Education, Equality and Social Cohesion

Green, Andrew; Preston, John; Janmaat, Jan Germen

doi:10.1057/9780230207455

Cited by 208 publications

(114 citation statements)

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“…Significantly, inequalities between pupils from different social groups are accentuated by tracking (e.g., Pfeffer, 2008;van de Werfhorst and Mijs, 2010). Green et al (2006) drawing on logical comparative analysis of education systems and outcomes, using qualitative data and descriptive statistics, found that on various measures of equality, countries cluster according to regional and cultural patterns which tend to coincide with types of educational organisation. Countries with forms of comprehensive schooling that are the most developed tend to be those with educational outcomes that are the most equal and those where social background has the least impact on attainment; countries with the most intake selection and tracking tend to be the most unequal.…”

Section: Notesmentioning

confidence: 99%

Welfare Regimes and Education Regimes: Equality of Opportunity and Expenditure in the EU (and US)

West¹,

Nikolai²

2013

J. Soc. Pol.

127

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Education is crucially important for later outcomes but has received limited attention in comparative research on welfare states. In light of this, we present an exploratory analysis of education systems across fourteen EU countries and the US. This builds on existing work on educational institutions, educational outcomes and welfare regimes. We focus on institutional features associated with inequality of educational opportunity, including academic selection, tracking and public/private provision; on educational outcomes; and on education expenditure. Our quantitative analysis identifies four clusters of countries: the Nordic, Continental, Mediterranean and English-speaking, which bear similarities to those identified in the welfare states literature. Each 'education regime' is associated with particular institutional features, educational outcomes and levels of public expenditure. Our analysis suggests that further comparative research on education, viewed as a key component of the welfare state, is warranted.

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Section: Notesmentioning

confidence: 99%

Welfare Regimes and Education Regimes: Equality of Opportunity and Expenditure in the EU (and US)

West¹,

Nikolai²

2013

J. Soc. Pol.

127

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“…Consistent with the issue of social control is the need to reconfigure concepts such as citizenship and social solidarity in light of globalization and trans-state residency. Such issues have been addressed in work by Green et al (2006), Kivisto and Faist (2007), Faist and Kivisto (2008), Bloemraad et al (2008), Mugge (2012) and most recently by Saha (2013). Saha has argued that citizenship education does not seek to produce 'mindless conformity' to the social, political and civic norms of society, but rather the ability of citizens to engage in an open and informed debate about relevant national and global issues.…”

Section: Social Control: An Understudied Issue In the Sociology Of Edmentioning

confidence: 98%

The sociology of education

Dworkin¹,

Ballantine²,

Antikainen³

et al. 2013

Sociopedia

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1Sociology of education makes contributions to the understanding of an important institution present in every society -education. In the following article members of the Board of the ISA Sociology of Education Research Committee, RC04, explore aspects of the field including theory, methods, emerging issues, stratification, inequalities in developing countries, politics of education and multiculturalism, educational assessment and accountability, peer group effects, school-to-work transitions, adult and lifelong learning, teacher supply, demand, status and morale, and social control. Attention is also paid to emerging issues in the sociology of education. Theory in the sociology of educationAs a major contributor to the field of sociology and to the testing of established theories, sociology of education plays a vital role in the continuing development of sociology. Émile Durkheim is generally considered to be the founder of the sociology of education, having provided a sociological conceptualization of education as a system that transmits society's culture and social order to new generations. The sociology of education also derives its conceptual and theoretical roots from the contributions of Marx and Weber. Marx laid down the foundations for conflict theory and later conflict theorists have explored the ideological role of the state in education as it reproduces and maintains class statuses. Weber developed a multidimensional approach in which structure, human agency, the material and the normative were combined.Building on this early foundation, several more recent directions have emerged. Among structural conflict theories, Pierre Bourdieu's (1984) theory of practice, Basil Bernstein's (1996) theory of language codes and Randall Collins's (1979) Weberian theory of social exclusion have had a major impact on contemporary sociology of education. According to Bourdieu's (1984) theory of praxis, the social world consists of the history of accumulation. Education as a part of social and cultural reproduction is linked to cultural capital (capital based on students' social settings and opportunities that provide knowledge of the world derived from live experiences) and subsequent social differences between students. Similarly, in Bernstein's 'code theory ' (1975) he explores the performance of working-class students and argues that socialization is based on class. The dominant school abstract Because education is an essential institution in society, the sociology of education must focus on an array of salient social issues, many with vital policy implications. Following a discussion of the various theoretical orientations and methods used by sociologists of education, this article, which was written by members of the Board of the Sociology of Education Research Committee (RC04), examines a selection of these significant and emerging issues.

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“…A szakirodalmat vizsgálva azt találjuk, hogy számos szerző foglalkozott az idegenellenes attitűdök és az iskolázottság szintje közötti összefüggések kimutatásával, annak magyarázatával (Drazanova 2010, Weil 1985, Jenssen-Engesbak 1994. A kutatások másik iránya a multikulturális oktatás, illetve a demokrácia tantervi oktatásával kapcsolatban vizsgálja az oktatás szerepét az elutasító attitűdök csökkentésében (Green et al 2006). Az iskola azonban sokkal komplexebb tér, melyben olyan tényezők határoz-zák meg a gyerekek mindennapi élményeit, mint például az, hogy kikkel járnak egy osztályba, iskolába; hogyan tanítanak a tanárok, és mennyire bizalmi vagy hierarchikus a viszony velük; mennyire érdekes a tanítás, és kell-e félni az iskolában, akár a számonkéréstől magától, akár pedig a tanártól, vagy a diáktársaktól.…”

Section: -49 éVes Korosztály 50 éVnél Idősebbekunclassified

„Ahogy »másokhoz« viszonyulunk, az tükrözi azt, amilyenek magunk vagyunk” A magyarországi idegenellenesség okairól

Messing¹,

Ságvári²

2016

Socio.hu

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As a starting point for our paper we propose that our attitudes towards respecting and accepting others are somewhat similar to a mirror about ourselves. Refusing those who are 'other than me' usually feeds on our own uncertainty and the lack of self-confidence. Our aim is to highlight and discuss some underlying factors that could contribute to explaining the high level of support for xenophobic and isolationist attitudes in the Hungarian society. We argue that not only poverty or the lack of well-being are strengthening the refusal of others. There is a considerably high proportion of people in Hungary who are threatened by social marginalization and by the fear of being declassed from their weak lower-middle class social status. Experiencing the state of constant uncertainty plays an important role in conserving and spreading the attitudes towards isolation and exclusion. We also draw attention to the particular role of education: the built-in selection routines resulting in rather homogeneous school environments; the lack of democratic norms in classrooms; and the teaching methods focusing on intense and perpetual competition. These all could contribute to the development of non-acceptance and exclusionary attitudes towards 'otherness' from early childhood. For our empirical analysis we use comparative data from the first (2002) and last (2015) rounds of the European Social Survey (ESS).

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Education, Equality and Social Cohesion

Cited by 208 publications

References 0 publications

Welfare Regimes and Education Regimes: Equality of Opportunity and Expenditure in the EU (and US)

Welfare Regimes and Education Regimes: Equality of Opportunity and Expenditure in the EU (and US)

The sociology of education

„Ahogy »másokhoz« viszonyulunk, az tükrözi azt, amilyenek magunk vagyunk” A magyarországi idegenellenesség okairól

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