PHILOSOPHICAL and SOCIOLOGICAL FOUNDATIONS of EDUCATION Edited by Dr
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Methodological Transactionalism and the Sociology of Education Daniel A
Methodological Transactionalism and the Sociology of Education Daniel A. McFarland, David Diehl and Craig Rawlings (Stanford University) Abstract: The development and spread of research methods in sociology can be understood as a story about the increasing sophistication of tools in order to better answer fundamental disciplinary questions. In this chapter we argue that recent developments, related to both increased computing power and data collection ability along with broader cultural shifts emphasizing interdependencies, have positioned Social Network Analysis (SNA) as a powerful tool for empirically studying the dynamic and processual view of schooling that is at the heart of educational theory. More specifically, we explore how SNA can help us both better understand as well as reconceptualize two central topics in the sociology of education: classroom interaction and status attainment. We conclude with a brief discussion about possible future directions network analysis may take in educational research, positing that it will become an increasingly valuable research approach because our ability to collect streaming behavioral and transactional data is growing rapidly. INTRODUCTION In recent years Social Network Analysis (SNA) has become increasingly common in numerous sociological sub-disciplines, the result being a host of innovative research that tackles old and new problems alike. Students of the sociology of knowledge, for example, use networks of journal co-citations as a novel method for tracking the diffusion of new ideas through the academy (e.g., Hargens 2000; Moody 2004). Political sociologists are drawing on SNA to understand the dynamics of collective action (Diani 1995; Tarrow 1994). Organizational sociologists use formal and informal work networks to study organizational learning (Hansen 1999; Rawlings et.al. -
Volume 75 Number 2 Summer/Fall 2018 Jana
Volume 75 Number 2 Summer/Fall 2018 The Ejusdem Generis Of A-B-: 65 Ongoing Asylum Advocacy For Domestic Violence Survivors Linda Kelly Racism in the Legal Profession: 82 A Racist Lawyer Is An Incompetent Lawyer Jana DiCosmo Measuring Mercy: Protecting 100 Patient Discretion In Terminal Care Under The Fourteenth Amendment Kelsey Nicholas editor’s preface The bigotries, phobias, and moral crimes of the Trump administration are too legion for any law review to examine completely, even in a special jumbo edition. The best we can do is expose and seek to correct them one obnoxious offense at a time. In “The Ejusdem Generis of A-B-: Ongoing Asylum Advo- cacy for Domestic Violence Survivors,” Linda Kelly zeroes in on an especially repellant Department of Justice (“DOJ”) opinion in which the misogyny and xenophobia of Trumpism coalesce into something close to pure cruelty. In Matter of A-B- then-Attorney General Jeff Sessions unilaterally reversed the policy established by the DOJ’s Board of Immigration Appeals that fa- cilitated protections to immigrant victims of domestic violence seeking asy- lum. A-B- narrows the rules, heightens the burdens, and otherwise worsens the already-hellish lives of some of the poorest, most desperate and forlorn refugees to arrive at our borders. These are mostly women who’ve already suffered indefensible gender-based cruelty and violence and are now far more likely to be redirected back for even more of it. Kelly’s article is a how-to manual for human rights attorneys advocating on behalf of these asylum-seekers. She provides insight and analysis along with practical, tactical suggestions for how to win these cases. -
Introduction to Sociology of Education (SOED-GE.2002)
Introduction to Sociology of Education (SOED-GE.2002) NEW YORK UNIVERSITY, Steinhardt School of Culture, Education, and Human Development Department of Humanities and Social Sciences, Sociology and Education Program Fall 2015 | Thursdays 9:00-10:40am | Silver 403 | Professor: Catherine Kramarczuk Voulgarides, Ph.D. Office: 726 Broadway, 5th Floor | Office Hours: By appointment | [email protected] | COURSE DESCRIPTION: This graduate seminar is focused on providing students with a thorough and detailed introduction to key concepts and ideas in sociology of education. We will explore how social theory relates to education. In the course we will think critically about the intersections between theory and practice. In addition, schools do not solely have inputs (students) and outputs (an educated person). Many social processes and sorting occur both within and across schools. These processes influence patterns of social stratification, inequality and inequities. Throughout the course we will consider questions like the following: 1. How do social markers of difference-- such as race, class, language status, gender, ethnicity, sexuality, ability—affect, or relate to, the schooling process and educational outcomes? 2. What role does the organizational, legal and political environment have on the process of schooling? 3. How does social context and social structure influence the process of schooling? 4. How are formal and informal relationships organized within schools, and what are the consequences for students’ learning and identities? 5. To what extent, and in what ways, do schools promote equal opportunity, and to what extent, and in what ways, do schools reproduce prevailing patterns of power, privilege, and hierarchy? REQUIRED TEXTS: Required Texts. -
What Is Sociology of Education? Theoretical Perspectives
CHAPTER 1 What Is Sociology of Education? Theoretical Perspectives whole new perspective on schools and education lies in the study of sociology of education. How sociologists understand education can contribute to informed decision making and A change in educational institutions. Sociologists of education focus on interactions between people, structures that provide recurring organizations, and processes that bring the structures such as schools alive through teaching, learning, and communicating. As one of the major structural parts, or institutions, in society, education is a topic of interest to many sociologists. Some work in university departments teaching sociology or education, others work in government agencies, and still others do research and advise school administrators. Whatever their role, sociologistsdistribute of education provide valu- able insights into the interactions, structures, and processes of educational systems. Sociologists of education examine many parts of educational systems, from interactions, classroom dynamics, and peer groups to school organizations and national and internationalor systems of education. Consider some of the following questions of interest to sociologists of education: What classroom and school settings are best for learning? How do peers affect children’s achievement and ambitions? What classroom structures are most effective for children from different backgrounds? How do schools reflect the neighborhoods in which they are located? Does education “reproduce” the social class of students, and what effect does this have on children’spost, futures? What is the relationship between educa- tion, religion, and political systems? How does access to technology affect students’ learning and prepa- ration for the future? How do nations compare on international educational tests? Is there a global curriculum? These are just a sampling of the many questions that make up the broad mandate for sociology of education, and it is a fascinating one. -
Sociological Background of Adult Education
UNDERSTANDING 5 THE COMMUNITY Sociological Background of Adult and Lifelong Learning SHOBHITA JAIN Structure 5.1 Introduction 5.2 Shift from Psychology-oriented Approach to Sociological Understanding 5.3 Participation from a Social Perspective 5.4 Sociological Approaches 5.4.1 Structural Functionalism 5.4.2 Interpretative Sociology 5.4.3 Theories of Reproduction 5.4.4 Critical Theory of Education 5.5 Conclusion 5.6 Apply What You Have Learnt Learning Objectives After reading Unit 5, it is expected that you would be able to Perceive the process of gradual shifts in understanding adult learning processes Learn about some of the main sociological approaches that are useful in making adult learning more effective Form your own idea of the relationship between adult learning and sociological perspectives. 5. 1 Introduction Unit 3 and Unit 4 have clearly explained learning and social inclusion are high on that education covers all that we current policy agendas. With rapid experience from formal schooling to technological, economic and social the construction of understanding changes in society initial education is through day-to-day life. You may say now regarded as being inadequate in that one’s education begins at birth and terms of preparing individuals with the continues throughout life. Everybody skills and knowledge required for life in receives education from various sources. a knowledge society. As a result it is It is well known that family members and necessary to widen access to adult society influence one’s education and so learning opportunities in order to address it makes sense to discuss sociological the changing needs of society. -
Searching for Blood in the Streets: Mapping Political Violence Onto
Bates College SCARAB Honors Theses Capstone Projects Spring 5-2016 Searching for Blood in the Streets: Mapping Political Violence onto Urban Topography in the Late Roman Republic, 80-50 BCE Theodore Samuel Rube Bates College, [email protected] Follow this and additional works at: http://scarab.bates.edu/honorstheses Recommended Citation Rube, Theodore Samuel, "Searching for Blood in the Streets: Mapping Political Violence onto Urban Topography in the Late Roman Republic, 80-50 BCE" (2016). Honors Theses. 186. http://scarab.bates.edu/honorstheses/186 This Open Access is brought to you for free and open access by the Capstone Projects at SCARAB. It has been accepted for inclusion in Honors Theses by an authorized administrator of SCARAB. For more information, please contact [email protected]. Searching for Blood in the Streets: Mapping Political Violence onto Urban Topography in the Late Roman Republic, 80-50 BCE An Honors Thesis Presented to The Faculty of the Department of Classical and Medieval Studies Bates College in partial fulfillment of the requirements for the Degree of Bachelor of Arts By Theodore Samuel Rube Lewiston, Maine March 28th, 2016 2 Acknowledgements I want to take this opportunity to express my sincerest gratitude to everybody who during this process has helped me out, cheered me up, cheered me on, distracted me, bothered me, and has made the writing of this thesis eminently more enjoyable for their presence. I am extremely grateful for the guidance, mentoring, and humor of Professor Margaret Imber, who has helped me through every step of this adventure. I’d also like to give a very special thanks to the Bates Student Research Fund, which provided me the opportunity to study Rome’s topography in person. -
Policing in National Parliaments How Parliaments Organise Their Security
BRIEFING Policing in national parliaments How parliaments organise their security SUMMARY National parliaments organise their security in a variety of ways. Whereas in some cases the principles of separation of powers or of parliamentary autonomy prevent police forces from entering parliamentary premises − meaning that these legislative chambers rely on in-house security services – in others the security of parliaments is ensured exclusively by the police or other state forces with responsibilities in the area of security, defence or civil protection. Other national parliaments exhibit a mixed model, whereby parliamentary security departments are supplemented by national police or military units. This briefing provides an overview of the structures responsible for maintaining security and order in and around the parliaments of 11 EU Member States, namely Belgium, Germany, Spain, Estonia, France, Italy, Poland, Portugal, Romania, Slovenia and Finland, and also 3 non-EU countries − Canada, the United Kingdom (UK) and the United States (US). It focuses on the competences and tasks assigned to the services responsible for the security of each national parliament and highlights modes of cooperation with other external state forces. Furthermore, the briefing indicates, for each parliament, the ultimate authority in charge of the services responsible for maintaining order and security on and off the premises. IN THIS BRIEFING Introduction Situation in selected Member States and non-EU countries Annex − Overview of security in the selected national parliaments EPRS | European Parliamentary Research Service Author: Carmen-Cristina Cîrlig Members' Research Service PE 679.072 – February 2021 EN EPRS | European Parliamentary Research Service Introduction Security in the parliaments of the EU Member States is organised in various ways. -
The Istanbul Convention – a Powerful Tool to End Gender-Based Violence
THE ISTANBUL CONVENTION – A POWERFUL TOOL TO END GENDER-BASED VIOLENCE Violence against women is a violation of human rights and a form of discrimination against women. The Istanbul Convention aims to prevent violence, protect victims and prosecute perpetrators through a comprehensive set of policies and measures. It aims to contribute to the elimination of all forms of discrimination against women, promote substantive equality between women and men and promote international co-operation with a view to eliminating violence against women A handbook for and domestic violence parliamentarians on the Council of Europe Convention on Preventing and Combating Violence 010820 against Women and PREMS Domestic Violence ENG The Council of Europe is the continent’s leading human rights organisation. It comprises 47 member SAFE FROM FEAR states, including all members of the European Union. All Council of Europe member states have SAFE FROM www.coe.int signed up to the European Convention on Human Rights, a treaty designed to protect human rights, VIOLENCE democracy and the rule of law. The European Court of Human Rights oversees the implementation of the Convention in the member states. THE ISTANBUL CONVENTION – A POWERFUL TOOL TO END GENDER-BASED VIOLENCE A handbook for parliamentarians on the Council of Europe Convention on Preventing and Combating Violence against Women and Domestic Violence Council of Europe The opinions expressed in this work are the responsibility of the author(s) and do not necessarily reflect the official policy of the Council of Europe. All requests concerning the reproduction or translation of all or part of the document should be addressed to the Directorate of Communications (F-67075 Strasbourg Cedex or publishing@ coe.int). -
CHAPTER FIVE the SOCIOLOGY of EDUCATION Richard Waller
CHAPTER FIVE THE SOCIOLOGY OF EDUCATION Richard Waller [This chapter is based upon components of my sociology of education teaching at the University of the West of England, some of which was previously taught by my ex- colleague Arthur Baxter, to whom a debt is owed for various materials and ideas expressed here. I do, however, take full responsibility for any errors and omissions!] Learning Objectives By the end of this chapter you should be able to: 1. Explain how sociology can aid our understanding of educational processes and systems 2. Demonstrate an understanding of the key concepts and theoretical approaches in the sociology of education and how they have changed over time 3. Developed an awareness of social context, of social diversity and inequality and their impact on educational processes and outcomes 4. Explain in sociological terms why different social groups achieve differential outcomes from engaging with education 5. Outline an understanding of the nature and appropriate use of research strategies and methods in gaining knowledge in the sociology of education Introduction: Why Study the Sociology of Education? When studying the sociology of education it soon becomes apparent there is an inevitable overlap with most if not all of the disciplinary focus of this book’s other chapters. We cannot examine the sociology of education without understanding its history, and the politics, economics, philosophy and psychology underpinning it. The notion of comparing education systems and peoples’ experiences of engaging with them across societies and within a given society over time is central to this process as well. This overlap is illustrated by reference to some of the key researchers and theorists cited in this chapter. -
Sociology of Education As a New Pedagogical Subdiscipline
*+,'',-./-12,%#2 *!%1#3-4'#"!5%#36-78',3#,'19-#'-:5,2+$;-<+=,'> ?+&#+=+86-+@-A>1&,3#+'- ,%-,-B!$-<!>,8+8#&,=-?1C>#%&#D=#'! !"#$&'()*(+,-.&F$0!1( Studia i szkice z socjologii edukacji [Studies and Essays in Sociology of Education ], Wydawnictwo Akademii Pedagogiki Specjalnej, Warszawa 2015, pages 202 Sociology of education is a branch of sociology, relying on soci- ological theories and fundamental research. It is a relatively young discipline, a discipline in the making, which evolves by referring to and drawing on other scienti"c "elds, such as philosophy, psychol- ogy, social pedagogy, political studies, etc. Considering just these assumptions, it must be emphasized that preparing a publication in the "eld of the sociology of education is a challenge, accessible only to masters of the discipline and the work reviewed in this text is undoubtedly such a case. Aware of the uncharted territory of this "eld of study, the author—Professor Mirosław J. Szymański— assumed the task of casting some light on those research areas that have already been explored at this stage of development of the dis- cipline. In the book, he presents selected issues in the sociology of education—those that are crucial and fundamental. Szymański’s volume consists of ten chapters. &e "rst one, en- titled “Social structure,” presents the problems of social structure in the historical context (making reference to social strati"cation based on caste, estate, and class, theories of social strati"cation, SPI Vol. 20, 2017/1 and empirical evidence of occurrence of social di*erentiation. ISSN 2450-5358 e-ISSN 2450-5366 !&!'()! !"#!$% &is section of the chapter constitutes a perfect introduction to the subjects discussed in chapter two, “Social di*erentiation and educa- tion.” Here the author presents the issues of educational inequali- ties against the background of social conditions. -
Disrupted Democracy in Ukraine? Protest, Performance and Contention in the Verkhovna Rada
Disrupted Democracy in Ukraine? Protest, Performance and Contention in the Verkhovna Rada SARAH WHITMORE Abstract Protest performances inside parliament articulated claims to uphold democracy that contributed to the maintenance of pluralism in Ukraine during attempted authoritarian consolidation. Simultaneously, such protests were para-institutional instruments in the ongoing power struggle engendered by a patronal system where formal institutions and norms weakly constrain actors. A diverse repertoire of protest, including rostrum-blocking, visual protest, withdrawal, auditory disruption, somatic protest and the spectacle, was used frequently and was adapted in response to changes in the political opportunity structure. Innovations to the repertoire adapted performances from social movements. In recent years, violent altercations and theatrical protests in Ukraine’s parliament involving tens of deputies have attracted attentive publics to a wide range of issues from language use, imprisoned opposition politicians and deputies’ multiple voting violations, but such spectacular performances belie hundreds of routinised deputies’ protests on procedural and policy matters. Both raise important questions about Ukraine’s political system and democratic practice1 more widely. How should we understand such protests, which are conducted by elected representatives that are already privileged in the system of power and have a range of formal legislative tools for protest at their disposal (Spary 2013), but choose instead to disrupt parliamentary proceedings? Why were such modes of behaviour so prevalent in Ukraine? What do the adaptation of distinctive types of protest reveal about the political system? Could such protests actually signify the vibrancy of democratic practice in Ukraine? Conceptualising Parliamentary Disruption The extant literature on the Verkhovna Rada offers limited orientation on such questions. -
Social Darwinism in Anglophone Academic Journals: a Contribution to the History of the Term
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Hertfordshire Research Archive Published in the Journal of Historical Sociology, 17(4), December 2004, pp. 428-63. Social Darwinism in Anglophone Academic Journals: A Contribution to the History of the Term GEOFFREY M. HODGSON ‘Social Darwinism, as almost everyone knows, is a Bad Thing.’ Robert C. Bannister (1979, p. 3) Abstract This essay is a partial history of the term ‘Social Darwinism’. Using large electronic databases, it is shown that the use of the term in leading Anglophone academic journals was rare up to the 1940s. Citations of the term were generally disapproving of the racist or imperialist ideologies with which it was associated. Neither Herbert Spencer nor William Graham Sumner were described as Social Darwinists in this early literature. Talcott Parsons (1932, 1934, 1937) extended the meaning of the term to describe any extensive use of ideas from biology in the social sciences. Subsequently, Richard Hofstadter (1944) gave the use of the term a huge boost, in the context of a global anti-fascist war. ***** A massive 1934 fresco by Diego Rivera in Mexico City is entitled ‘Man at the Crossroads’. To the colorful right of the picture are Diego’s chosen symbols of liberation, including Karl Marx, Vladimir Illych Lenin, Leon Trotsky, several young female athletes and the massed proletariat. To the darker left of the mural are sinister battalions of marching gas-masked soldiers, the ancient statue of a fearsome god, and the seated figure of a bearded Charles Darwin.