Search

The goal of rethinking the social meaning and uses of education. historicizing its organized firms. and seeing educational knowledge as fully cultural has required a long detour. The current revitalization, which is believed that the critical sociology of education returns to the entire discipline flourished largely not in sociology but in educational fields like curriculum. It first appeared not in the U.S. but abroad particularly in England. It did not draw sustenance from the center of' American sociological discourse but was nurtured at its periphery in European structuralist and cultural theory. The result of a combined historic exclusion and current valuation is the danger of an apparently truncated narrative and a false impression that there is no developmental history or tradition of the work presented in this article. These papers can be said to represent a third generation in critical sociology of education. They follow the first ideology critique and general theory phase and then the more education-centered. but still diffuse structuralist derivations of the middle period.

In this article I engage with the theoretical opening provided by Barry Buzan’s From International to World Society? I present an argument for five functional categories, which should be able to encompass all the institutions identified by English School scholars throughout history. Their introduction should point the way towards a sounder analytical framework for the study of what Buzan believes should be the new subject of the discipline of International Relations (IR). This subject is defined as second-order societies, meaning societies ‘where the members are not individual human beings, but durable collectivities of humans possessed of identities and actor qualities that are more than the sum of their parts’, and where the content of these societies, and the key object of analysis, is primary institutions. The purpose of the five functional categories is to break down this ‘social whole’ and provide a set of lenses through which to potentially analyse international societies throughout history. [ABSTRACT FROM PUBLISHER]

This article addresses the social and educational aspects of the Homecroft Movement in England. Homecrofting is a certain system of combining land cultivation with working-class housing. An actual model of a Homecroft settlement can be seen in its beginnings on a very small scale on the National Homecroft Association's land near Cheltenham, where a colony of 10 houses are provided by private capital for the sake of giving a concrete demonstration of the plan. Every family is to have its detached house and croft. The house is two-storied, has five apartments, is built substantially with cement blocks, and is in every way superior to what an unskilled labourer's wage would usually enable him to have. Yet it is intended that the ordinary wage-earning worker should find it possible to live there. As additional economic resource is put into his hands from which to find the rent. The croft is fitted out for providing the family with food. The sociological interest of these endeavours lies in the fact that the success which has already attended them may reasonably be expected to grow. In endeavouring to make the system economic, the principle followed was that of beginning with the likeliest land and people, with a view to advancing towards the less likely step by step, as methods became more completely mastered and experience grew.