handbook of theory and research for the sociology of education

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handbook of theory and research for the sociology of education

Handbook of theory and research for the sociology of education
About this title
The first of its kind, this handbook synthesizes major advances in the sociology of education over the past several decades. It incorporates both a systematic review of significant theoretical and empirical work and challenging original contributions by distinguished American, English, and French sociologists. In his introduction, John G. Richardson traces the development of the sociology of education and reviews the important classical European works in which this discipline is grounded. Each chapter, devoted to a major topic in the field, provides both a review of the literature and an exposition of an original thesis. The inclusion of subjects outside traditional sociological concern–such as the historical foundations of education and the sociology of special education–gives an interdisciplinary scope that enhances the volume’s usefulness.

The broader theoretical frameworks of both Bourdieu (and his concepts of habitus, field, doxa, collusio and capital) and Bernstein (and his concepts of classification, framing and ritual) provide a deeper understanding of the distinctiveness of Catholic schooling. This article presents a model for theorising Catholic schooling in which levels of action can be seen to be at work in Catholic schools whereby the habitus of the participants can be closely aligned with the framing of a school’s values through consensual rituals and other leadership practices. The stronger the alignment between these levels generates an experience of collusio and the greater the extent that agents within a Catholic school generate practices towards preserving Catholic spiritual capital, the more strongly that school is classified from other types of schools with its own distinct voice and identity. We conclude by demonstrating how this model was applied in researching Catholic schooling in Ireland.
No potential conflict of interest was reported by the author.

Part VI Benefits of education and returns to education
22. Returns to Adult Education and Inequality – A Life Course Perspective
Felix Weiss
Presenting original contributions from the key experts in the field, the Research Handbook on the Sociology of Education explores the major theoretical, methodological, empirical and political challenges and pressing social questions facing education in current times.

Dunlop, Ted. 2004. “Lessons from Down Under: Quality Assurance, Accreditation, and Legitimization of the Applied Degree.” Monograph 4, Association
of Canadian Community Colleges. Retrieved March 2, 2012 ( www .accc.ca/ ftp/pubs/monographs/Dunlopmonograph. pdf).
Ruck, Martin D. and Scot Wortley. 2002. “Racial and Ethnic Minority High School Students’ Perceptions of School Disciplinary Practices: A Look at Some Canadian Findings.” Journal of Youth and Adolescence 31(3):185–195. doi:10.1023/A:1015081102189.

Bowles, Samuel, and Herbert Gintis . 2002. “Social Capital and Community Governance.” The Economic Journal 112:F419-F436.
Sampson, Robert J., Jeffrey D. Morenoff , and Felton Earls. 1999. “Beyond Social Capital: Spatial Dynamics of Collective Efficacy for Children.” American Sociological Review 64(5) 633-660.

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