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Chapter 1 Theory and Research in Sociology of Education

Chapter 1 Theory and Research in Sociology of Education. Major theoretical perspectives: f unctionalism, conflict theory, symbolic interactionism Contemporary approaches: c ode theory, cultural capital, status competition, institutional theory, post-modern critique.

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Chapter 1 Theory and Research in Sociology of Education

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  1. Chapter 1Theory and Researchin Sociology of Education Major theoretical perspectives: functionalism, conflict theory, symbolic interactionism Contemporary approaches: code theory, cultural capital, status competition, institutional theory, post-modern critique

  2. Functionalist Theory:Durkheim 1960’s • Durkheim first to apply sociological theory to education • Moral values  foundation of society • Society  machine • Assume consensus is the normal state in society; Stresses consensus and agreement • Well functioning society  Role of schools: schools socialize students into appropriate values and sort/select students according to ability

  3. Basic Tenets ** • Education is critical in creating moral unity necessary to social cohesion • function of the school is the maintain social order; • intellectual (cognitive) • political (allegiance) • economic (occupational roles)

  4. Basic Tenets ** • Schools develop and maintain a modern and democratic society providing EQUAL OPPORTUNITY FOR ALL

  5. Underlying Assumption ** • Meritocracy  hard work/talent determines allocation rather than birth • Education is the key institution in a meritocratic selection process

  6. Conflict Theory: • 1960’s  alternative critique to Functionalist Theory • Social Scientists: Marx, Weber, Bowles and Gintis, Collins

  7. Basic Tenets ** • Schools function in the interest of dominant groups  empirical evidence does not support notions of meritocracy

  8. Basic Tenets ** • Meritocracy is an ideology created by the powerful designed to enhance their position by legitimizing inequality and the unequal distribution of resources • Relationship between schools and society is problematic

  9. Conflict Theory:Examples • Collins: status groups/symbols • Bourdieu: cultural capital passed on by families  “exchange value” • Bernstein: speech patterns  social class; schools are middle-class institutions

  10. Underlying Assumption ** Class domination is codified in the school structure, processes and curriculum

  11. Interactionist Theory • Mead, Goffman, Rist critique of functionalist and conflict theory • Focus on micro-level  everyday interactions, nuance • Human agency vs. deterministic social structure

  12. Interactionist Theory:Examples • Goffman; patterns of everyday life hold society together • Rist: classroom processes  academic achievement i.e. labeling and ability grouping

  13. Post – modernCritical Theory: Friere: • Connection of theory and practice • Teachers as agents of social change • Schools as sites for democratic transformation  political action • Inclusion of women/people of color narratives

  14. Conclusion • Most important question: why do low SES students do less well  reduce achievement gap • Diminish the separation of theory, research and practice

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