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1.
The present article examines the relationship between political values and social research, with particular reference to the case for ethical reflexivity in sociology of education put forward by Gewirtz and Cribb. It is argued that their case for such reflexivity is flawed by conceptual imprecision and over‐determination of the links between value commitments, knowledge and the political implications of research. Drawing on a case study of a controversy in sociology of education, combined with a more discriminating conceptual analysis of political values in social research, it is suggested that the Gewirtz–Cribb ‘manifesto’ for routine ethical reflexivity may be inefficient and impractical. An alternative way of thinking about political reflexivity in sociology of education is offered, as are some possible avenues of philosophical resolution between the main protagonists of the longstanding debate on ‘what to do about values’ in sociology of education.  相似文献   

2.
质性研究是具有普遍性的微观理论,对于深层次探究人的思想现状、弥补思想政治教育以往惯用的宏大理论的缺失以及实施思想政治教育的途径都有着积极的意义.  相似文献   

3.
This paper uses the methods of personal reflection and auto/biography to consider the ways in which global social and political transformations have influenced a key generation of feminist sociologists entering the academy and attempting to introduce feminist knowledge and pedagogy into academic curricula. Three critical events on or around 22 November are used to highlight key political moments, the associated development of changing themes in forms of analysis of social transformations, and the part played by feminism and sociology within higher education. They are the assassination of President John Fitzgerald Kennedy in 1963, the Israeli-Arab war in 1973 and the resignation of Margaret Thatcher in 1990. The argument is that there has been a clear relation between changing social and political contexts and methodological understandings, which have drawn on developing feminist perspectives and reflexive sociological analysis, especially as embraced within the sociology of education. In particular, the shift from a political and professional perspective on social change and family life towards one that engages with personal issues is noteworthy. It is one of the hallmarks of both feminist notions associated with reflexivity and developing sociological methodologies and policy sociology. Thus, the personal and the political are now central methodological forms of feminist and sociological analysis within education and, especially, the sociology of education, influencing pedagogy within higher education, especially associated with developments in professional postgraduate education. I weave my personal reflections on my professional developments through an analysis of the key moments related to specific policy regimes and changing forms of understandings within the fields of policy sociology and sociology of education. I conclude with current concerns about the balances between the personal and professional within educational research and policy sociology.  相似文献   

4.
A remarkable feature of the sociology of education is its proliferation under a broad gamut of research themes and topics. Understanding the relationship of education to social reproduction and social change are pivotal to the sociology of education, and have fruitfully informed research in fields such as gender and education, vocational education and lifelong learning, policy sociology in education, cultural sociology of education, literacy, social justice and education, globalisation and education. Tracking the historical trajectory of the sociology of education in Australia, this article underlines the productivity of educational research and methodological advances in the fields of gender, literacy, and policy. It also points to the failure of the sociology of education and educational research to engage with the education system’s complicity in reproducing Indigenous and ethnic disadvantage. I argue for an sociology of education along lines envisaged by Emile Durkheim who recognised the importance of understanding education systems past and present, so that educators might comprehend the relationship of education to social change. New theories, methodologies and fields of education play an important role in informing understandings of contemporary education. However, if education and educational research are to inform social futures, they require an educational imagination able to account for achievements and deficiencies; an educational imagination able to undertake theoretical deliberations about the social and material conditions, struggles and occlusions that have and continue to constitute the purpose and practice of education.  相似文献   

5.

The article explores the relationship between sociology and sociology of education in the United Kingdom (UK), with specific reference to the development of a sociology of higher education. Though the article is mainly concerned with the UK, the broader issues raised, about the status and location of the sociology of education in relation to sociology, who defines research excellence and research prestige and who collaborates with whom (and why) in social science research, are much more widely relevant. There are three main themes. The first concerns the recent history of sociology of education in the UK and its current location in education departments in higher education institutions. The second theme examines the factors that may have led to or are symptomatic of sociology of education's separation from sociology itself. The third theme is the prospect for the development of the sociology of higher education and its potential for collaborative activity with sociologists and other social scientists. In conclusion, it is argued that the sociology of higher education is well placed to collaborate with sociology and other social sciences, whether in research or in programmes for new academics and professional doctorates.  相似文献   

6.
Assumptions based on deliberative democratic theory have dominated scholarship of democratic citizenship within political science and educational research. However, both fields have produced scholarship that raises questions regarding the efficacy of the deliberative model of democratic education. This article presents a critical synthesis that highlights the major trends of deliberative democratic theory from the field of political science, while making connections to education specific literature. The shift, away from idealistic notions toward a model of deliberative democracy that considers identity, group interests, and power differences within society, supports similar efforts to revisit democratic theory within civic education. The article concludes with recommendations for a revised, more realistic, conceptualization of civic education.  相似文献   

7.
This article explores disciplinary approaches to educational studies over the past fifty years, in particular those developed by exponents of the 'foundation disciplines' of history, philosophy, psychology and sociology. It investigates the establishment of the disciplines during the first half of the period, and their consolidation, survival, and adaptation since the 1970s in a rapidly changing educational and political context. The nature of the contribution of the disciplines, both separately and together, to the study of education is assessed. The article also considers the role of the disciplines in stimulating a pluralist and eclectic approach to the study of education, as opposed to the notion of a unitary and autonomous field of knowledge represented as 'educational research'.  相似文献   

8.
This article provides a panoramic view of research findings on social inequalities in access to higher education in Croatia since the 1960s, guided by the question of what has changed in the findings. Our review shows that there is stark continuity over the last five decades: students from better educated family backgrounds tend to be overrepresented in higher education; students from better educated and white-collar family backgrounds are more likely to enrol in academic as opposed to professional study courses; students at one Croatian university in particular stand out in terms of their more privileged social background; and medicine seems to be the prime academic field for observing social reproduction. We note that these persistent findings run parallel to a dramatically changing political, economic and social context in Croatia, including transformations in the 1990s resulting from social ownership of the means of production to widespread private ownership, as well as transformations from a one-party political system to the establishment of a multi-party political system. The article maps possible theoretical explanations for the resilience of social inequalities in access to higher education in the context of dynamic times. It also questions the role of educational policies in this process.  相似文献   

9.
Conrad, Keller, Kuh, Lincoln, and others argue that the field of higher education is limited by its theoretical foundation in functionalism. Naturalistic inquiry, constructivism, critical theory, and feminist theory are presented as alternative metatheoretical assumptions. This research uses the schema of Burrell and Morgan to gather empirical evidence of the presence of paradigms in the core higher education journal literature. Traditional and paradigmatic content analysis techniques are used in the manner of similar journal studies by Kuh and Silverman. The results confirm that the literature is fixated in objective social science and the sociology of regulation. Topics and methods of higher education research are discussed as examples of different subjective social science and radical change sociology paradigms. Conclusions are presented about the future of the knowledge base.  相似文献   

10.
This paper critically assesses Chris Shilling's claims that structuration theory provides a new and important direction for sociology of education. That assessment is conducted with particular reference to the long‐standing research programme in the sociology of education, known as the differentiation‐polarisation theory (d‐p). The plausibility of the claim that d‐p is positivist is examined, and the extent to which d‐p meets the supposed inadequacies of sociology of education allegedly exposed by structuration theory is investigated. It is concluded that the novelty and importance of structuration theory for sociology of education and a fortiori education policy remains unproven.  相似文献   

11.
Abstract

This paper presents an account of the development of the sociology of education in the UK, by means of an analysis of papers published in the field’s flagship journal, the British Journal of Sociology of Education and its US equivalent, Sociology of Education. In particular, we examine the representation of two contrasting traditions in addressing social inequalities: ‘political arithmetic’; and the more recent ‘cultural turn’. We find that in the UK, the cultural turn dominates; whilst in the US, it is political arithmetic which does so. In accounting for these contrasting national profiles, we argue that they are underpinned by divergent social infrastructure and organisation. We also discuss some of the implications of the dominance of the cultural turn in the UK, specifically in terms of the relationship between the fields of academic research and policy and the development of a cumulative evidence base to address social inequalities in education.  相似文献   

12.
高校学生干部制度的设立对于学生个人成长、大学教育以及社会结构和风气等均有重要影响.从教育社会学的视角分析,当前的高校学生干部制度存在着一定弊端,需要通过全社会的努力,通过建立公平机制、人文关怀、学习督导及配套制度建设等加以改进.  相似文献   

13.
The article provides a theoretical overview of the relationship between gender, education and computing. It explores the role of education in the continued reproduction of computing, and latterly information communications technology, as masculine domains. Gendered social relations are inscribed into the development of computing technology and the ideological separation of the 'expert' from end-users. The article offers a critique of the strong sociology of science and postmodernist analyses of technology for reducing technology to the social, and of technological determinism. It argues instead that we need to understand how computing is constituted historically and the ways computing can be understood as a concrete science. The article brings together perspectives on technology derived from a critical realist perspective with some aspects of the feminist standpoint paradigm. The author examines three key educational locales in the reproduction of gender ideologies of the machine. These are schools, universities, and the multiple sites of lifelong learning. The article concludes that the gendering of computing as a masculine discourse continues, and that the analysis of technology and the sociology of education needs to reconnect within a broader critique of society if women's continuing marginalisation in the dominant discourse is to be understood and challenged.  相似文献   

14.
Abstract

This article is both an editorial introduction for this special issue and a distinctive contribution in its own right. The article seeks to extend a dynamic and multiple conception of time to the sociology of education to think beyond the clock time associated with modernity and industrialisation. This need is illustrated through an account and critique of E.P. Thompson’s canonical account of clock time. The article argues that this construction of clock time implicitly frames most work in the sociology of education. The concept of ‘timespace’ offers a way to go beyond both clock time and the current ‘spatial turn’ in the sociology of education that prioritises space over time. It is shown how computerisation also ushers in a new temporality, which works simultaneously with clock time and perhaps presages the move from a disciplinary to control society. The article accepts that there are multiple and dynamic temporalities and correlatively supports a working together of historical and sociological imaginations towards a sociology of education that acknowledges and works with multiple temporalities, empirically, methodologically, theoretically and in research writing.  相似文献   

15.
This article explores disciplinary approaches to educa-tional studies over the past fifty years, in particular those developed by exponents of the 'foundation disciplines' of history, philosophy, psychology and sociology. It investigates the establishment of the disciplines during the first half of the period, and their consolidation, survival, and adaptation since the 1970s in a rapidly changing educational and political context. The nature of the contribution of the disciplines, both separately and together, to the study of education is assessed. The article also considers the role of the disciplines in stimulating a pluralist and eclectic approach to the study of education, as opposed to the notion of a unitary and autonomous field of knowledge represented as 'educational research'.  相似文献   

16.
This article explores the ways we might use modern and post modern theoryto examine problems in comparative higher education. The problems orobjects of study on which comparative higher education currently focusesare problematized and interrogated. The implications of several versionsof globalization theory for comparative higher education are exploredas are the various post-alities, Mann's political sociology of socialpower, Foucauldian theory of knowledge/power regimes, and feminist theory. Finally, the article looks at methods that might be used when drawing on these theories to study comparative higher education.  相似文献   

17.
This article argues that sociology has been a foundational discipline for the field of adult education, but it has been largely implicit, until recently. This article contextualizes classical theories of sociology within contemporary critiques, reviews the historical roots of sociology and then briefly introduces the classical theories illustrating the continual presence of sociological thinking in the adult education field. Finally, it periodizes the lineage of the sociology of adult education, highlighting recent contributions. With 30 years of neoliberalism, social justice is eroding, authoritarianism is increasing and democracy—as the idea of a self-governing people deliberating issues of mutual concern in the public sphere—is further subordinated to the idea of society as an economy for exchanging goods and services. It is time to (re)ignite a sociological imagination among adult educators/learners, building on familiarity with both classical and contemporary sociology theories, more robust sociological analysis of the field and a (re)commitment to the historical principles of social justice and deep democracy. While international in focus, Canadian exemplars will be used.  相似文献   

18.
The article examines the theoretical and empirical literature on higher education’s role in relation to social equity and related notions of citizenship, social justice, social cohesion and meritocracy. It considers both the education and the research functions of higher education and how these impact upon different sections of society, on who benefits and who loses from them. Questions for future research on the wider impact of higher education are posed as well as some research questions on the narrower issue of widening participation.  相似文献   

19.
Higher education with Chinese characteristics is inherently embedded in both Chinese traditional culture and Chinese modern political culture. This article examines the ontological conception of higher education with Chinese characteristics from both conceptual and political perspectives. First, by illustrating the Government agenda and politics for the construction of higher education with Chinese characteristics, this article explains the particular roles played by individual universities and colleges. The article then moves on to describe the ontological conceptual framework used in identifying higher education with Chinese characteristics for the purpose of showing how higher education with Chinese characteristics differs from Western dominated higher education concepts and models. Both the distinction between the Eastern and Western contexts and the integration of the globalization and localization are involved in construction of the concept of higher education with Chinese characteristic. The final section considers the policy implications for the developing higher education with Chinese characteristics.  相似文献   

20.
This article is a response to Hammersley's allegations that my discussion of positivism and differentiation‐polarisation theory (d‐p), previously published in this journal, was misguided, incoherent and prejudiced against positivism. I refute those allegations by demonstrating that Hammersley has either misunderstood or misrepresented my position. Furthermore, by revealing inconsistencies in Hammersley's arguments about positivism and d‐p I expose his incoherencies and prejudices regarding the role of political values in social research. Finally and constructively, I suggest that the ‘enlightenment’ aspect of the ‘political arithmetic’ tradition has much to recommend it as a framework for progress in sociology of education.  相似文献   

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