PG22A44 Sociology of Education

Faculty of Arts
Spring 2018
Extent and Intensity
1/1/0. 4 credit(s). Type of Completion: zk (examination).
Teacher(s)
doc. Mgr. Klára Šeďová, Ph.D. (lecturer)
prof. PhDr. Milada Rabušicová, Dr. (lecturer)
Guaranteed by
doc. Mgr. Petr Novotný, Ph.D.
Department of Educational Sciences - Faculty of Arts
Contact Person: Ivana Klusáková
Supplier department: Department of Educational Sciences - Faculty of Arts
Timetable
Wed 9:10–10:45 B2.44
Prerequisites (in Czech)
PG11A16 Foundations of sociology
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 60 student(s).
Current registration and enrolment status: enrolled: 19/60, only registered: 0/60, only registered with preference (fields directly associated with the programme): 0/60
Fields of study the course is directly associated with
there are 6 fields of study the course is directly associated with, display
Course objectives
The course provides basic insights into the interrelationship between society, education and the school system. The course starts off with presentation of various sociological paradigms applied in sociology of education. The three basic sociological perspectives – micro, meso and macro – are distinguished and further presentation follows the structure of these perspectives. In the micro perspective, attention is paid to teachers, students and their interactions. Meso perspective includes school as an institution, organization and social system, school curriculum, and family-school relationship. Macro perspective focuses on the issues of the school’s social functions, educational reproduction and mobility, systemic differentiation in education, and the current development of society towards the knowledge society. The course includes three reading seminars linked to individual topics of the course (school as an institution and organization; educational reproduction and mobility; knowledge society). Students are required to read texts assigned for each seminar and to work with them during the seminar. The aim is to acquaint students with various types of academic sociological texts (theoretical, empirical, encyclopaedic) and to teach them how to use them and to effectively search for and reflect the presented knowledge.
Learning outcomes
Upon completion of the course students will be able to: Use basic sociological terminology, adequately apply different sociological paradigms. Distinguish different sociological perspectives – micro, meso, and macro. Understand the specifics of the social roles of teachers and students in school and the institutional framework for their interactions. Understand school education as a social institution fulfilling certain functions in relation to society. Understand politically significant topics of educational reproduction / mobility and differentiation in education. Understand current trends in the knowledge society. Effectively read and interpret academic sociological texts.
Syllabus
  • 1. Sociology of education as a scientific discipline. Current themes and ways of working in sociology of education. 2. Paradigms and key theoretical concepts in sociology of education. 3. Teaching as a social position and social role. 4. Children and students at school. 5. Social interaction in the classroom. Relationships between teacher and students. 6. School as an organization and a social system. 7. Social functions of school. 8. Knowledge and curriculum. 9. Educational reproduction and educational mobility. 10. External differentiation in education. 11. Relationships between family and school. 12. Current society and transformation of education. Society of knowledge.
Literature
    required literature
  • Straková, J. Přidaná hodnota studia na víceletých gymnáziích ve světle dostupných datových zdrojů. Sociologický časopis 2/2010.
  • DVOŘÁK, Dominik. Nový institucionalismus v pedagogice. Studia paedagogica, Brno: Masarykova univerzita, 2012, vol. 17, No 2, p. 9-26. ISSN 1803-7437. doi:10.5817/SP2012-2-2. http://www.phil.muni.cz/journals/index.php/studia-paedagogica/article/view/334 info
  • NEKORJAK, Michal, Adéla SOURALOVÁ and Klára VOMASTKOVÁ. Uvíznutí v marginalitě: vzdělávací trh, „romské školy“ a reprodukce sociálně prostorových nerovností (Stuck in Marginality: The Education Market, ‘Roma Schools’ and the Reproduction of Social and Spatial Inequalities). Sociologický časopis/ Czech Sociological Review, Praha: Sociologický ústav AV ČR, 2011, vol. 47, No 4, p. 657-680. ISSN 0038-0288. info
  • KELLER, Jan and Lubor HRUŠKA TVRDÝ. Vzdělanostní společnost? : chrám, výtah a pojišťovna. Vyd. 1. Praha: Sociologické nakladatelství, 2008. 183 s. ISBN 9788086429786. info
  • KAŠČÁK, Ondrej. Moc školy : o formatívnej sile organizácie. Vyd. 1. [Trnava]: Typi Universitatis Tyrnaviensis, 2006. 165 s. ISBN 8022409057. info
  • PETRUSEK, Miloslav. Společnosti pozdní doby. Vyd. 1. Praha: Sociologické nakladatelství (SLON), 2006. 459 s. ISBN 9788086429632. info
  • HAVLÍK, Radomír and Jaroslav KOŤA. Sociologie výchovy a školy. Vyd. 1. Praha: Portál, 2002. 174 s. ISBN 80-7178-635-7. info
    not specified
  • ONDREJKOVIČ, Peter. Úvod do sociológie výchovy : základy sociológie výchovy a mládeže. 2., rozš. a preprac. vyd. Bratislava: Veda, 1998. 386 s. ISBN 8022405795. info
  • HAVLÍK, Radomír, NOVOTNÁ MARIE and Jiří PROKOP. Vybrané kapitoly ze sociologie výchovy a vzdělávání. Praha: Karolinum, 1993. 66 s. ISBN 80-7066-781-8. info
  • RABUŠICOVÁ, Milada. K sociologii výchovy, vzdělání a školy. 1. vyd. Brno: Masarykova univerzita, 1991. 123 s. ISBN 8021003286. info
  • ALAN, Josef. Etapy života očima sociologie. 1. vyd. Praha: Panorama, 1989. 439 s. ISBN 8070380446. info
  • GALLA, Karel. Úvod do sociologie výchovy : její vznik, vývoj a problematika [Galla, 1971]. Praha: Státní pedagogické nakladatelství, 1971. info
  • BLÁHA, Arnošt. Sociologie dětství [4. vyd., 1948]. 4. vyd. V Brně: Komenium, 1948. 237 s. info
Teaching methods
Lecture, seminar, reading seminar
Assessment methods
Preparation for reading seminars, active participation in seminars, written examination
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
The course is also listed under the following terms Spring 2001, Spring 2002, Spring 2003, Spring 2004, Spring 2005, Spring 2006, Spring 2007, Spring 2008, Spring 2009, Spring 2010, Spring 2011, Spring 2012, Spring 2013, Spring 2014, Spring 2015, Spring 2016, Spring 2017, Spring 2019.
  • Enrolment Statistics (Spring 2018, recent)
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