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This paper argues that the subspecialism of sociology of education has, for a century, been ambivalent about the 'hooligan'. It has both celebrated and excoriated the anti-school working-class boy. Similarly, the mainstream of sociology has been ambivalent about sociologists of education, both relying on them and ignoring them. Thirdly, the paper speculates on the position of hooligans in Britain in 2025 and the relationship between mainstream sociology and the sociology of education in that year. [ABSTRACT FROM AUTHOR]

Class analysis has recently been criticised from a variety of standpoints. In this paper we argue that much of this criticism is misplaced and that, as a research programme, the promise of class analysis is far from exhausted. The first part of the paper clarifies the nature and purpose of class analysis, as we would understand it, and in particular distinguishes it from the class analysis of Marxist sociology. The second part then makes the case for the continuing relevance of class analysis, in our conception of it, by reviewing findings from three central areas of current research. [ABSTRACT FROM AUTHOR]

This article responds to Sara Delamont's paper in the February 2000 edition of Sociology which provides an account of the relationship between the sub-discipline, sociology of education, and parent discipline, sociology. Delamont argues that the hooligan is an anomalous beast for sociologists of education, who paradoxically revere him: while the sociology of education is an anomalous beast for the parent discipline, whose practitioners reject and fear it. Essentially, according to the author, the latter part of Delamont's argument amounts to the claim that the wider discipline of sociology has neglected sociology of education. The author notes that in this article, his response is concerned with Delamont's unsatisfactory characterization of British sociology of education. According to Delamont, sociology in Great Britain has two grand narratives, both male--one derived from the political arithmetic tradition is quantitative, empirical and focused on social mobility, and the other discursive and focused on anti-heroes: the portrayal of the rebellion or resistance of the hooligan. Delamont has attempted to characterize British ethnographic studies, which include some reference to anti-school/delinquent boys, and which have been conducted by male sociologists, as falling into the same category.

Teaching sociological practice in Britain in the 1960's was carried out in `methods' courses which focussed on large scale survey techniques. Although in subsequent years courses have been broadened, there is still a clear conflict between the model of research contained in the syllabuses, texts and examination papers for these courses and sociological work as a whole. It is suggested that a reformulation of such courses to cover all aspects of research practice and the involvement of students in designing and carrying out their own research work would move it into the centre of sociology teaching. [ABSTRACT FROM AUTHOR]