Sociology of Education
| Unit code | EDUC14051 |
|---|---|
| Credits | 20 |
| Unit level | Level 1 |
| Teaching period(s) | Semester 1 |
| Offered by | Education |
Overview
This unit covers various theoretical traditions of scholarship within the sociology of education, and explores ‘big questions’ about the role of education in society. It explores institutional based processes, such as institutional power dynamics, teacher labelling, the curriculum and ‘hidden curriculum’, and the construct of ability. In doing so, the unit will explore the processes through which educational and social inequality are generated and how alternative forms of education might address inequality.
Aims
The unit aims to:
Begin with an introduction of key theories in sociology (e.g. Marx, Weber, Foucault) and their applications to education. It will introduce a number of concepts (e.g. functional/structural– agency/structure) which are then used to study a variety of educational contexts (e.g. schooling, higher education, international education). It explores major concepts in the sociology of education such as equity, inequality, power, social justice and social mobility, and helps students to apply these to relevant educational issues and debates (e.g. access, curriculum, pedagogy etc.). It aims to address four main questions:
- What role does education play in society, both nationally and internationally?
- How can we understand schooling and other educational institutions sociologically?
- How do educational processes link with wider structures of societal inequality?
- What forms or structures of education might help to address issues of inequality?
Teaching and learning methods
The module will utilise a range of learning formats, including lectures, seminars, group activities and online materials, as well as readings, presentations, formative feedback and summative assessments. The module will adopt interactive approaches to learning using digital competencies, with independent and group activities in lectures, seminars and as part of the suite of formative and summative assessments.
Knowledge and understanding
- Identify and explain issues related to social justice, social mobility, and social inequality in education (such as society; social structure; culture; social institutions, economy; social change; social class; status; race; ethnicity; gender; social conflict; etc.) and how these relate to empirical research.
- Identify and explain evidence major sociological perspectives (Marxism, Vygotsky, Cultural Historical Activity Theory, Bourdieu, Funds of Knowledge/Identity, etc.), their theoretical components and their historical evolution.
- List a range of alternative educational traditions, including progressive, popular, radical and democratic education.
Intellectual skills
- Critically reflect on contemporary issues and how they relate to key ethical, social and political debates in education.
- Demonstrate scholarly independence by using sociological theories to understand key educational problems and their solutions.
- Critically reflect on their own experiences of education (past, present and future) and understand how these may be influenced by the issues raised on the course unit and in doing so develop your own voice by demonstrating what you have learned from the analysis presented in the assessment.
Practical skills
- Evaluate how issues of inequality, social mobility and social justice may be manifest in their future professional careers and how they will navigate or address such issues.
- Use sociological theory and concepts to analyse complex educational problems by accessing, interpreting, and critically evaluating digital literature and AI-generated information (Microsoft CoPilot), reflecting on the credibility of sources.
Transferable skills and personal qualities
- Participate and communicate effectively in digital teams to share information and produce shared materials.
- Write coherent and substantiated argument on a specific topic.
Assessment methods
| Method | Weight |
|---|---|
| Written assignment (inc essay) | 60% |
| Portfolio | 40% |
Reflective Portfolio (40%) — 1,200 words in total
- Critically reflect on their own personal history in relation to issues of social justice, social mobility and social inequality in education. Identify critical moments.
- Choose two core readings out of first five and critically apply them to your problem(s) identified in task 1.
- Critically reflect on what they have learned so far from the analysis and what they need to explore next.
Traditional Essay (60%) — 1,800 words
- Critical analysis of a social justice problem using one social theory/concepts from the course including a justification of the choice of theory and critical reflection on the limitations. Choose one topic from a list given in the brief.
Feedback methods
Feedback Online
Recommended reading
Boronski, T. & Hassan, N. (2015) Sociology of Education, London: Sage.
Dewer, J. (2004) Democracy and Education. Courier Corporation.
Fielding, M. & Moss, P. (2010) Radical Education and the Common School: A Democratic Alternative, London: Routledge.
Freire, P. (1970) Pedagogy of the Oppressed. London: Bloomsbury
Gerwirtz, S. & Cribb, A. (2009) Understanding Education: A Sociological Perspective, Cambridge: Polity Press.
Lareau, A. (2011). Unequal Childhoods: Class, Race and Family Life, Los Angeles: University of California Press.
Meighan, R. & Harber, C. (2007) A Sociology of Educating (5th edition), London: Continuum.
Morris, M.W. (2016). Pushout: The Criminalization of Black Girls in Schools. New York, NY: New Press.
Required texts (Core)
Sadovnik, A. (2016). Sociology of Education: A Critical Reader, 3rd Ed. New York: Routledge.
Study hours
| Scheduled activity hours | |
|---|---|
| Lectures | 20 |
| Practical classes & workshops | 2 |
| Seminars | 8 |
| Independent study hours | |
|---|---|
| Independent study | 170 |
Teaching staff
| Staff member | Role |
|---|---|
| Kirsty Finn | Unit coordinator |