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This paper presents an account of the development of the sociology of education in the UK, by means of an analysis of papers published in the field's flagship journal, the British Journal of Sociology of Education and its US equivalent, Sociology of Education. In particular, we examine the representation of two contrasting traditions in addressing social inequalities: 'political arithmetic'; and the more recent 'cultural turn'. We find that in the UK, the cultural turn dominates; whilst in the US, it is political arithmetic which does so. In accounting for these contrasting national profiles, we argue that they are underpinned by divergent social infrastructure and organisation. We also discuss some of the implications of the dominance of the cultural turn in the UK, specifically in terms of the relationship between the fields of academic research and policy and the development of a cumulative evidence base to address social inequalities in education. [ABSTRACT FROM AUTHOR]

Reflecting through the prisms of past, present ("the shape of things that are and were") and future ("the shape of things to come"), this paper discusses three challenges for sociology of education: the rise of populism and declining faith in 'experts'; inequities within and re/produced by the sociology of education; and how to enact a sociology of education that can 'make a difference' to social inequalities. The paper puts forward some ideas in support of a current and future practice of the discipline that is pluralistic and orientated towards social justice. Arguments are made for the value of public-orientated dialogue that is conducted in a range of registers and the importance of acknowledging and engaging with the 'debt' (Ladson-Billings) that is owed to minoritized communities and minoritized researchers. Finally, a case is made for a sociology of education based on the principle of service as enacted through praxis partnerships. [ABSTRACT FROM AUTHOR]