History of Education Sociology - Research Paper Example

Sociology of Education History of education sociology The term sociology has a of a study which involves structure, development and human society functioning. In summary it can be identified as institution and human social relations study. As a subject, it is wide and diverse. It investigates things from a personal level, such as causes intertwined with consequences of things such as race, aging, romantic love, conflicts in the family, faith and religion and so on (Wexler, 2009). It also investigates things from a societal level, and also offers explanations to things such as, poverty versus wealth, crime and law, and schools and education a topic that I will write on in this sociological essay. Sociology also goes further and looks at matters from a global perspective where it looks at things such as war and peace, growth and migration and so on. Therefore the subject assists us to evaluate, gather, analyze evidence on social life, which subsequently assists as to have an understanding of human social processes (Sampath, 2001). Education falls into the category of sociology at the societal level. It is described as a social institution. Sociologists study its segments which are reading, arithmetic, and writing which are also supported by teachings on values, morals and ethics. Sociologist need to understand how socialization of this manner gets affected or affects other types of experiences, outcomes and structures. The origin of education sociology started with Emile Durkheim’s when she advocated for moral education. Max Weber also formulated education sociology when he equated Chinese literature with political control. After world war 11, education as a sociology unit attracted attention and sociologists noticed that, whether it was technology functionalism or reforms in agriculture, and development they noticed that education was important as a fuel to social mobility (Emile Durkheim). Further studies held that, social mobility could not only be achieved by education, but the social class of an individual also played a part, hence education only managed to achieve partial social mobility. During the time education only served economic or political purposes universally. But when years going and things changing, education is serving new roles. In England for example, sociology in education was development out of the need for sociologists to understand the prevailing education in equality in relation to social mobility. This study was started by D. Glass (1954). Then there was mobility research in education which focused on education as a function of meeting the requirement of technologically enabled society by Olive Banks 1982 (great Britain) At the time of development of education sociology in England, the studies focused on the relation between the class of an individual and an opportunity to get education, since education transformed societies. The studies also focused in reducing wastes in schools and maximizing on the talents that the pupils had in order to cut down on waste in the school system. It was in the 50s to 60s that there was clarity in class related inequality systems (Great Britain, 1971) There was need to know if educational class inequality was parallel to societal class inequality since class and educational disadvantages were regarded as related. Therefore there was a need to root out class inequalities in the classroom and formulate a provision of comprehensive form of schools. Some examples of sociological studies related to education include a study conducted by James Coleman in 1966. That study was known as “Coleman Report” which focused on over 150000 students. The study concluded that, in determination of educational outcomes the background of a student and the socio economic status play a big role. He also conclude with a controversial conclusion which still attracts debate, he said that black kids perform better in a mixed race classroom than a classroom with black kids only. In the study of education sociology sociologists focus on micro level stage where they look and analyze the differences in school practices and the effect they have on student outcomes (Ballantine, 2012). 2 Education policy basic concepts and theories All topics in sociology have major theory perspectives which are conflict, symbolic interaction and conflict theory. But in relation to education all the three theories have a view on education. I. FUNCTIONALIST PERSPECTIVE- this theory holds the view that, in society education serves many functions. First is that children get prepared on how to tackle life in society, This has the qualities of, book knowledge, culture, values, religion, norms, politics and habits all combined. Second is that, education offers a chance for a job occupation this is so especially when one has to work in an industrialized system of a society. In most systems currently in the world, job occupation has to be supported by an education even if it is not up to the university level. Third function of education is that it serves as a regulatory medium, which is also known as social control. This is achieved when children are made to go to school resulting in them getting out of the streets and riding off trouble from the neighborhoods (Morrow, 1995). II. SYMBOLIC INTERACTION- in education there is interaction taking place. This theory analyses this interactions in the school process, and also notices the outcomes from such. A student and a teacher will always interact and the result is that both parties will have expectations from each other. There is manifestation of something known as “teacher expectancy effect”. This is a result of for example a teacher expecting the student to conduct themselves in a certain manner, and in turn the student forms that expected behavior. Expectation from this interaction can also be negative, if from the interaction a teacher would love for black kid to get a low score in math’s, the teacher will find themselves acting in such a manner that will encourage that kid to get a low score in math’s (morrow, 1995) III. CONFLICT THEORY- the theory aims at the disruptive combined with disintegrative education aspects. The theory says that, there is inequality in education distribution and hence this separates groups on the basis of class, race etc. theorists argue that, education is the perfect mechanism of producing and even reproducing a culture of inequality in our society. The level of education according to theorists can be a basis for legal discrimination, this occurs when an employer is in need for a certain academic qualification which is relevant or not relevant to that job position. That academic requirement always locks out the others who are not very qualified in education or are a minority (morrow, 1995) The above are the three theories which are synonymous with all the topics that fall under sociology. In education there is a theory specifically formulated for education sociology, which was extensively theorized by Pierre Bourdieu. This theory is known as social reproduction. SOCIAL REPRODUCTION THEORY- teachers normally have the assumption that all the students they teach have an experience of middle class at home. But the reality is different, some students will never have a chance to complete their homework on time because, they need to assist parents at home with the daily chores, this would in return affect education performance of such students. Where there have been trials on students by making them engage in a friendlier mode of study to their lives the students exhibited a quality of improvement, but this rarely happens, meaning that the students produced in schools have class a disadvantage or advantage. Theorists on this theory note that, despite the urge and interest in children from poor backgrounds category to learn and despite the significant effort they put, they always have low success rate. While the children regarded as middle or upper class, find it easy to maintain their social standing because they put in less effort. The government also support’s social reproduction by offering subsidies to private schools, which offer good education at the privilege of rich children. Conflict theorists argue that the system promotes education for all, which is a myth, because it is in retrospect a system of wealth achievement. When education for all analogy is promoted, it means that, those that don’t become successful should blame themselves. But such a notion is a myth, it is intended to conceal a fact that, the troubles with those who don’t achieve originate from an entire field of social issues. Bourdieu concluded that when there is a dominant group culture, this becomes a capital culture engrained in schools which in return results to social reproduction. He also argued that, there are a few children from the lower class who succeed in life, but this is because they usually internalize and study the values from the dominant groups and adopt them to be their own, which is always in detriment to their original nature and culture. Bourdieu hence finalizes by saying that education is a social reproduction, which is not complete because some children from lower class achieve success, but it is dominant all the same (Wexler, 2009) 3 Trends on education sociology Technology is the key to future and current academic success. Technology has been integrated into the current form of education and society (Sampath, 2001). Sociologists do partake social movements in terms of action to social strains. Hence technology education is a branch of education that is taking shape as a form of social movement. Since the introduction of microcomputers there has been a surge in number of organizations and associations which are interested in the future and current situation of education technology (Mangal, 2009). This organizations include-: I. Educational communication and technology association (AECT) II. Computer based systems development associations (ADCIS) III. Apple IV. IBM V. Transfer of technology to education institute. VI. And even national education association (Ballatine, 2012). Teachers played a role in advocating education technology as a social movement. Those teachers who knew something about computers shared information with other teachers and in the process becoming an inspiration. Currently the trend of education in terms of educational technology has achieved tremendous success. Such milestones are seen by the number of bonds issued in American schools with a purpose of acquiring software or hardware. Teachers and principals are working towards educational technology in large scale in order to serve the needs of the current world (Hallinan, 2011). This success of integrating technology into education has been achieved by several factors, such as the current diverse capabilities of this technological hardware’s and software’s and also the sheer effort of technologists in trying to develop relevant content to be used in schools, making it easier to use the technological gadgets in schools. The use of computers in schools have achieved advantages on the teachers, it has led to better time usage, meaning the classroom is better organized and eases the way for better studying through the issuance of large volumes of material to each student and the haste the system issues the material. The current trend is that, there is correspondence between teachers in different geographical locations. Data and information is shared fast, and hence there is a good adoption of global trends in teaching. The current trend of incorporating technology in every classroom is seen as a way of better preparing students from poor backgrounds (Mangal, 2009). It is yet to be understood on the full effects of technology in the classroom, but what is known is that, a classroom that has computers, benefits the teachers immensely. They are able to enjoy their work and have an office feel that was not present earlier in the classroom. Education technology is changing the relationship between the community and school and building a new closeness (Sampath, 2001). Sociologists have called for approach on this new trend to be cautious, there is need to know if the current system of new trend is successful in changing the social status of students. Sociologists are hence working to come up with a perspective on education sociology. Sociologists use different methods in carrying out study in education sociology so that the study can be effective. In education sociology and more or less education technology, the researchers use -: a) Questionnaires b) Interview surveys c) Ethnographic methods-this is seeking a wide insight into a group. Preferred by interpretivist sociologists who value enormous qualitative data. d) None participative observation (Barcan, 1993). On the topic of educational technology the following articles have been published lately, I. Kids who blog (2013) – reading rocket website II. Flipped lessons and flipped classrooms and what it means for parents (2013)- reading rocket website. III. Preparing this centuries learners (2012) - reading rocket website. IV. Universal design for learning (2012)- American speech association. V. Development of research together with information literacy (Ballatine, 2012). 4 Application of knowledge gained from education technology. Education sociology is important, and to a teacher it helps the teacher to-: 1. Understand the backgrounds of children. 2. Provide an understanding as to why children behave as they do. 3. Assists the teacher to tackle obstacles that sometimes present themselves in schools. 4. It provides the teacher with awareness of likely outcomes from groups. 5. Assists teachers to perform developmental work in society by sensitizing children. 6. Teachers themselves when trained in this sociology get ready to tackle challenges in society. Education sociology also assists stake holders to come up with education best practices (Calhoun, 2007) 5 Proposed course syllabus DESCRIPTION- this course pertains to clean examination of relations between teachers and students. And how the students and teachers get affected or affect other sections of society. COURSE OBJECTIVES- this objects of this course are to-: a) Arm the teachers with the right tools to offer effective education. b) Help stakeholders to analyze the current education system and come up with the right policies. c) Assist future sociologists to understand social barriers, education and status. COURSE TOPICS- the course will cover the following topics. 1. History and introduction to education sociology 2. Theories and theorists and sociologists in education sociology 3. Current trends in education sociology 4. Research methods. 5. Applications of education sociology 6. Project on education sociology. GRADING- it will be weighted as follows. a) Quizzes- 25% b) Final exam-40% c) Attendance-15% d) Project-20% References TORRES, C. A. (1998). Sociology of education: emerging perspectives. Albany, State Univ. of New York Press. HALLINAN, M. T. (2006). Handbook of the sociology of education. New York, NY, Springer. MANGAL, S. K., & MANGAL, U. (2009). Essentials of educational technology. New Delhi, PHI Learning Pvt. Ltd. SAMPATH, K., PANNIRSELVAM, A., & SANTHANAM, S. (2001). Introduction to educational technology. New Delhi, Sterling. CALHOUN, C. J. (2007). Sociology in America a history. Chicago, University of Chicago Press. BARCAN, A. (1993). Sociological theory and educational reality: education and society in Australia since 1949. Kensington, NSW, New South Wales Univ. Press HALLINAN, M. T. (2011). Frontiers in sociology of education. Dordrecht [etc.], Springer. BALLANTINE, J. H., & SPADE, J. Z. (2012). Schools and society: a sociological approach to education. Los Angeles, Sage/Pine Forge Press. MCKENZIE, J. (2001). Changing education: a sociology of education since 1944. Harlow, England [u.a.], Prentice Hall. PARELIUS, R. J. (2007). The Sociology of education. HISTORY OF EDUCATION SOCIETY (GREAT BRITAIN). (1971). History, sociology, and education. London, Methuen. WEXLER, P. (2009). Social theory in education primer. New York, Peter Lang. PRICHARD, K. W., & BUXTON, T. H. (1988). Concepts and theories in sociology of education. Lanham, MD, University Press of America. MORROW, R. A., & TORRES, C. A. (1995). Social theory and education: a critique of theories of social and cultural reproduction. Albany, State Univ. of New York Press. Read More