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Journal articles on the topic 'Sociology of Education'

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Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2024

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1

Kropp, Kristoffer, Gry Malling Loehr, and Heine Andersen. "Dansk Sociologis rolle i dansk sociologi – vidensdeling og inspiration gennem 25 år." Dansk Sociologi 25, no. 3 (October 9, 2014): 9–41. http://dx.doi.org/10.22439/dansoc.v25i3.4870.

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Artiklen skildrer historien om Dansk Sociologi fra etableringen i 1989-1990 til jubilæumsåret 2014. Initiativet blev taget af Dansk Sociologforening under den institutionelle krise i faget, der kulminerede da undervisningsminister Bertel Haarder besluttede at lukke uddannelsen. Tidsskriftet har været benyttet som publiceringskanal af en meget stor andel af danske sociologer og oplagstal har været stigende frem til omkring 2006. De seneste 10-15 år har man kunnet se et skift i indholdsprofilen, fra en dominans af teoretisk orienterede emner over mod en bred vifte af empiriske emner og en tilpasning til en mainstream akademisk, upersonlig form. Dansk Sociologi er et udpræget pluralistisk tidsskrift og kontroverser mellem forskellige teoretiske retninger eller om specifikke spørgsmål har man ikke set. Artiklen drøfter også fremtidige udfordringer som især er internationalisering, de nye digitale medier og krav om open access. ENGELSK ABSTRACT: Kristoffer Kropp, Gry Malling Loehr and Heine Andersen: The Role of Dansk Sociologi in the Development of Danish Sociology. Dissemination of Knowledge and Inspiration for 25 years This article describes and evaluates the journal Dansk Sociologi (Danish Sociology) from its inception in 1989-1990 until its 25th anniversary in 2014. The Danish Sociological Association took the initiative to set up the journal during sociology’s institutional crisis due to fact that the Minister of Education had decided to close the sociology department at the University of Copenhagen, the only place in Denmark with the discipline. The article discusses the evolution of the journal’s organizational framework, its authors, editors, and content. The journal has been used as a vehicle for publication by a large proportion of Danish sociologists. Subscriptions have been growing until 2006. There has been a shift from theoretical articles to a wider range of empirical ones, and from a more discussion-based form to a more detached and standardized academic one. There has been considerable pluralism, and there have been no major controversies. The challenges that the journal must address are an internationalization pressure that could weaken authors’ incentives to write for a Danish journal, the transition to internet media, and finally requirements for open access that could threaten the journal’s economy. Keywords: the journal Dansk Sociologi, the Danish Sociological Association, sociology’s history.

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2

Bolotin, I. S., and O. N. Kozlova. "Sociology and Education." Russian Education & Society 40, no. 6 (June 1998): 47–66. http://dx.doi.org/10.2753/res1060-9393400647.

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3

Nunes Jacondino, Eduardo. "CLASSICAL SOCIOLOGIES AND THE ISSUE OF EDUCATION: SOME REFLECTIONS." Educação Online 19, no. 46 (July 13, 2024): e24194609. http://dx.doi.org/10.36556/eol.v19i46.1530.

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Resumo O texto apresenta reflexões acerca de aspectos da sociologia da educação desenvolvidos por autores clássicos da sociologia, como Emile Durkheim, Karl Marx e Max Weber. Por meio da realização de estudos bibliográficos, o trabalho reflete acerca de algumas contribuições advindas desses autores, de modo a se pensar a educação. Abstract The text presents reflections on aspects of sociology of education developed by classic authors of sociology, such as Emile Durkheim, Karl Marx and Max Weber. Through the accomplishment of bibliographical studies, the work reflects about some contributions coming from these authors, to think about education.

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4

Bakić, Sarina. "Ključni aspekti sociologije obrazovanja." Obrazovanje odraslih/Adult Education 14, no. 1 (2014): 112–26. http://dx.doi.org/10.53617/issn2744-2047.2014.14.1.112.

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As an independent empiric and theoretical science, the sociology of education is discovering mutual relations between education and society, socio-historical and cultural conditionality of educational process and its internal structure. Sociology of education signifies a treasury of key estimations concerning necessary alternations in education and about their influence towards social changes as a whole. This text underlines some of the key sociological aspects of educations such are education equality, adult life long education and leisure. It revolves applicable ideas about the future of education from sociological perspective.

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5

Okolo, Ann Nkechi, Okolo, Ann Nkechi, Ezegbe, B. N. Ezegbe, B. N, and ESKAY, M. ESKAY, M. "Sociology of Education: A Tool for Shaping Education System in Nigeria." Global Journal For Research Analysis 3, no. 8 (June 15, 2012): 67–70. http://dx.doi.org/10.15373/22778160/august2014/21.

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6

Canavieira, Fabiana Oliveira. "Uma nova sociologia em defesa das crianças e suas infâncias." Revista Educação e Emancipação 10, no. 1 (June 13, 2017): 125. http://dx.doi.org/10.18764/2358-4319.v10n1p125-149.

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O artigo se apresenta como uma revisão de literatura da teoria sociológica tida como clássica, buscando estabelecer relações e destacar as contribuições dos principais fundamentos sociológicos à consolidação do campo da Sociologia da Infância, como novo paradigma teórico que têm as crianças e a infância como foco de seus estudos e atuação profissional. Sem a pretensão de se constituir como um estado da arte, faz-se um desvelamento das primeiras delimitações do novo campo teórico, ao passo que se exerce a reflexividade sociológica inspirada em Bourdieu, mas percorrendo outros sociólogos.Palavras-chave: Sociologia da Infância; Sociologia da Educação; Educação InfantilA new sociology in defense of children and their childhoodsABSTRACTThe article presents a literature review of the classical sociological theory, seeking to establish relationships and highlight the contributions of the main sociological foundations to the consolidation of the field of Sociology of Childhood as a new theoretical paradigm that children and childhood are the focus of its studies and professional performance. Without intending to be a state of art, we unveil the first delimitations of the new theoretical field, while the sociological reflexivity inspired by Bourdieu is exercised, but using other sociologists equally important for the present reflection.Keywords: Sociology of Childhood; Sociology of Education; Early Children Education.Una nueva sociología en defensa de los niños y sus infanciasRESUMENEl artículo se presenta como una revisión de la literatura de la teoria sociológica clásica, buscando establecer relaciones y poner de relieve las contribuciones de los principales fundamentos sociológicos para la consolidación del campo de la sociología de la infancia como un nuevo paradigma teórico que tienen los niños y la infancia como el foco de su estudios y desempeño profesional. Sin la pretensión de constituirse como un estado de la técnica, se trata de una presentación de los primeros límites del nuevo campo teórico, mientras lleva a cabo la reflexividad sociológica inspirado por Bourdieu, pero utilizando otros sociólogos de igual importancia a esta refl exión.Palabras clave: Sociología de la Infancia; Sociología de la Educación; Educación infantil

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7

Wieczorkievicz, Alessandra Krauss, Joel Haroldo Baade, and Rosana Claudio Silva Ogoshi. "A CONTRIBUIÇÃO DA SOCIOLOGIA NA FORMAÇÃO CIDADÃ DOS ALUNOS DO ENSINO MÉDIO NA COORDENADORIA REGIONAL DE EDUCAÇÃO DE CANOINHAS/SC." Extensão em Foco (ISSN: 2317-9791) 8, no. 1 (December 10, 2020): 80–99. http://dx.doi.org/10.33362/ext.v8i1.2443.

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Essa reflexão é embasada na contribuição da disciplina de Sociologia, para a formação cidadã dos alunos do ensino médio na Coordenadoria Regional de Educação de Canoinhas/SC, pela ótica dos professores. Pode-se destacar, que a partir, da inserção da Sociologia no currículo escolar, seu vies está atrelado à formação cidadã. Desse modo, buscou-se pesquisar a contribuiçao do conhecimento sociológico, na formação cidadã, levando à formulação do seguinte problema de pesquisa: em que medida as aulas de Sociologia, das escolas da Coordenadoria Regional da Educação de Canoinhas/SC, estão colaborando com a formação cidadã de seus alunos, do ponto de vista dos professores? Em relação à metodologia, optou-se pela pesquisa qualitativa, com a pesquisa de campo e aplicação de questionários abertos aos professores da disciplina de Sociologia das 19 escolas estaduais da Coordenadoria Regional da Educação de Canoinhas. Conclui-se que as aulas de Sociologia da Coordenadoria Regional de Educação de Canoinhas/SC estão colaborando com a formação cidadã, destacando as potencialidades no conhecimento sociológico. Dentre as potencialidades pode-se apresentar: a formação do pensamento crítico, compreensão dos direitos e deveres, entendimento da sociedade e formação cidadã. As aulas de Sociologia possuem papel determinante na formação dos alunos, especialmente com vistas à educação para a cidadania. Palavras-chave: Potencialidades. Formação cidadã. Ensino de Sociologia. Cidadania. ABSTRACT: This reflection is based on the contribution of the discipline of Sociology, for the citizen education of high school students in the Regional Education Coordination of Canoinhas / SC, from the perspective of the teachers. It can be highlighted that, from the insertion of Sociology in the school curriculum, its bias is linked to citizen formation. In this way, we sought to research the contribution of sociological knowledge in citizen education, leading to the formulation of the following research problem: to what extent the Sociology classes, from the schools of the Regional Coordination of Education in Canoinhas / SC, are collaborating with the citizen education of their students, from the teachers' point of view ?. Regarding the methodology, qualitative research was chosen, with field research and application of questionnaires open to teachers of the discipline of Sociology of the 19 state schools of the Regional Coordination of Education of Canoinhas. It is concluded that the Sociology classes of the Regional Education Coordination of Canoinhas / SC are collaborating with the citizen formation, highlighting the potential in sociological knowledge. Among the potentialities can be presented: the formation of critical thinking, understanding of rights and duties, understanding of society and citizen formation. Sociology classes play a decisive role in the education of students, especially with a view to education for citizenship. Keywords: Potentialities. Citizen formation. Sociology teaching. Citizenship.

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8

Najafizadeh, Mehrangiz, and Lewis A. Mennerick. "Sociology of Education or Sociology of Ethnocentrism? The Portrayal of Education in U.S. Introductory Sociology Textbooks." Teaching Sociology 20, no. 3 (July 1992): 215. http://dx.doi.org/10.2307/1319063.

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9

OKAZAKI, Hiroki. "Sociology in Secondary Education." Japanese Sociological Review 61, no. 3 (2010): 257–76. http://dx.doi.org/10.4057/jsr.61.257.

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10

Lindsay, Paul, R. J. Parelius, and A. P. Parelius. "The Sociology of Education." Teaching Sociology 16, no. 2 (April 1988): 215. http://dx.doi.org/10.2307/1317430.

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11

Gibbons, Youlanda, and Jack Demaine. "Sociology of Education Today." Contemporary Sociology 31, no. 3 (May 2002): 347. http://dx.doi.org/10.2307/3089715.

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12

Roberts, Lance, and Robert G. Burgess. "Sociology, Education and Schools." Canadian Journal of Education / Revue canadienne de l'éducation 15, no. 4 (1990): 472. http://dx.doi.org/10.2307/1495124.

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13

Ballantine, Jeanne. "Teaching sociology of Education." Teaching Education 1, no. 1 (February 1987): 33–35. http://dx.doi.org/10.1080/1047621870010109.

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14

Zimin, A. I. "The Sociology of Education." Russian Education & Society 36, no. 12 (December 1994): 55–70. http://dx.doi.org/10.2753/res1060-9393361255.

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15

Filippov, F. R. "The Sociology of Education." Russian Education & Society 37, no. 5 (May 1995): 78–94. http://dx.doi.org/10.2753/res1060-9393370578.

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16

Davis, Sharon G. "Sociology in music education." Music Education Research 15, no. 2 (June 2013): 249–51. http://dx.doi.org/10.1080/14613808.2013.801593.

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17

Groves, M. A. "Sociology of adult education." Economics of Education Review 7, no. 3 (January 1988): 372. http://dx.doi.org/10.1016/0272-7757(88)90016-7.

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18

Zborovsky, Garold E. "Sociology of Education or Education without Sociology? Effort of a Science-Based Research." Integration of Education 26, no. 4 (December 30, 2022): 655–70. http://dx.doi.org/10.15507/1991-9468.109.026.202204.655-670.

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Introduction. As the number of scientific publications on the problems of education increases, it is increasingly possible to detect the desire of authors to consider them as sociological. Meanwhile, many of them do not meet the requirements for articles based on data from sociological empirical studies. In this regard, there is a need to separate publications of different nature, orientation, and functions, which focus on the problems of education. The purpose of the article is to analyze the criteria for attributing publications to the disciplinary field of sociology of education and to identify their specifics. Achieving this goal will clarify the issue of trust in scientific publications, research results, and the appropriateness of their use for making managerial decisions in the field of education. Materials and Methods. The object of the research is scientific journals that publish articles on education issues on a regular basis, including under the heading “Sociology of Educationˮ. The sample includes relevant publications and publications in them for the last 5 years. The subject of the study was the content of publications that were classified either by publications or by the authors of articles as sociological. The main methods used were content analysis and historical and sociological analysis. Results. The specifics of the subject field of sociology of education and the trends of its formation and development are determined. The main criteria for determining the differences of publications in the field of sociology of education are formulated. Discussion and Conclusion. The article is devoted to the experience of science-based research. In the process of discussing the results obtained, attention is drawn to the specific nature, special tasks and functions of sociological research and publications in the field of education. The importance of these results for improving the quality of empirical studies of education and publications based on them, as well as the possibility of using them to solve its practical problems, is shown.

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19

TAKEDA, Naoko, and Hiroaki KONNO. "Sociology Textbooks and the Diversity in Sociology Education." Japanese Sociological Review 56, no. 3 (2005): 664–84. http://dx.doi.org/10.4057/jsr.56.664.

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20

Silva, Pedro. "Associações de Pais, interculturalidade e clivagem sociológica: algumas questões." Revista Eletrônica de Educação 1, no. 1 (February 8, 2010): 3–30. http://dx.doi.org/10.14244/198271991.

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Escola e família constituem duas instituições sociais centrais das nossas sociedades. A família, de algum modo, sempre o foi. A escola, porém, constitui ainda hoje uma miragem para muitos (incluindo crianças), quando pensada à escala planetária. Famílias e escolas têm vindo, assim, a ser objecto de crescente atenção por parte das ciências sociais, dando, desde há cerca de um século, origem a ramos especializados (história e sociologia da família, história e sociologia da educação, por exemplo). A interface escola-família demorou mais algum tempo a tornar-se objecto de estudo, mas as últimas décadas têm trazido a lume excelentes contributos para a sua análise, sobretudo por parte das ciências da educação, em particular por mão da sociologia.Palavras-chave: escola e família, sociologia da família, sociologia da educaçãoAbstractAssociations of Parents, Interculturality and Sociological division: Some questionsSchool and family represent two central social institutions in our societies. Family, to a certain extent, has always had this role. School, on the other hand, is still today a mirage for many (including children), when the planetary scale is considered. Thus, for almost a century, families and schools have received more attention from social sciences, giving origin to specialized subjects, such as family history and sociology, the history and sociology of education. The school-family interface took longer to become a subject of study, although excellent contributions which have analysed it have been studied over the last decades, especially in education science, and particularly sociology. Key words: school and family, family sociology, sociology of education

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21

Whitty, Geoff. "Education policy and the sociology of education." International Studies in Sociology of Education 7, no. 2 (July 1997): 121–35. http://dx.doi.org/10.1080/09620219970200013.

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22

Marques, Renato, and Billy Graeff. "Análise temática reflexiva: interpretações e experiências em educação, sociologia, educação física e esporte." MOTRICIDADES: Revista da Sociedade de Pesquisa Qualitativa em Motricidade Humana 6, no. 2 (September 11, 2022): 115–30. http://dx.doi.org/10.29181/2594-6463-2022-v6-n2-p115-130.

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Análise temática reflexiva: interpretações e experiências em educação, sociologia, educação física e esporte ResumoA Análise Temática (AT) tem recebido destaque como método de análise qualitativa em pesquisas sobre diversas áreas, como Educação, Sociologia, Educação Física e Esporte. A AT consiste em uma família de métodos ou abordagens com características semelhantes, mas com alguma elasticidade semântica e flexibilidade, com diferentes formas de análises. Os objetivos deste artigo foram: analisar e apresentar de forma didática o método Análise Temática Reflexiva (ATR), considerando as orientações de Virginia Braun e Victoria Clarke; compartilhar experiências de uso de tal método em estudos sobre Educação, Sociologia, Educação Física e Esporte, refletindo sobre dificuldades e êxitos vivenciados em tal processo. Considerando nossa leitura e interpretação dos trabalhos de Braun e Clarke, além de nossa experiência em pesquisa qualitativa com a utilização da ATR, procuramos criar uma forma didática, reflexiva e crítica de apresentar o método, assim como nossas experiências pessoais neste processo.Palavras-chave: Pesquisa Qualitativa. Análise Temática. Reflexividade. Codificação. Humanidades. Reflective thematic analysis: interpretations and experiences related to education, sociology, physical education and sport AbstractThematic Analysis (TA) has been highlighted as a qualitative analysis method in several research areas, as Education, Sociology, Physical Education and Sport. TA consists of a family of methods or approaches with similar characteristics, but with some semantic elasticity and flexibility, with different forms of analysis. The aims of this article were: to analyze and present in a didactic way the Reflective Thematic Analysis (RTA) method, considering the orientations from Virginia Braun and Victoria Clarke; to share experiences of using this method in studies on Education, Sociology, Physical Education and Sport, reflecting on the difficulties and outcomes experienced during this process. Considering our reading and interpretation of Braun and Clarke’s works, in addition to our experience in qualitative research using RTA, we sought to create a didactic, reflective and critical way of presenting the method, as well as some of our personal experiences in this process.Keywords: Qualitative Research. Thematic Analysis. Reflexivity. Codification. Humanities. Análisis temática reflexiva: interpretaciones y experiencias en educación, sociología, educación física y deporte ResumenLa Análisis Temática (AT) ha sido destacada como método de análisis cualitativo en diferentes áreas, como Educación, Sociología, Educación Física y Deporte. La AT consiste en un grupo de métodos o enfoques con características similares, pero con cierta flexibilidad y elasticidad semántica, con diferentes formas de análisis. Los objetivos de este artigo fueron: analizar y presentar de manera didáctica el método de Análisis Temática Reflexiva (ATR), considerando las orientaciones de Virginia Braun y Victoria Clarke; compartir experiencias de uso de este método en estudios sobre Educación, Sociología, Educación Física y Deporte, reflexionando sobre las dificultades y éxitos experimentados en este proceso. Considerando nuestra lectura e interpretación de los trabajos de Braun y Clarke, además de nuestra experiencia en investigación cualitativa utilizando ATR, buscamos crear una forma didáctica, reflexiva y crítica de presentar el método, así como algunas de nuestras experiencias personales en este proceso.Palabras clave: Investigación Cualitativa. Análisis Temática. Reflexividad. Codificación. Humanidades.

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23

MISHIMA, Akiko. "Sociology in Social Work Education." Japanese Sociological Review 61, no. 3 (2010): 307–20. http://dx.doi.org/10.4057/jsr.61.307.

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Pallas, Aaron M., J. Ballantine, F. M. Hammack, E. King, C. H. Persell, and T. C. Wagenaar. "Teaching the Sociology of Education." Teaching Sociology 18, no. 4 (October 1990): 572. http://dx.doi.org/10.2307/1317659.

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Felice, Lawrence J., and Jeanne Ballantine. "Teaching the Sociology of Education." Teaching Sociology 19, no. 4 (October 1991): 542. http://dx.doi.org/10.2307/1317911.

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26

Trushell, John M. "Book review: Sociology of Education." Management in Education 31, no. 3 (July 2017): 146–47. http://dx.doi.org/10.1177/0892020616658236.

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27

Takayama, Keita. "Imagining Sociology of Education Otherwise." Journal of Educational Sociology 100 (July 28, 2017): 93–100. http://dx.doi.org/10.11151/eds.100.93.

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28

KIKUCHI, Eiji, and Yoshiyuki NAGATA. "A Sociology of Alternative Education." Journal of Educational Sociology 68 (2001): 65–84. http://dx.doi.org/10.11151/eds1951.68.65.

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USHIOGI, Morikazu. "Sociology of Education at Crossroad." Journal of Educational Sociology 78 (2006): 7–24. http://dx.doi.org/10.11151/eds1951.78.7.

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30

Laine, Michael de. "Sociology: Fulfilment valued over education." Physics World 10, no. 8 (August 1997): 6. http://dx.doi.org/10.1088/2058-7058/10/8/5.

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31

Flecha, Ramón. "The dialogic sociology of education." International Studies in Sociology of Education 21, no. 1 (March 2011): 7–20. http://dx.doi.org/10.1080/09620214.2011.543849.

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32

Armstrong, Elizabeth A., and Johanna C. Massé. "The Sociology of Higher Education." Contemporary Sociology: A Journal of Reviews 43, no. 6 (October 28, 2014): 801–11. http://dx.doi.org/10.1177/0094306114553215.

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33

Goyette, Kimberly Ann. "Advancing the Sociology of Education." Contemporary Sociology: A Journal of Reviews 48, no. 5 (September 2019): 497–501. http://dx.doi.org/10.1177/0094306119867058b.

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34

Segal, David R., and Morten G. Ender. "Sociology in Military Officer Education." Armed Forces & Society 35, no. 1 (October 2008): 3–15. http://dx.doi.org/10.1177/0095327x08321717.

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Leonardo, Zeus, Carlos Alberto Torres, and Theodore R. Mitchell. "Sociology of Education: Emerging Perspectives." Contemporary Sociology 29, no. 1 (January 2000): 270. http://dx.doi.org/10.2307/2654970.

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36

Sage, George H. "Physical Education, Sociology, and Sociology of Sport: Points of Intersection." Sociology of Sport Journal 14, no. 4 (December 1997): 317–39. http://dx.doi.org/10.1123/ssj.14.4.317.

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This paper examines the linkages between physical education, sociology, and sociology of sport in North America. Physical education and sociology in North America have had numerous mutual ties since the beginnings of both fields. In the first section of the paper, I describe the rise of sociology and physical education in North America, emphasizing the linkages that initially existed between physical education and sociology, and then the separation that transpired between the disciplines. The second section examines the connections between social theory and physical education before the sociology of sport was formally developed. The final section details the rise of sociology of sport, with the main focus on the role of physical educators (a.k.a. sociocultural kinesiologists, sport studies scholars, human kinetics scholars) in the development of sociology of sport. This section concludes with a discussion of the linkages of social theory, critical pedagogy in physical education, and sport sociology in physical education.

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Cardoso, Frederico Assis. "O que é uma aula? Análises sociológicas sobre a construção de uma atividade do trabalho docente." Cadernos de Pesquisa 27, no. 1 (August 7, 2020): 229. http://dx.doi.org/10.18764/2178-2229.v27n1p229-257.

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Este artigo é o resultado de leituras e discussões realizadas em uma turma de graduação composta por diferentes estudantes de diversos cursos de licenciaturas em uma Instituição Federal de Ensino Superior (IFES). O material tem por objetivo apresentar refl exões sobre o conceito de aula como uma categoria particular de atividade do trabalho docente em espaços formais e regulares de ensino. A compreensão e a fundamentação das análises apresentadas encontram-se vinculadas teoricamente aos campos da Sociologia da Educação e da Formação de Docente, sobretudo na intersecção desses dois campos a partir da confi guração de uma Sociologia da Formação e da Profi ssão Docente. Trata-se especifi camente de uma interpretação das variantes do conceito de aula à luz da especifi cidade dos condicionamentos culturais, históricos e sociais experimentados no contexto do exercício do magistério em um procedimento metodológico do tipo de experiência da pesquisa-ação. O argumento central do texto é o de que, como um conceito, a aula representa uma atividade do trabalho docente que guarda um estoque diverso de signifi cados.Palavras-chave: Aula. Sociologia da educação. Formação docente. Sociologia da formação e da profissão docente.What is a class? Sociological analysis on the construction of a teaching work activity.AbstractThis article is the result of readings and discussions held in a graduate university education composed of diff erent students from several undergraduate courses at a Federal Institution of Higher Education (FIHE). The aim of the material is to present refl ections on the concept of class as a particular category of teaching work activity in formal and regular teaching spaces. The understanding and the rationale of the analyzes presented are theoretically linked to the fi elds of Sociology of Education and Teacher Training, especially in the intersection of these two fi elds from the confi guration of a Sociology of Formation and Teaching Profession. It is specifi cally an interpretation of the variants of the concept of class in the light of the specifi city of cultural, historical and social conditions experienced in the context of the exercise of teaching in a methodological procedure of the type of action research experience. The central argument of the text is that, as a concept, the class represents an activity of the teaching work that holds a diverse stock of meanings.Keywords: Class. Sociology of education. Teacher training. Sociology of formation and teaching profession¿Qué es una clase? Análisis sociológicos sobre la construcción de una actividad del trabajo docenteResumenEste artículo es el resultado de lecturas y discusiones realizadas en un grado de graduación compuesta por diferentes estudiantes de diversos cursos de licenciaturas en una Institución Federal de Enseñanza Superior (IFES). El material tiene por objetivo presentar reflexiones sobre el concepto de clase como una categoría particular de actividad del trabajo docente en espacios formales y regulares de enseñanza. La comprensión y la fundamentación de los análisis presentados se encuentran vinculadas teóricamente a los campos de la Sociología de la Educación y de la Formación de Docente, sobre todo en la intersección de estos dos campos a partir de la configuración de una Sociología de la Formación y de la Profesión Docente. Se trata específicamente de una interpretación de las variantes del concepto de clase a la luz de la especificidad de los condicionamientos culturales, históricos y sociales experimentados en el contexto del ejercicio del magisterio en un procedimiento metodológico del tipo de experiencia de la investigación-acción. El argumento central del texto es que, como un concepto, la clase representa una actividad del trabajo docente que guarda un stock diverso de significados.Palabras clave: Clase. Sociología de la educación. Formación docente. Sociología de la formación y de la profesión docente.

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Buechler, Steven. "What is Critical About Sociology?" Teaching Sociology 36, no. 4 (October 2008): 318–30. http://dx.doi.org/10.1177/0092055x0803600402.

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Critical thinking is often presented as a generic technique. This article develops an alternative that links critique more closely to the sociological perspective. I suggest three answers to the above question: that the sociological perspective is critical for comprehending complex issues, that all sociology is implicitly critical by virtue of its debunking tendency, and that some sociology is explicitly critical by virtue of value commitments that lead to a critique of domination. The article identifies some basic themes of what it means to think sociologically, discusses sociology's “double critique” in more detail, illustrates the critical potential of scientific, humanistic and critical approaches to sociology, and explores some implications of this approach for how we teach sociology. It concludes by suggesting that the goal of fostering critical thinking in our students might better be met by returning to the critical roots of our own discipline.

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Fleischer, Michael S., and Norma A. Winston. "Entry on “Accreditation” for Dictionnaire de sociologie clinique." Journal of Applied Social Science 12, no. 1 (February 19, 2018): 12–16. http://dx.doi.org/10.1177/1936724418755422.

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This reprint presents a brief history and overview of the Commission on the Accreditation of Programs in Applied and Clinical Sociology (CAPACS), specifically in the context of global higher education accreditation; the increasing demand to accredit disciplinary and professional programs in the social and behavioral sciences as a process of external quality review; and the oversight of higher education accreditation commissions. Particular attention focuses on the creation of CAPACS in 1995 (originally known as the Commission on Applied and Clinical Sociology or CACS), as a joint initiative of the Society for Applied Sociology (SAS) and the Sociological Practice Association (SPA), which merged in 2006, to form the Association for Applied and Clinical Sociology (AACS); CAPACS accreditation standards; and the benefits of CAPACS Program accreditation in the discipline of Sociology and the profession of sociological practice. Reprint of “Accréditation,” in Vandevelde-Rougale Agnés & Pascal Fugier (eds.), Dictionnaire de sociologie clinique, Toulouse, ERES, to be published in 2018.

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Frech, William P., and Catherine Fagan. "Book Review: Changing Education: A Sociology of Education since 1944, Making Sense of Education Policy: The Sociology and Politics of Education." Citizenship, Social and Economics Education 5, no. 3 (September 2002): 193–97. http://dx.doi.org/10.2304/csee.2002.5.3.193.

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Defrance, Jacques. "The Anthropological Sociology of Pierre Bourdieu: Genesis, Concepts, Relevance." Sociology of Sport Journal 12, no. 2 (June 1995): 121–31. http://dx.doi.org/10.1123/ssj.12.2.121.

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The works of Pierre Bourdieu contribute to the establishment of a true sociology of culture and open prospects for the sociology of sport. A review of the genesis of this sociology shows that it has been constructed through breaks with French sociology’s way of approaching culture in the 1960s. The presentation of some of Bourdieu’s concepts is intended to show how they illuminate the social coherence of cultural behaviors and how the latter fit together. Finally, the paper emphasizes the relevance of such cultural analyses for those who study the social uses of the body, sport culture, or physical education.

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Bannerji, Himani. "The tradition of sociology and the sociology of tradition." International Journal of Qualitative Studies in Education 16, no. 2 (March 2003): 157–73. http://dx.doi.org/10.1080/0951839032000060644.

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Dini, Rahma Nia. "Tokoh." Al-Riwayah : Jurnal Kependidikan 14, no. 2 (October 31, 2022): 313–30. http://dx.doi.org/10.47945/al-riwayah.v14i2.671.

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Educations is guidance, leadrship,from educators to students with phsyical and spritual development, educations shapes the character, nature, and, behavior of student systematically. Educations is a development of students to develop the potential, reason. And abilities possessed by students. In educations have several figures in the science of educations. The purpose of writing is to describe the Islamic education figures and the sociologicalclass background. The method used in this research is descriptive with collection techniques using library research or library research. The result of the literature study, the researcher described several examples of Islamic education and also the sociological class background. Sociology is the study of society or what we call the science of society. Sociology itself is a science that studies the relationship between humans in groups and their social structures. Education is a conscious and planned effort to realize and develop his potential to have spiritual strength, religion, self-control, personality, noble character and skills needed by himself, society, nation and state. Education in another sense is learning that is also accompanied by a process of changing the attitudes and behavior of a person or group in an effort to mature humans through teaching and training. Sociology of education is the study of society in the educational environment. Sociology of Islamic Education is the study of society in the Islamic education environment. Social class is a layer of individuals who each have the same position in a continuum of social status. (1) Islamic education figures (2)sociological class background.

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Peris, Carlos. "Sociology in Paraguay." International Sociology 32, no. 5 (September 2017): 587–94. http://dx.doi.org/10.1177/0268580917725233.

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Sociology has been taught in Paraguay since 1900. In those years, it was included in the training of other humanities, such as law. Despite this early appearance, the education of sociology is now only 30 years old and exhibits an evolutionary lethargy. The discipline was institutionalized not because it was taught as a major course of study, but because of the publication of two national journals that have existed for more than four decades: Revista Paraguaya de Sociología (Paraguayan Journal of Sociology) and Estudios Paraguayos (Paraguayan Studies). These were the means through which the first sociological articles appeared and currently remain principal channels of knowledge in the field. The objective of this essay is to describe national sociological academic production by analyzing the last five issues of both publications. The classification of topics, methodologies, approaches, use of bibliographies, and types of articles was carried out using hand-coded qualitative text analysis.

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Serpa, Sandro. "A Reflection on Sociology of Education." International Journal of Social Science Studies 6, no. 3 (February 9, 2018): 33. http://dx.doi.org/10.11114/ijsss.v6i3.3013.

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Following an evident scientific strength of Sociology of Education, especially in the macro-analysis of school phenomena and, in a second moment, in the analysis of school as an organisation, is it possible that, currently, there is a reduction in the centrality of the importance ascribed, at various levels, to this scientific area? This preliminary reflection, which is based on a perspective from Portugal, aims to put forward an insight about Sociology of Education, with all the risks that this kind of analysis entails. Conclusions point to the following relevant dimensions of Sociology of Education: its importance in the definition of several sociological paradigms, considering the (greater or lesser) relevance ascribed to the socialisation process; its specific contribution to the sociological understanding of educational phenomena in the training of future sociologists; and, also, its prospective contribution to the development of Educational Sciences, both in the understanding of educational phenomena in their broadest sense and in dialoguing and participating in discussions on the object of Educational Sciences themselves. So as to achieve this ambition, among other factors, it seems essential that Sociology of Education continues to deepen its knowledge about other educational dimensions beyond school and the phenomena directly connected to it, dialoguing, whenever heuristically relevant, with other scientific areas.

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Azarian, Reza, David Kettler, and Colin Loader. "Karl Mannheim's Sociology as Political Education." Contemporary Sociology 32, no. 2 (March 2003): 231. http://dx.doi.org/10.2307/3089618.

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Guppy, Neil. "Review of Sociology of Adult Education." Canadian Journal of Higher Education 16, no. 2 (August 31, 1986): 104–5. http://dx.doi.org/10.47678/cjhe.v16i2.182999.

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Burkett, Steven R. "Graduate Education in Sociology: New Challenges." Teaching Sociology 19, no. 3 (July 1991): 439. http://dx.doi.org/10.2307/1318213.

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Osipov, Alexander. "On institutionalization of sociology of education." Социологические исследования, no. 7 (2018): 41–49. http://dx.doi.org/10.31857/s013216250000191-3.

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Bills, David B. "2013 Sociology of Education Reviewer Awards." Sociology of Education 86, no. 4 (September 26, 2013): 269. http://dx.doi.org/10.1177/0038040713503300.

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