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This paper focuses on the structure and substance of the Core Content Framework (CCF), a controversial document which stipulates content that providers of teacher education in England must incorporate in their programmes. We identify both a concept of instrumental trainability and a lack of coherence in the CCF which suggests it is unsuitable as a guide to a curriculum for teacher education. Drawing on Bernstein's work and its application by other sociologists of educational knowledge, we identify how the CCF embeds a 'generic mode' in teacher education that has roots outside of disciplinary structures of knowledge production and therefore foregrounds a type of official pedagogy that sees teaching as a technical performance and leaves gaps in the knowledge and understanding a new teacher requires to make sound educational judgements. Employing Muller's distinction between conceptual and contextual coherence, we argue that the CCF is based upon an imaginary notion of instructional practice that does not fully grasp the context of teachers' work. We illustrate the argument via an analysis of the language, structure, and three of the eight sections in the CCF. [ABSTRACT FROM AUTHOR]

This paper examines the relationship between school closures during the Covid-19 pandemic and the ideology of intensive mothering through analysis of posts on lockdown learning in an online mothering community. It is argued that although the school closures seemed to constitute an endorsement and normalisation of intensive mothering ideology [Hays (1996). The Cultural Contradictions of Motherhood. New Haven: Yale University Press] by the machinery of government, and increased the pressure upon many women, some mothers resisted these expectations in this online forum. The online community served as a space in which intensive mothering expectations were articulated [Lehner-Mear (2020). "Good Mother, Bad Mother? Maternal Identities and Cyber-Agency in the Primary School Homework Debate." Gender and Education 33 (3): 285–305] but also offered an arena for cyber-agency, enabling women to express negative emotions, and normalising the rejection of expert constructions of mothering. [ABSTRACT FROM AUTHOR]

Using data from 15 semi-structured interviews with UK-based early/mid-career academics, this paper offers an empirically informed assessment of how lecturers teaching/researching the sociology of sport are managing their careers in a changing higher education landscape. Those interviewed were involved in the delivery of sociological content to a range of sports-themed courses with the interviews focusing on the changing fashions in studying sport (including a rapid increase in enrolment on certain sports-themed courses), and on the nature of the relationships with colleagues working in the same area (i.e. sport), but who teach/research it from a different discipline. The paper draws upon the processes of individualisation which lay at the root of reflexive modernisation to better understand the lived experiences of those interviewed. Using the metaphors of tribes, doors and boundaries, I assess the extent to which those interviewed felt there were opportunities for an interdisciplinary pedagogic approach to ‘sport’. The paper explores the relationship between the sociology of sport and its parent discipline (i.e. sociology) and where it might feature in a future (post-disciplinary?) landscape. [ABSTRACT FROM PUBLISHER]

In this brief paper, I argue that the coronavirus pandemic is functioning like an ethnomethodological 'breaching experiment'. In short, it is putting a gigantic spanner in the works of neoliberal governance, in the process exposing the widening cracks and fissures of what I have called the 'fractured society'. I begin by recalling Garfinkel's notion of the breaching experiment and by listing the principal attributes of the fractured society. I then explore the response to the coronavirus in the UK, from the government's initial commitment to 'herd immunity' to its present policy of 'muddling through'. The bulk of the remainder of this contribution addresses precisely how this global health crisis shines a harsh and unforgiving searchlight on the strategies and policies pursued by governments in the UK since 2010, and most especially after the passing of the Health and Social Care Act of 2012. In the closing paragraphs, I examine possible scenarios for a post-fractured society, making particular use of Fraser's concepts on 'reactionary' versus 'progressive populism', and conclude with a comment on sociology and engagement. [ABSTRACT FROM AUTHOR]

The paper examines the extent to which diversity in the backgrounds of students and diversity in the forms and characteristics of universities combine to produce diversities in learning experiences and outcomes. It draws on a recent major national study in the UK which has been investigating how student learning is mediated by a series of social and organisational factors. Fifteen case studies of student experiences in different universities lay at the heart of the study and provide extensive qualitative and quantitative evidence about the realities of diversity in UK higher education. The paper reports both diversities and commonalities in the student experience and its outcomes, some of which challenge the predominantly hierarchical and reputational conceptions of diversity and differentiation currently dominant in debates about UK higher education. The student 'voice' on these matters as reported here does not fully coincide with current policy priorities and 'voices'. Student perceptions of the ways in which they have changed as a result of the experience of higher education embrace a range of factors within which the social and the personal are at least as important as the academic. Although the focus in this paper is on student learning on undergraduate degrees in the biosciences, business studies and sociology, a model of university learning contexts and settings is presented which may have wider applicability to achieving a better understanding of higher education's increasing diversity. [ABSTRACT FROM AUTHOR]

This paper explores the social psychological aspects of British national identification among British South Asians, which constitutes the largest ethnic minority group in Britain. Identity process theory can elucidate the social and psychological ‘functions’ of Britishness for social actors, offering a holistic account of national identification within this population. The paper provides a discussion of nationhood and the construction of national identity, temporal factors in national identification, its cognitive and affective aspects, the psychological ‘functionality’ of Britishness, and its social representations. It is argued that a civic, instrumental conception of Britishness might facilitate access to this identity among British South Asians. [ABSTRACT FROM PUBLISHER]

Sociological analysis of eating has for a long time tracked the fate of a popularly endorsed, idealized form of the “family” or “proper” meal. “Snacking” has often been constructed as its symbolic opposite, as irregular, anomic and unhealthy. This paper, based on data from a survey of eating patterns conducted in Great Britain in 2012 (n = 2,784), analyzes eating occasions which respondents stated were snacks rather than meals, focusing on their frequency, scheduling, contents, duration and social context. It finds that “snacks” are taken across all socio-demographic groups and take place in accordance with a common and predictable schedule. Snacks are smaller and less structured than most meals but mostly do not comprise what is generically described as “snack foods.” Snacks are shorter in duration, and less sociable than other eating events, reflecting their size, simplicity and informality. However, most are eaten in company, are planned for, and are wholesome. Common negative evaluations of eating between and outside meals have failed to appreciate the range and character of adjunct eating events, and the degree to which they form part of aggregate patterns and individual routines. [ABSTRACT FROM PUBLISHER]

In this paper, we shift from conventional academic writing toward something similar to a dialogue, an encounter, a few hours spent in a virtual café where we chat and systematically try to excavate our respective ethnographic endeavours. Such experimentation in format is needed, we argue, in order to re-approach the questions characterising in-depth ethnographic work from a different, possibly fresher, perspective, and to communicate those more directly and freely. Rather than embedding our doubts, fears and wishful thinking in academic formalism, we spell those out aloud, as a composite and unfinished flow that touches upon relevant literature but is still raw and grounded in our current and respective fieldwork. Relying on our differentiated works with Roma people in Italy, France and Romania (2004–ongoing), in our dialogue we talk about the challenges of positioning; the construction of new (self)identities; the building of relationships of trust, care and affect, and their break; the role of ethnographic knowledge in activist work; the risk and the certainty of failure; the difficulties associated with entering and leaving the field. The aim of our dialogue is not to offer answers to questions that have been at the centre of the ethnographic discipline since the start, but to open a space of incremental and reciprocal learning that may serve as an inspiration for other young ethnographers like us. [ABSTRACT FROM AUTHOR]

This paper was commissioned by the editors of the seminar series of papers, to provide a commentary on the series. It outlines how the sociology of childhood developed and some key themes: intergenerational relations and intergenerational processes. It discusses the specific character of childhood work in the UK and considers ways forward for theoretical development. Finally it considers what lessons can be learned across the majority and minority worlds to help us in our sociological work. [ABSTRACT FROM PUBLISHER]

This paper builds upon an earlier analysis presented in this journal. Using official figures for school compositions and for outcomes at KS4 from 1997 to 2007, this paper considers each of the annual cohorts of new Academies in England, from 2002 to 2006. It shows that their level of success in comparison to their predecessors, national averages, their changing compositions and their changing exam entry practices are insubstantial. Of course some schools are gaining higher scores since Academisation, but others are gaining lower scores. Using the most recent results available there is no clear evidence that Academies produce better results than local authority schools with equivalent intakes. The Academies programme therefore presents an opportunity cost for no apparent gain. [ABSTRACT FROM AUTHOR]

This paper argues that social work education in the UK has persistently failed to equip its social workers with the knowledge to work effectively with people with alcohol and drug problems. In spite of continuing criticism of the profession's unwillingness or inability to engage with substance use issues, social work education has failed to respond to the calls for better training on this subject, even when specific guidance has been issued about course content. This results in a failure to meet the needs of our service users as well as social work staff who remain frustrated at their inability to intervene. The paper explores the historical and current debate about social work training in relation to alcohol and drugs and identifies the barriers to its inclusion in qualifying and post-qualifying (PQ) curricula. Finally it offers a strategy for improving social work training as well as an overview of programme content requirements. [ABSTRACT FROM AUTHOR]

The aim of the paper is to examine current and evolving supply side transition policy initiatives in the light of (a) particular demand side needs of urban young people classified as those most disadvantaged and potentially marginalized; and (b) the emerging realities of accessing and operating within particular examples of high value-added knowledge work arenas of the new urban economies in the UK. The paper is a synthesis of qualitative research undertaken by the author over the last five years that has examined notions of transition, development and learning for both young people and adults as they attempt to navigate their pathways in, and through, the new economies of the post-industrial urban context. The paper communicates the importance of a number of sociocultural theoretical concepts as a way of illuminating transition choices, actions and opportunities for disadvantaged young people. These concepts also enable a broader set of critical questions to be asked about current 14–19 transition policy and practice, particularly with regards to Connexions and the Careers Education and Guidance in England 11–19 National Framework. [ABSTRACT FROM AUTHOR]

Although the current Labour government is committed to developing the UK as a high skills society, there is much confusion as what such a society might look like and from where it might draw its inspiration. Some academic commentators have also expressed the need for a clearer vision of the kind of society to which the UK might choose to head for under the banner of ‘high skills’. In this paper, the authors discuss whether such a vision is needed and what, in their view, this vision might look like. The authors argue that Germany and Scandinavia offer the best ‘actually existing’ examples of high skill societies and consider whether the UK could move towards a northern European inspired high skills model. Having identified some of the obstacles currently blocking such a project, the paper discusses whether a vision is still needed and why academics must continue to debate what it means to build a high skills society in the UK. [ABSTRACT FROM AUTHOR]

Social scientific attention has recently focused upon the private regulation of Britain's burgeoning night-time economy by door supervisors or ‘bouncers’ as they are more commonly known. Contributing ethnography to this literature, this paper explores bodily risk among doorstaff in Southwest Britain. The commonly perceived association between doorwork and high levels of violence renders this a demonised occupation yet doorstaff may also be in physical danger when policing urban nightspots. Centrally, this participant observational study—grounded in the phenomenological ‘foreground’ or lived experience of risk — explores bodily danger within the door supervisors' routine night-time contexts. Interrelated social, cultural and economic factors associated with the attenuation, minimisation or avoidance of physical harm are also noted. Describing voluntary and other-imposed occupational health risks, including physical violence and illicit drug-taking, furthers an appreciative understanding of why doorstaff may simultaneously be in danger and dangerous. More formally, this paper, in underscoring the importance of the ‘lived body’, also supports recent theoretical calls for an embodied sociology. Sociological reflection on health, risk and society, it will be argued, must be grounded in the inescapable corporeality and emotional vicissitudes of actual flesh and blood bodies less it ride roughshod over complex social reality. [ABSTRACT FROM AUTHOR]

This paper provides a broad-based overview of the development of emancipatory disability research in the UK since its emergence in 1992. Drawing on personal experience in the field, the author responds to several important considerations that need to be addressed before considering adopting this controversial perspective. The paper is divided into two main sections. The first part provides a concise introduction to the thinking that underpins the concept of emancipatory disability research. The second section discusses key elements of this approach including the problem of accountability, the social model of disability, choice of methods and, enpowerment, dissemination and outcomes. The paper concludes by suggesting that whilst there has been considerable progress over the last decade the future of emancipatory disability research remains precarious. [ABSTRACT FROM AUTHOR]

This paper introduces the Tog coefficient, which can be used to measure the level of inequality in a cross-tabulation of two ordinal-level variables. The Gini coefficient is a standard measure of income inequality which has been adapted by other authors for use in different contexts such as the measurement of health inequalities and the quantification of occupational segregation; the Tog coefficient represents a further stage in this process of development. The paper outlines the construction of the Tog coefficient and illustrates this using a social mobility table based on data from the 1972 Oxford Mobility Study. The trend in social mobility-related inequality as measured by the Tog coefficient is compared with the findings of Goldthorpe et al. based on odds ratios. A more elaborate application of the Tog coefficient uses a variety of data relating to the similarity of spouses' class backgrounds to demonstrate the existence of a long-term decline in the level of inequality in British society. [ABSTRACT FROM AUTHOR]

This paper draws on the figurational sociology of Norbert Elias in understanding the current housing crisis in the UK: one which emphasizes the social interdependencies between individuals and groups, and the power relations that characterize them, in explaining household behaviour. It is argued that such an approach can contribute to a better understanding of housing processes and their differentiated outcomes. At the same time, this analysis exposes the myriad negative consequences that emerge from short-term housing policies based on static, over-simplified assumptions and applied to an ever-increasingly complex housing figuration, which is constantly in flux. These arguments are made with reference to empirical evidence on the impact of changes to housing benefit in the private rented sector, which shows how neoliberal housing policy contributes to long-term detrimental effects on marginalized households and groups. Through this example, it is argued that the governmental presentation of welfare reforms differs markedly from the reality of consequences on the ground and corresponds to “neoliberal state-crafting”. It is suggested that any approach to understanding the complexities of the housing system must retain a focus on historical change, precedents and fluctuations in power balances to avoid the pernicious “retreat into the present” characteristic of policy. [ABSTRACT FROM PUBLISHER]

In this paper the emergence of Cultural Studies is traced and its current place in British intellectual life assessed. Throughout a comparison is drawn between Cultural Studies and British Sociology. In the first part of the paper the 'original curriculum' of Cultural Studies is analysed in its making of a sharp break from previous disciplinary practices. The foundation of Cultural Studies on theoretically defined grounds is then described. In the second part of the paper the changes in Cultural Studies since its inception are described and the current critical potential of the practice assessed, On a pessimistic note the paper ends by noting the threat to the survival of Cultural Studies from the current round of rationalizations of British Higher Education. [ABSTRACT FROM AUTHOR]

Michael Banton's paper provides fascinating insights into his long-running intellectual disagreements with John Rex, the other major post-war figure in the sociology of ‘race relations’. Published work and personal recollections are supplemented by a series of communications by letter to flesh out the precise nature of these debates. They reveal differing views on the ontological status of ‘race’, race relations and racism, as well as a number of criticisms of Rex's work. He argues that Rex was wrong to put so much faith in the ability of classical sociology to address these concerns, and that there was a disjuncture between theory, methods and substance in his empirical work. There is also a suggestion that Rex played down the significance of racism. The greatest difference between them, however, lay in their divergent views on the role of sociology and the sociologist. [ABSTRACT FROM PUBLISHER]

This paper argues that both Michael Banton and John Rex were ‘children of empire’, albeit in starkly different ways, and that these differences were at the core of their querulous exchanges over their long careers. The larger issue, however, concerns the impact of colonialism on sociology, especially in its formative years, and conversely, the role of sociology in providing erudite justification for colonialism. [ABSTRACT FROM PUBLISHER]

Since the 1980s, state schools in England have been required to ensure transparency and accountability through the use of indicators and templates derived from the private sector and, more recently, globally circulating discourses of ‘good governance’ (an appeal to professional standards, technical expertise, and performance evaluation as mechanisms for improving public service delivery). The rise of academies and free schools (‘state-funded independent schools’) has increased demand for good governance, notably as a means by which to discipline schools,in particular school governors– those tasked with the legal responsibility of holding senior leadership to account for the financial and educational performance of schools. A condition and effect of school autonomy, therefore, is increased monitoring and surveillance of all school governing bodies. In this paper, I demonstrate how these twin processes combine to produce a new modality of state power and intervention; a dominant or organizing principle by which government steer the performance of governors through disciplinary tools of professionalization and inspection, with the aim of achieving the ‘control of control’. To explain these trends, I explore how various established and emerging school governing bodies are (re)constituting themselves to meet demands for good governance. [ABSTRACT FROM PUBLISHER]

Sexual and gendered violence in the education sector is a worldwide concern, but in the UK it has been marginalised in research and policy. In this paper we present findings from the National Union of Students' study Hidden Marks, the first nationwide survey of women students' experiences of violence. This research established high levels of prevalence, with one in four respondents being subject to unwanted sexual behaviour during their studies. We analyse why the issue of violence against women students has remained low profile in this country, whereas in the USA, where victimisation rates are similar, it has had a high profile since the 1980s and interventions to tackle it have received a significant amount of federal support. We urge UK policymakers, universities, students' unions and academics to address the problem, and make suggestions about initial actions to take. [ABSTRACT FROM AUTHOR]

Non-use of the Internet has often been researched within the topic of digital divides. The focus of these studies lay mainly on differences in socio-economic backgrounds and resources. This paper goes one step further by attempting to describe various groups of non-users in two highly developed European countries: Great Britain and Sweden. Results from descriptive analyses, multivariate regressions, and principal components analysis with two waves of comparable data from 2007 and 2009 show a more heterogeneous non-user population in Great Britain and a slightly more homogeneous one in Sweden. Socio-economic factors play a bigger role in influencing who is going online in Britain than in Sweden. Education, occupational status, and household income are significant determinants in both countries. The most important determinants of Internet adoption are age and occupational status. The analysis of a 25-55-year-old sub-sample shows that non-users from this age group feature different socio-economic characteristics from older age groups. Middle-aged British non-users share two specific socio-economic characteristics: low income and unemployment; 25-55-year-old Swedish non-users tend to have low incomes, be unemployed, and be single. Non-users' self-assessment of reasons for non-use do not seem to be consistent with the 'raw data'. Non-users mainly state that they are not interested in the Internet. Many non-users share sceptical attitudes about the Internet, which influences interest in them. There needs to be more detailed research to know exactly which people are not using the Internet and why. [ABSTRACT FROM AUTHOR]

This article responds to recent UK proposals on measuring and recording student achievement (Universities UK 2007) to highlight issues that are relevant across different higher education contexts, which are increasingly intertwined through the expansion of the Bologna process. Drawing from wide-ranging literature on assessment and sociology, this paper argues that the introduction of new assessment technologies cannot be seen from a purely technical perspective but instead requires a deeper appreciation of assessment as a social practice, which contributes powerfully to the construction of learner subjectivities in ways that are not necessarily benign. Although not suggesting this leads to any easy solutions, the concept of 'meta-social' awareness may be useful in better supporting a diverse student body in confronting the complexities of the twenty-first century. [ABSTRACT FROM AUTHOR]

This essay critically examines the process of governmentality as revealed in the construction and resistance to the categorisation and classification of ‘Healthy Senior Citizenship’. This also includes an illustrative analysis of data from a national UK qualitative interview study of the input into the policy process of older adults in voluntary and community organisations. The paper demonstrates how governmentality finds its expression within the construction of healthy senior citizenship as synonymous with activity and participation within the technologies of collaboration and consultation. The conclusion reflects upon developing a critical sociology of old age in order to scrutinize conceptions of the ‘problems’ of governing an ageing population in post-welfarist or advanced liberal states. [ABSTRACT FROM AUTHOR]

By comparing the US environmental justice movement with recent European developments, this paper suggests an environmental justice framework which is based on the idea of environmental justice as a heterogeneous process rather than an analytical or normative category. Using major debates on environmental justice particularly in the UK and Germany as a touchstone, eight dimensions of environmental justice are carved out and integrated into a processual model. It is discussed how environmental justice as a process may become robust enough to integrate and react to changing natural and social conditions. [ABSTRACT FROM AUTHOR]

This paper considers Olive Banks' work on charting the history and development of British feminism, and particularly her use of collective biography as a research and analytic tool. It is argued that while this has been seen as the least 'fashionable' aspect of her work, it took forward C. Wright Mills' contention for one definition of sociology as the interaction between biography and history, and predated by a decade or so similar work on prosopography by Bourdieu from the 1990s onwards. More recently other sociologists and educationists have taken up this methodological approach, including Jane Martin and Bronwyn Davies and Susanne Gannon. [ABSTRACT FROM AUTHOR]

Raleigh International is a British youth development charity that offers structured overseas expeditions ‘to inspire young people...to discover their full potential’. The expeditions involve three different projects: adventurous activity, community service and environmental conservation. This paper examines the experiences of a group of venturers who participated in a 10-week expedition to Ghana. Data were collected through a series of interviews and participant observation. The analysis of the participants’ motives for engaging in the projects is informed by the interactional principles of Erving Goffman. The study participants indicated that their involvement with the organisation was primarily a form of face-work: to enhance their credibility as they anticipated entering the adult world of employment. In particular, they were concerned with building aspects of character that resonate with Goffman’s elements of courage, gameness, integrity and composure. Raleigh International as the organisational body is seen to display elements of a ‘total institution’, providing the rules and values that govern the social encounter, during the time of which actors live in relative isolation from broader society. This study identifies two areas of concern for these young venturers. First, there was a failure to recognise that their desire for ‘risk’ to develop character was limited by the boundaries placed around their activities by Raleigh International, reflecting a broader culture of caution. And, second, their sense of ‘service’ to a developing nation contained elements of stigmatisation of the people with whom they worked. [ABSTRACT FROM AUTHOR]

Mainstream theories of career have been charged with a lack of ‘critical, multidisciplinary, gendered, and contextualised work’. This suggests that they would not readily be able to encompass the notion of the family-friendly career. This paper contextualises their shortcomings, notes some responses to them over time, and identifies some recent theorising that seems more likely to be able to contribute to ‘joined-up thinking’ on career and family-friendly issues. It then proposes the value of a systems approach and soft systems thinking to conceptualising a (family-friendly) career, and introduces the concept of a ‘family career’. [ABSTRACT FROM AUTHOR]

The article comments on the symposium titled Educational Research and the Necessity of Theory." The papers in the symposium arose out of the concern that educational researchers in Great Britain have neglected, and continue to neglect, and even deliberately avoid, theory. There are two opposing groups when it comes to theory. There are those of found it scary and frightening and there are those who are excited by it and believes that "theory floated their boat." The author believes that theory is an essential aspect of educational research and other research in social sciences.

This paper focuses on the educational experiences of a group of African Caribbean and mixed ‘race’ young people from the perspectives of their parents. The discussion is set within a national context where children of African Caribbean origin are one of the lowest achieving minority ethnic groups in the UK and are disproportionately one of the highest ethnic groups of children excluded from school. The parents recount a pattern of cumulative negative experiences which for many of the children results in academic underachievement and becoming demotivated to learn, by a system that they feel has rejected them, or imposed exclusion. The story is hardly new but it provides important further evidence that schools need to tackle head-on factors such as low teacher expectations and negative stereotyping of young black people and their contribution to black underachievement. [ABSTRACT FROM AUTHOR]

A number of ‘food scares’ over the past decade in Europe have generated considerable debate about public understandings of food risk, and the extent to which such understandings impact on decision making. This paper reports on a focus group study of how UK consumers discuss choosing safe food. Strategies for making food choices were, in general, characterised by confidence rather than anxiety. Although concerned in an abstract way with the safety of food and how it was monitored, ‘risk’ and ‘safety’ were rarely the primary discursive framework used for justifying food choices. Other discourses, such as health, naturalness, economy and convenience, competed with, overlapped with or were legitimated by that of ‘risk’. However, everyday decision making was presented as a routine endeavour, aided by a number of ‘short cuts’ or rules of thumb for establishing food choices as routine and unremarkable. These short cuts divided safe from risky categories of food, but also divided preferred from despised foodstuffs in relation to other food discourses. Rules of thumb provided useful rhetorical devices for routinising accounts of food choice. In practice, however, rules of thumb are reported as being utilised in complex and contingent ways. They thus provide a sophisticated bulwark against the uncertainties of food risks when events (such as the media concern over BSE) threaten everyday trust in routine decisions. [ABSTRACT FROM AUTHOR]

This section presents several articles offering sociologists' views on cuts in British higher education as of 1984. John Brennan contributes a nation-wide view of the cuts in the public sector, outlines institutional policies and prejudices and suggests strategies for survival. His paper also shows that the distinctive ecology of public sector higher education poses both threats and opportunities for sociology. Meanwhile, Alan Waton provides a macro-view of the UGC action. Rosemary Deem writers of her experience as a County Councilor involved in working for the retention of courses in a public sector college and provides the only contribution with a happy ending. Also Ivan Reid discussed the problems and potentials of strategies for survival. According to Brennan, there never was a golden age for the polytechnics. He further said that they have experienced cuts and financial stringency over a long period of time. He also said that the effects have been gradual and have become almost taken for granted. Ivan Reid stated that it is difficult to establish whether sociology and sociology of education face threats over and above that posed to higher education in general. The intimate relationship of sociology of education with teacher education has meant that it has shared the fate of closures and cut-backs with the other disciplines of education and faced many of these well before the present situation.