Sociology of Education

Sustainable Development Goals (SDG)

• 4. Quality education
• 5. Gender equality
• 16. Peace, justice and strong institutions

Objectives

Sociology of Education aims to promote, through participation, dialogue and reflection, knowledge and understanding of the social and educational realities in which we live. It studies the relationships and tensions between society and school, as well as their plural and diverse characteristics; the crisis and privatisation of education; patriarchal capitalism and inequalities; democracy and coexistence conflicts; exclusions and the right to education in plural environments. At the same time, the causes and consequences of governmental educational policies and practices, the United Nations 2030 agenda and its nature of fair reproduction or transformation are analysed. The gender perspective is articulated transversally in the contents and activities.

The main goal of the cours is:

• To acquire abilities required for reflecting and thinking critically for the educational action and be able to gather, organise and explain information on social and educational facts, as well as to study the relationships between society and school.

The specific objectives of the course are:

• Understanding sociology of education as a descriptive and interpretative social science of reality.
• Know the social reality and analyse their characteristics and relationship with education.
• Reflect about different socioeducational characteristics of the school as an institution in relation to others around it.
• Be aware of the inequalities in the educational contexts and learn about the politics in relation to the differences.

Learning outcomes

Learning outcomes for Early Childhood Education (MEI)

• Applies the basic concepts of sociology of education. (LO1)
• Shows sensitivity in the critical analysis of realities of different socio-educational contexts. (LO3)
• Knows, understands and critically evaluates educational policies. (LO2)
• Argues his/her educational decisions with scientific and ethical criteria. (LO4)
• Shows attitudes of respect towards linguistic, social and cultural diversity. (LO5)

Learning outcomes for Primary School Teaching (MEP)

• Applies the basic concepts of sociology of education. (LO4)
• Critically analyses realities of different socio-educational contexts. (LO1, LO5)
• Knows, understands and critically evaluates educational policies. (LO2)
• Argues his/her educational decisions with scientific and ethical criteria. (LO3)
• Shows sensitivity to inequality in school and society. (LO3)

Competencies

General skills

• Establish systemic connections between fields of knowledge.
• Know about, respect and promote basic rights of individuals.

Specific skills

• Analyse and assess the current educational system and its impact on the development of culture and a sustainable democracy.
• Analyse, reflect on and promote the importance of teaching within the educational community, cultural life and society in general.
• Identify and understand the key elements and the general characteristics of child development for educational interventions that address the special needs of this stage.
• Understand how to organise and participate in schools in order to improve educational quality through innovation and research projects with impact in and out of school.

Basic skills

• Students have the ability to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific and ethical issues.

Core skills

• Be a critical thinker before knowledge in all its dimensions. Show intellectual, cultural and scientific curiosity and a commitment to professional rigour and quality.
• Become the protagonist of one's own learning process in order to achieve personal and professional growth and acquire all-round training for living and learning in a context of respect for linguistic, social, cultural, gender and economic diversity.
• Exercise active citizenship and individual responsibility with a commitment to the values of democracy, sustainability and universal design, through practice based on learning, service and social inclusion.

Content

1. From where do we see reality?
   • Approach to meanings of sociology, the process of socialization, and sociological studies and theories of education
   • The political and ethical dimension of education and its instruments of reproduction and/or transformation in a human rights perspective
   • Where do we live? Social context, policies and educational challenges
2. How are the societies where we live?
   • Present-day societies and the unequal impact of globalization and capitalist organizational systems on people's lives, migrations, impoverishment, sustainability...
   • Diverse societies and social and educational exclusions: classism, racism, aporophobia, sexism,...
3. What are the challenges of educational policies?
   • Educational policies and approaching inequalities from an intersectional perspective
   • Right to education, a universal, indivisible and interdependent human right
   • Education in the 2030 Agenda of Sustainable Development Goals
4. Who educates and how to make education fair?
   • Socialisation environments: Education 360, Educating cities; learning communities
   • Schools for equality and diversity
   • Welcoming schools that take care of educational transitions
   • Hospitality schools that guarantee the education of children
   • Family spaces to share, dialogue and exchange with other families and children
   • Cities, towns, neighborhoods, parks... that do not expel children

Evaluation

The evaluation activities consist of three activities sequenced in the course development process. The guidelines for each activity and the specific date of completion will be indicated in the virtual classroom. The activities are:

• Activity 1. Works, reports or projects. Group work: 30%
• Activity 2. Registration and follow-up of activities. Individual/Group: 20%
• Activity 3. Evaluation tests. Individual: 50%

To approve the course it is necessary to do the 3 activities and to pass all 3 of them.

The final grade will be the result of the weighted grade of the activities.

Not completing the activities (according to the calendar established in the virtual classroom) will be graded as Not Presented.

Only 50% of the course can be recovered. The recovery will take place on the date established in the calendar of recoveries of the FETCH. The maximum grade for the recovery will be 5.

Methodology

The topics are developed through explanations, lectures, readings, case studies, and other individual and group activities with the aim of promoting the understanding and critical analysis of socio-educational theories and practices in the context of the community and the school. This course applies different participatory methodologies.

Bibliography

Key references

• Bauman, Z (2013). What Use Is Sociology?: Conversations with Michael Hviid Jacobsen and Keith Tester. Polity Press.
• Berger, P.L. (1985). Invitation to sociology: A humanistic perspective. Penguin.
• Giddens, A (2020). Sociology (9 ed.). POLITY PRESS.
• Pastel, E ( coord) (2019). Supporting Gender Diversity in Early Childhood Classrooms. Jessica Kingsley Publishers.

Further reading

Teachers will provide complementary bibliography and compulsory reading throughout the course via the Virtual Campus.