scholarly journals Key challenges for the sociology of education: theoretical, methodological, and empirical issues

2019 ◽  
pp. 2-16
Author(s):  
Rolf Becker
Keyword(s):  
Sociology Of Education

Bookshelf: Kappan authors on their favorite reads

2021 ◽  
Vol 102 (6) ◽  
pp. 68-68
Author(s):  
Victoria E.M. Cain
Keyword(s):  
Sociology Of Education ◽  
Digital Divides ◽  
History Of ◽  
Article Comment ◽  
Mexican Youth ◽  
Secret History

In this monthly column, Kappan authors discuss books and articles that have informed their views on education. Victoria Cain recommends The Big Test: The Secret History of the American Meritocracy by Nicholas Lemann. Nancy Gutiérrez recommends Subtractve Schooling: U.S.-Mexican Youth and the Politics of Caring. And Justin Reich recommends the Sociology of Education article, “Comment: The first and second digital divides” by Paul Attewell.

Sociology of Education: A Definition

1949 ◽  
Vol 14 (3) ◽  
pp. 407 ◽  
Author(s):  
W. B. Brookover
Keyword(s):  
Sociology Of Education

scholarly journals Contingent authority and youth influence: When youth councils can wield influence in public institutions

2017 ◽  
Vol 35 (2) ◽  
pp. 537
Author(s):  
Angela Booker
Keyword(s):  
Public Participation ◽  
Youth Development ◽  
Participant Observation ◽  
Advisory Board ◽  
Sociology Of Education ◽  
Ethnographic Study ◽  
Public Institutions ◽  
Youth Participation ◽  
Public Practice ◽  
State Education

<p class="RESUMENCURSIVA">Studies of youth public participation have dealt with varied conceptions of citizenship that emerge from literatures on human rights, civic engagement, youth development, and youth organizing and activism. Where those conceptions rely on developmental logics that limit or exclude youth participation, young people’s attempts to gain authority reveal concurrent ways they navigate these multiple conceptions of participation. Drawing on an 18-month ethnographic study, the analysis presented here focuses on a specific venue for youth participation: a student advisory board. Data includes participant observation, interviews, and artifacts including resolutions and emails. Twenty-one of 27 students, representing roughly 15 high schools in their school district, participated in the study. When students attended to paperwork like bylaws and the state education code, they gained access to contingent authority, a limited but influential form of Weberian authority. Key implications of the study indicate that while youth advisory councils can reliably produce exclusion on developmental grounds, they can also provide the parameters for establishing contingent authority. Paperwork is a key to accessing this form of bureaucratic authority, but exercising it requires sustained, public practice. This article contributes to literatures on youth studies, public participation and more broadly to sociology of education.</p>

Whatever Happened to the Sociology of Education in Teacher Education?

1995 ◽  
Vol 21 (3) ◽  
pp. 395-413 ◽  
Author(s):  
Ivan Reid ◽  
Frank Parker
Keyword(s):  
Teacher Education ◽  
Sociology Of Education

The Anomalous Beasts: Hooligans and the Sociology of Education

Sociology ◽  
2000 ◽  
Vol 34 (1) ◽  
pp. 95-111 ◽  
Author(s):  
Sara Delamont
Keyword(s):  
Sociology Of Education

Pierre Bourdieu’s Sociology of Education

2018 ◽  
Author(s):  
Elliot B. Weininger ◽  
Annette Lareau
Keyword(s):  
Social Reproduction ◽  
Early Period ◽  
Sociology Of Education ◽  
Downward Mobility ◽  
Self Selection ◽  
Real Risk ◽  
Two Phases ◽  
Social Rewards ◽  
Cross National

Decades after the publication of his key works, Pierre Bourdieu’s sociology of education remains the object of persistent misunderstanding. A coherent account of this work must distinguish, at minimum, two phases to Bourdieu’s thoughts on education. During the early period, Bourdieu asserted the salience of both self-selection and institutional selection in shunting students into class destinations that echoed their class origins. However, these works were uniformly devoted to identifying the peculiarities of the (then) contemporary French system, considered to be an exemplar of a distinct (“traditionalistic”) institutional form. In contrast, Bourdieu’s later work sought to develop a model of the relation between education and social inequality that had significant cross-national scope. This work de-emphasized the role of self-selection, and developed a substantially more nuanced account of the relation between education and social mobility. What Bourdieu terms the “scholastic mode of reproduction” in this period denotes a system in which children from the upper reaches of the class structure are systematically advantaged in the pursuit of social rewards by virtue of their inherited cultural capital, yet nevertheless face a real risk of downward mobility. For this reason, we term it a theory of “imperfect social reproduction.”

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