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Educational Sociology
The science which describes and explains the institutions and social forms through
which the child gains and organizes his experiences and those institutions and social
forms in relation to which the child must function in adult life. These institutions and social
forms are regarded particularly in their relation to the educational system in its evolution
and changing functions (George E. Payne, Editor of Educational Sociology)
Education is the influence exercised by adult generations on those that are not yet
ready for social life. Its object is to arouse and to develop in the child a certain number of
physical, intellectual, and moral states which are demanded of him by both the political
society as a whole and the special milieu for which he is specifically destined (Emile
Durkheim, Education and Sociology)
1. Functionalism
how social structures meet the needs/requisites of a more inclusive social system
basic functions of education:
a. qualification (transmission of knowledge, skills and attitudes)
b. selection (allocation of individuals to social positions)
c. integration (or maintenance and transmission of culture)
2. Economic Theories
Utilitarian theories
Rational choice
Human capital
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3. Conflict Theory
Dynamics of education revolve and are implicated in the unequal distribution of
resources in society
Carl Marx and Max Weber theories
4. Interactionist Theories
Tends towards meso and micro level analysis of individuals within educational
settings
Three traditions:
a. Symbolic Interactionism and Role theory; situated selves and others
b. Interaction Ritual theory, dramaturgical interactionism; everyday rituals and
their effects on social structure
c. Interactionist phenomology and ethnomethodology; social constructionism;
processes that produce and sustain people’s sense of reality, how knowledge,
ability, intelligence, etc. are socially constructed
Core of Interactionist theory of meaning lies in the following ideas (by Plummer,
K. 1996):
Meaning is never fixed or coded but always emergent
Meaning is ambiguous
Meaning is triadic, it depends on gesture of one, the response of another, and
the joint act that emerges between them
Meaning depends upon interactive process and this process is always re-
adjusting itself in the collective social process
III. Social Needs, Issues and Demands of Individuals in Society and the
School Curriculum
3. Latchkey Kids: schools can provide programs for latchkey kids like educational
activities and hobbies, and also teach more on home safety and security; after-school
programs, recreation centers for neighbourhood youths
4. Increasingly Mobile Society: children moving from one school to another is helped
to adjust with the school’s curriculum; teaching children how to make friends and
accepting others who appear to be different
7. Changes in the Workplace: Adults are busier than ever, and mothers are forced to
work than to stay at home, thus, adult support and involvement that used to help
children to develop positive values, attitudes, and knowledge has declined; integration
of values education nowadays in school curriculum
9. Mental Illness: children who experienced abuse suffer from mental and emotional
problems – curriculum that allows children to learn how to deal with problems, provide
an atmosphere that encourages self-expression and individuality; drug education
a. Abuso, Julian. "School dropout in basic education in the Philippines: Accountability and
partnership"
o The study showed that poverty is one socio-economic cause of double digit
dropout rates in the Philippines
o The study argues that school dropout should be addressed by using a multi-
sectoral approach where various stakeholders serve as major partners—the family,
school, department of education, local government units, members of civil society,
local community, NGOs and other national agencies.
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c. Huidor, O. & Cooper, R. “Examining the Socio-cultural Dimension of Schooling in a
Racially Integrated School”. Education and Urban Society, Oct. 28, 2009
o Permit with Transportation Program in a racially integrated school for
Latina/Latino and African-American Students (busing program)
o understanding ethnic diversity aside from the PWT program; create school
culture that promotes a multi-cultural experience by engaging students in various
activities; have more inclusive schooling programs for all students
e. Maligalig, D.S., Albert, J.R.G. “Measures for Assessing Basic Education in the
Philippines”. Philippine Institute for Development Studies Discussion Paper Series No.
2008 – 16, May 2008, p. 1 – 21.
o Quality of schools, distance of schools, demands of community life and the
tremendous desire to help in the family income (a sign of poverty), are factors that
adds to poor achievement and to the lack of interest in attending schools.
Furthermore, there is this perception also that basic education may not be relevant
because what children learn in school are not applicable in daily lives – the
curriculum is overloaded and does not accommodate cultural differences (cited by
Maligalig and Albert, 2008 from Human Development Network, 2000)
g. Yair, G. & Alayan, S. “Paralysis at the Top of a Roaring Volcano: Israel and the
Schooling of Palestinians in East Jerusalem”, Comparative Education Review, 43 (2),
2009, 235 – 257.
o Socio-political position of the East Jerusalem residents and their system of
education
o Israeli government pays for school operations, but the Palestinian authority
dictates the curriculum standards (Palestinian – language, use of the mother
tongue; Israeli – diverse subjects)
o Exceptional and paradoxical state of affairs affects the schooling of children in
East Jerusalem
References:
Antikainen, A. Classical Sociological Theories and the Modern Sociology of Education. November 2003.
http://cc.joensuufi/~anti/pub/teaching/handout_1.pdf
Passe, J. 1999. Elementary School Curriculum. 2nd ed., McGraw-Hill Co., Inc. USA.
Strouse, J.H. 2001. Exploring Socio-Cultural Themes in Education: Readings in Social Foundations. 2nd ed., Prentice-
Hall, Inc. NJ, USA.
Tozer, S., Senese, G., Violas, P. 2006. School and Society: Historical and Contemporary Perspectives. 5th ed.,
McGraw-Hill Co., Inc. NY, USA.
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EDFD 221 – Socio-Cultural Foundation of Education: A Comparative Approach syllabus and handouts. 2nd semester,
S.Y. 2009 – 2010.