Social Class and the Comprehensive School

Ford, Dr Julienne; Ford, Julienne

doi:10.4324/9780203001684

Cited by 86 publications

(7 citation statements)

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“…Both qualitative and quantitative research strategies prevailed, and often the two were mixed. This is what we find in early studies such as Hollingshead's Elmstown's Youth (Hollingshead, 1948) and Coleman's Adolescent Society (Coleman, 1961), in the United States; Hargreaves's Social Relations in a Secondary School (Hargreaves, 1967) and Ford's Social Class and the Comprehensive School (Ford, 1969) (Bourdieu and Passeron, 1964) in France. Similar studies can be found in other countries.…”

Section: Methods In the Sociology Of Educationmentioning

confidence: 68%

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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Section: Methods In the Sociology Of Educationmentioning

confidence: 68%

The sociology of education

Dworkin¹,

Ballantine²,

Antikainen³

et al. 2013

Sociopedia

View full text Add to dashboard Cite

show abstract

“…Sin embargo, llegan a conclusiones distintas. De algunos se deduce la idea de que la expansión educativa promueve un descenso de la homogamia (Ford, 1969). El argumento es que, con la expansión de la educación, la selección de alumnos se pospone hasta edades más avanzadas, con lo que la amistad y el contacto entre individuos que finalmente obtienen niveles educativos distintos se prolonga como mínimo hasta la adolescencia, facilitando el noviazgo entre ellos.…”

Section: El Aumento Del Tiempo Vital Dedicado a La Educaciónunclassified

Educational homogamy of new women in Spain

Martínez‐Pastor¹

2006

Rev. int. sociol.

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Este artículo analiza cómo la expansión de la educación en España ha afectado al grado de homogamia educativa de las mujeres nacidas a partir de 1949. Se comprueban tres hipótesis a través de los datos de la EPA y de la Encuesta de Fecundidad de 1999. La primera se refiere al cambio estructural de los niveles educativos de los españoles. El análisis indica que la homogamia se ha reducido, aunque menos de lo que podría esperarse dada la menor homogeneidad de la población en función de sus niveles formativos. Las otras hipótesis parten de las teorías que relacionan el tiempo que los individuos dedican a la educación con la homogamia educativa. Los resultados extraídos mediante la técnica Event History Analysis revelan que tales teorías necesitan ser reelaboradas para el caso español. PALABRAS CLAVE ADICIONALESAnálisis de historias de acontecimientos, Emparejamiento, Matrimonio, Expansión educativa. ABSTRACTThis paper analyses the form in which educational expansion in Spain has affected the level of educational homogamy with regard to the female population that was born since 1949. Three hypotheses are tested, taking into account the Labor Force Survey and the Spanish Fertility Survey of 1999. The first one refers to the structural change in academic achievement in Spain. The analysis reflects a decrease in educational homogamy, although less than it could be expected given the lessening degree of homogeneity in the educational levels of the population. The others hypotheses arise from theories that link the time spent in an educational institution and educational homogamy. Event history analysis reveals that these theories need to be rewritten for the Spanish case. ADDITIONAL

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“…The role of local communities in the CEE states was increasingly emphasized during the process of the sociopolitical turn (1989/1990). The movement in Western Europe has the political aim to reduce social inequalities (Ford, 2006). In the CEE states, however, the role of the comprehensive school movement was to increase the influence of local communities on the schools (Kozma, 2018;Kozma & Tozser, 2016).…”

Section: Introductionmentioning

confidence: 99%

R&D partnership: The CEE story of the “Comprehensive Movement”

Forray

Kozma

2019

HERJ

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The research aims to explore the links between school development and the demands of local communities in present-day Central and Eastern European (CEE) societies. Rationale Before the sociopolitical turn of 1989/1990, schools in Hungary and East Central Europe were strictly centralized and monopolized by the communist parties and the governments. Schools and curricula were centrally managed, subjects (e.g., Russian language teaching) were prescribed and compulsory, and the structure of education was uniformly definedthroughout the regionwithout considering the demands of the consumers

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Social Class and the Comprehensive School

Cited by 86 publications

References 0 publications

The sociology of education

The sociology of education

Educational homogamy of new women in Spain

R&D partnership: The CEE story of the “Comprehensive Movement”

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