this role was gradually inverted. Indicators of a change in the relationship between the Muscovite grand principality and the Golden Horde can be found in the diplomatic contacts between Muscovy and the Tatar khanates. The main goal of the article is to reveal the changing position of Muscovy within the system of the Later Golden Horde successor states. An additional goal is to revisit the role of the Tatar khanates in the political history of Central Eurasia in the fifteenth and sixteenth centuries.

Sign in / Sign up

Export Citation Format

Share Document