The main concerns of the new sociology of education theory include:
1. Social inequality: This theory focuses on understanding how education reproduces and perpetuates social inequalities. It explores how factors such as social class, race, gender, and economic background influence educational outcomes and opportunities (Bourdieu & Passeron, 1977; Bowles & Gintis, 1976).
2. Schooling as a social institution: The theory emphasizes that schools are not only places for transmitting knowledge, but also social institutions that reflect and reinforce societal values, norms, and power dynamics. It investigates how schools as social institutions shape students' beliefs, attitudes, and behavior (Durkheim, 1898; Bernstein, 1975).
3. Cultural and social capital: The new sociology of education theory examines the significance of cultural and social capital in determining educational success. Cultural capital refers to the knowledge, skills, and cultural resources that individuals possess, while social capital refers to the social networks and relationships that influence educational opportunities (Bourdieu, 1986; Coleman, 1988).
4. Teacher expectations and labeling: This theory explores the impact of teacher expectations and labeling on student achievement. It investigates how teachers' assumptions and biases can influence students' self-perception and future educational trajectories (Rosenthal & Jacobson, 1968; Keddie, 1971).
5. Student agency and resistance: The new sociology of education theory recognizes the agency of students and their ability to resist and challenge dominant educational practices and ideologies. It analyzes how students negotiate their identities and navigate power dynamics within the educational system (Willis, 1977; Anyon, 1980).
Overall, the new sociology of education theory aims to provide a comprehensive understanding of the complex interactions between education and society, shedding light on the ways in which education both reflects and shapes the larger social structure.
References:
- Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education, 162(1), 67-92.
- Bernstein, B. (1975). Class, codes and control: Theoretical studies towards a sociology of language. Routledge.
- Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241-258). Greenwood Press.
- Bourdieu, P., & Passeron, J. (1977). Reproduction in education, society, and culture. Sage Publications.
- Bowles, S., & Gintis, H. (1976). Schooling in capitalist America: Educational reform and the contradictions of economic life. Basic Books.
- Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94(Supplement), S95-S120.
- Durkheim, E. (1898). Education and sociology. Free Press.
- Keddie, N. (1971). Class differentiation and teacher expectation. Sociology of Education, 44(2), 207-226.
- Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils' intellectual development. Holt, Rinehart and Winston.
- Willis, P. (1977). Learning to labor: How working-class kids get working-class jobs. Columbia University Press.
List and explain the main concern of new sociology of education theory includinding refernces
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