Courses :: Module, SOCIOLOGY OF EDUCATION

	Overview
	The Sociology of Education situates schools in the wider context of society and other institutions. It raises questions of class, gender and race and asks how these questions interface with schools, teacher identity and student experiences and opportunities. It involves critically examining approaches to diversity and it examines the relationship between education and economic, cultural and political systems, as well as understanding how educational experiences affect people�s lives. This module enables students to understand the practice of teaching and education in a context that extends beyond their subject and their school. It asks them to critically examine their own positions and assumptions and to understand how their beliefs, values and practices have come into being through reflection and to build critically reflective practitioners who explore educational questions from multiple perspectives. It also enables a more expansive understanding of issues and questions central to educational theory and practice. This module examines the social context of learning, locating the school as a key institution and learning site in contemporary society. A range of theories and research are introduced to provide insights to the web of social, cultural, economic and political factors that underpin learning in contemporary society. It highlights the embedded and interdependent nature of learning; critically assesses its role at a personal level (as a learner, teacher, family member, etc), institutional level (the schooling system) and the broader social, cultural, economic and political level.

Overview

The Sociology of Education situates schools in the wider context of society and other institutions. It raises questions of class, gender and race and asks how these questions interface with schools, teacher identity and student experiences and opportunities. It involves critically examining approaches to diversity and it examines the relationship between education and economic, cultural and political systems, as well as understanding how educational experiences affect people�s lives. This module enables students to understand the practice of teaching and education in a context that extends beyond their subject and their school. It asks them to critically examine their own positions and assumptions and to understand how their beliefs, values and practices have come into being through reflection and to build critically reflective practitioners who explore educational questions from multiple perspectives. It also enables a more expansive understanding of issues and questions central to educational theory and practice.

This module examines the social context of learning, locating the school as a key institution and learning site in contemporary society. A range of theories and research are introduced to provide insights to the web of social, cultural, economic and political factors that underpin learning in contemporary society. It highlights the embedded and interdependent nature of learning; critically assesses its role at a personal level (as a learner, teacher, family member, etc), institutional level (the schooling system) and the broader social, cultural, economic and political level.

	Learning Outcomes
	On successful completion of the module, students should be able to: Understand and evaluate the key discourses and theories that underpin sociology of education. Articulate informed, personal theories of sociology of education for their current and future professional practice. Critically debate key sociological influences and constructs relating to students� learning in education contexts. Demonstrate academic, professional and personal understandings, values and knowledge within and across sociology. Integrate sociological theory and professional practice through a process of individual and group critical reflection. Develop a critical perspective on the challenges and opportunities of contemporary education and teachers� roles.

Learning Outcomes

	Autumn Supplementals/Resits
	Are supplemental/resit registrations permitted? Yes

Autumn Supplementals/Resits

	Additional Reading
	Anyon, Jean (2011) Marx and Education. NY: Routledge. � Apple, M.W., Ball, S.J. and Gandin, L.A. (eds.) (2010) Mapping the sociology of education: social context, power and knowledge. The Routledge International Handbook of the Sociology of Education. London and NY: Routledge, pp.1-11. � Boronski, T., & Hassan, N. (2020). Sociology of education. Sage. � Bourdieu, Pierre (1973). �Cultural Reproduction and Social Reproduction,� in Knowledge, Education and Social Change: Papers in the Sociology of Education, edited by R. Brown. Tavisock, UK: Tavistock Publications, 1973, 71�112. � Bryan, A. (2009) �The intersectionality of nationalism and multiculturalism in the Irish curriculum: teaching against racism?�, Race Ethnicity and Education, Vol. 12, No. 3, pp.297-317. � Cahill, K. (2020). School Markets and Educational Inequality in the Republic of Ireland. In Oxford Research Encyclopedia of Education. � Courtois, A. (2017). Elite Schooling and social inequality: privilege and power in Ireland's top private schools. Springer. � Finnegan, F., & Merrill, B. (2017). �We�re as good as anybody else�: a comparative study of working-class university students� experiences in England and Ireland. British Journal of Sociology of Education, 38(3), 307-324. � Heinz, M., & Keane, E. (2018). Socio-demographic composition of primary initial teacher education entrants in Ireland. Irish educational studies, 37(4), 523-543. � Keane, E., Heinz, M., & Lynch, A. (2020). Identity matters? �Working class� student teachers in Ireland, the desire to be a relatable and inclusive teacher, and sharing the classed self. International Journal of Inclusive Education, 1-17. � Leonardo, Z. (2009) Race frameworks: A multidimensional theory of racism and education. New York: Teachers College Press. � Lynch, K., & Moran, M. (2006). Markets, schools and the convertibility of economic capital: the complex dynamics of class choice. British Journal of Sociology of Education, 27(02), 221-235. � Lynch, K., Grummell, B., & Devine, D. (2012). New managerialism in education: Commercialization, carelessness and gender. Springer. � Khan, Shamus (2011). Privilege: The making of an adolescent elite at St. Paul's School. Princeton, NJ: Princeton University Press. � Reay, D. (2001) Finding or Losing Yourself? Working-class relationships to education. Journal of Education Policy, 16 (4), pp. 333-46. � Vanderstraeten, R. (2004). The social differentiation of the educational system. Sociology, 38(2), 255-272.

Additional Reading

Anyon, Jean (2011) Marx and Education. NY: Routledge.

� Apple, M.W., Ball, S.J. and Gandin, L.A. (eds.) (2010) Mapping the sociology of education: social context, power and knowledge. The Routledge International Handbook of the Sociology of Education. London and NY: Routledge, pp.1-11.

� Boronski, T., & Hassan, N. (2020). Sociology of education. Sage.

� Bourdieu, Pierre (1973). �Cultural Reproduction and Social Reproduction,� in Knowledge, Education and Social Change: Papers in the Sociology of Education, edited by R. Brown. Tavisock, UK: Tavistock Publications, 1973, 71�112.

� Bryan, A. (2009) �The intersectionality of nationalism and multiculturalism in the Irish curriculum: teaching against racism?�, Race Ethnicity and Education, Vol. 12, No. 3, pp.297-317. � Cahill, K. (2020). School Markets and Educational Inequality in the Republic of Ireland. In Oxford Research Encyclopedia of Education.

� Courtois, A. (2017). Elite Schooling and social inequality: privilege and power in Ireland's top private schools. Springer.

� Finnegan, F., & Merrill, B. (2017). �We�re as good as anybody else�: a comparative study of working-class university students� experiences in England and Ireland. British Journal of Sociology of Education, 38(3), 307-324.

� Heinz, M., & Keane, E. (2018). Socio-demographic composition of primary initial teacher education entrants in Ireland. Irish educational studies, 37(4), 523-543.

� Keane, E., Heinz, M., & Lynch, A. (2020). Identity matters? �Working class� student teachers in Ireland, the desire to be a relatable and inclusive teacher, and sharing the classed self. International Journal of Inclusive Education, 1-17.

� Leonardo, Z. (2009) Race frameworks: A multidimensional theory of racism and education. New York: Teachers College Press.

� Lynch, K., & Moran, M. (2006). Markets, schools and the convertibility of economic capital: the complex dynamics of class choice. British Journal of Sociology of Education, 27(02), 221-235.

� Lynch, K., Grummell, B., & Devine, D. (2012). New managerialism in education: Commercialization, carelessness and gender. Springer.

� Khan, Shamus (2011). Privilege: The making of an adolescent elite at St. Paul's School. Princeton, NJ: Princeton University Press.

� Reay, D. (2001) Finding or Losing Yourself? Working-class relationships to education. Journal of Education Policy, 16 (4), pp. 333-46.

� Vanderstraeten, R. (2004). The social differentiation of the educational system. Sociology, 38(2), 255-272.

	Timetable
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Timetable

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SOCIOLOGY OF EDUCATION