EDF 410/512: Sociology and Comparative Education Notes

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Summary

COURSE CONTENT

1. Meaning of Sociology, its development and classification.
2. Sociology of education – origin and development. Its relevance to the society and to teachers in schools.
3. Sociological theories and their relevance to education. Structural-functional/consensus, conflict/Marxist, Symbolic interactionists.
4. Education and the socialization process.
5. Culture and education
6. Education and social Stratification.
7. Education and Gender.
8. The sociology of the classroom
9. Education and social change
10. Teaching as a profession.

TOPIC CONTENT
1. Meaning of Sociology in General

a) Definition • The term Sociology is defined differently by various authors as:
The scientific study of social interactions, relationships and institutions with a focus on social processesand behavior patterns of people in groups.As a result, sociology delves into various social activities, interactions; it further concentrates on various social groups such as religious groups, political, sporting, business, professional, youth, women, gangs and schools among others.
Within these groups sociology specifically focuses on:
The Socialization Processes,
Formation and Transformation of Groups
Social Structures of the Groups,
The Culture of the Groups,
The Social Stratification Within the Groups
The Gender Issues,
The Relationship of Groups and Group Members with one Another.
The Participation and Cohesion, and Dissociations in Terms of Conflict.
Social deviance in the groups.
Technology and social interactions in groups.

2. Sociology of Education
a) Meaning
• Sociology of Education is a scientific study of social processes of interactions, relationships, institutions and behavior pattern of people in groups which are influenced and influence education and the educational process.
• Education involves various stakeholders: students, parents, administrators, politicians, investors, the State, international organizations, human rights groups, the media and other groups with special interest in the education process.
• In combination or separately these interest groups make up a combination of social forces that influence relationships, interactions, behaviors, decisions and thoughts that affect the school setting.
• It is the study of these interactions of social forces and their behaviours that sociology of education captures.

b) Origin and Development
• The early proponents of Sociology of Education were academicians, John Dewey and Emile Durkheim who pointed out that education comprises themes, conditions and practices meriting sociological studies.
• Dewey’s ideas began to take shape in the early 20th century following what may be called an appreciation of the relationship between the school and the society.
• Dewey’s concern about education began to grow after observing how fast the simple community life structures in his time were changing.
• The main institutions entrusted with the child’s education viz the church and the school, were often unable to cope with these changes. They were inadequate in preparing a child to meet the new social ways adapted by changing society.
• To avert the situation Dewey advocated a practical way of educating a child that would reflect a sense of community life as expressed in the interests, hopes, needs and expectations of the larger society.
• On his part, Emile Durkheim, in his efforts to discover the meeting point between sociology and education, he portrayed education as being social in character, origin, and function; a social fact and activity and a socializing process.
• Durkheim delineated the work of education as being of transforming what he called the “asocial being” into a “social being” capable of living in harmony in a society, benefiting it and from it.

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