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This study investigates structural inequalities in educational enjoyment in a contemporary cohort of United Kingdom (UK) primary school children. Foundational studies in the sociology of education consistently indicate that the enjoyment of education is stratified by social class, gender, and ethnicity. Analysing data from the UK Millennium Cohort Study, which is a major cohort study that tracks children born at the start of the 21st century, we examine children's enjoyment of both school and individual academic subject areas. The overarching message is that at age 11 most children enjoy their education. The detailed empirical analyses indicate that educational enjoyment is stratified by gender, and there are small differences between ethnic groups. However, there is no convincing evidence of a social class gradient. These results challenge orthodox sociological views on the relationship between structural inequalities and educational enjoyment, and therefore question the existing theoretical understanding of the wider role of enjoyment in education. [ABSTRACT FROM AUTHOR]

This paper presents a critical exploration of a reported decline in student achievement in Australia (2000–2020). Declining student achievement is framed as symptomatic of broader dysfunction within the education system. The context of declining student achievement is articulated through a Bourdieusian being critical sociology of education. This is achieved using the concepts of illusio and educationalisation as they intersect with Australian schools, in which classroom teachers are given responsibility for solving social and economic ills. As such, due consideration of the goals and commitments to action in the Melbourne Declaration (Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA, 2008), and the Alice Springs (Mparntwe) Education Declaration (Education Council, 2019) is provided. Drawing from these formative documents, the 'stakes' that matter are examined highlighting the potential misalignment between equality of opportunity in ameliorating educational disadvantage and the priorities of modern educational discourse. [ABSTRACT FROM AUTHOR]

While true interdisciplinarity is needed to understand morality and its development, a realistic step in that direction for the current special issue is to enhance and promote a neglected disciplinary contribution to the field, namely sociology. This special issue brings together six articles applying sociological analysis to moral development and education together with one article overviewing sociological contributions to morality in general. The work is intended to invigorate sociological treatments of moral development and education as a step toward a genuinely interdisciplinary domain of research on morality and its education. The contributions to this special issue bring alive the moral background by combining contextual and individual levels of analysis in the exploration of difficult topics. [ABSTRACT FROM AUTHOR]

Although the pedagogic device is viewed as a crucial element within the sociology of education, little research explores its historical development. This paper explores some iterations of the pedagogic device over the last 40 years, focusing on its origins in South America. By exploring Bernstein's ideas of the pedagogic device and pedagogic rights alongside Freire's understanding of activism, this paper demonstrates a dual purpose for the pedagogic device – of and for transmission and interruption. The theoretical proposition of this paper was informed by empirical work co-produced with 26 teacher activists working in Chilean compulsory schooling. The findings from the broader project show that teacher activism is not external to the pedagogic device but a cornerstone to it. By demonstrating the potential of the pedagogic device for interruption and transformation in Chilean schooling, we provide a retrospective account of the Southern influences on its development, revealing the importance of the Global South in shaping one of Bernstein's enduring ideas. [ABSTRACT FROM AUTHOR]

Purpose: This study provides an overview of the changes and developments of the sociology of education in China as it enters the new era as well as its future outlook. Design/Approach/Methods: This study combed and analyzed research in the field of the sociology of education in China during the period from 2012 to 2022 on three issues—educational fairness, rural education, and educational reform—to clarify the field's research characteristics and trends. Findings: In the new era, scholarship on the sociology of education has shifted to focus on achieving high-quality education, modernization, and digitization as new avenues for promoting educational fairness, rural education, and educational reform. As a result, research on the sociology of education in China has employed broader perspectives, adopted a more reflexive approach toward research objects, and embraced more humanistic values. Originality/Value: This study compiles research on the sociology of education in China in the new era and identifies that the field is moving toward a highly integrative approach. The findings provide useful references for learning and understanding the sociology of education in China. [ABSTRACT FROM AUTHOR]

In this review, we integrate three bodies of scholarship—education stratification research, political-historical sociology of higher education, and sociological theories of race and racism—to understand the production of "separate and unequal" postsecondary experiences for racially marginalized college students in the United States. We argue that the US postsecondary system is plural, heterogeneous, and stratified partly as a result of hundreds of years of contested efforts to deploy higher education in the service of white supremacy and capital accumulation. Organizational stratification of higher education along racial lines leads to horizontal stratification in individual experiences within the same level of schooling, and even within the same university. We review literature on racialized sorting between schools, which channels racially marginalized students to different parts of the postsecondary system relative to their racially advantaged peers. We also describe stratification within schools, as students are tracked, often by race, into divergent academic and social pathways internal to a single university. Both types of sorting have racial consequences for students' career trajectories, economic security, and well-being. Finally, we detail recent efforts to challenge horizontal stratification, responses to those efforts, and avenues for future research. [ABSTRACT FROM AUTHOR]

In 2020, in response to the growing expressions of anxiety and hopelessness we saw amongst young people, a team of social scientists at Te Kunenga ki Pūrehuroa | Massey University, Aotearoa New Zealand created an initiative with high school students: "He Kaupapa Tūmanako/Project Hope". He Kaupapa Tūmanako draws from theoretical traditions in Mātauranga Māori and the Frankfurt School to approach hope as a practice, grounded in the understanding that connection is an antidote to the struggles of our times: connection with other young people, connection with communities, and connection with whenua/land. Over the past four years, we have focused on building He Kaupapa Tūmanako into a suite of courses supported by student mentors that connect young people from around the world. In this article, we reflect on what our experiences are teaching us about engaging hope as a transformative practice in sociology. [ABSTRACT FROM AUTHOR]

The authors of this paper explore Gert Biesta's theorization of three domains of purpose of education: socialization, qualification, and subjectification. The aim is to study the interrelations of the domains and to develop further the theoretical discussion concerning schools' purpose for both individuals and society. Outlining the relationships of the domains of purpose allows one to see how the societal purpose of education is realized in the education of individual students. The domain of socialization sets the stage for the domains of qualification and subjectification, making the balance of the latter two crucial for disadvantaged students as well as schools' societal purpose of both maintaining and reforming soci(et)al structures. Two key ideas are raised: First, in order to better understand the current dynamics of the three domains, the authors suggest separating the logic and content of "qualification." Second, the authors discuss why it is equally useful to separate the everyday and societal dimension of purpose. The central question is this: Can individual educators find a balance between the three domains if the surrounding society overvalues the logic of qualification? [ABSTRACT FROM AUTHOR]

In Austria, it is possible to enroll in an unlimited number of programs simultaneously and consecutively. Study duration and student performance are important performance indicators of the university system. The disciplines of psychology and sociology share similarities in their curriculum structures but are different in selectiveness due to their admission rules. They show differences in their motivations to enroll and their trajectories through higher education, leading to different constellations of "dropout" and "graduation." The aim was to identify and compare groups of students' outcomes in bachelor's programs of psychology and sociology along the dimensions of workload and duration, incorporating the possibility of enrolling in multiple programs. The sample consisted of 6498 students between the academic years of 2010/11 and 2022/23 who either graduated or dropped out of one or more programs. Cluster analyses using four algorithms per individual outcome constellation, categorization, and aggregation of the results suggest a longer overall study duration for students with more than one program. In graduation–graduation and graduation–dropout clusters, groups with less overall workload could be identified. The transferability of passed exams may be an important component for students in multiple programs. Implications for policy and practice are discussed. [ABSTRACT FROM AUTHOR]

The authors of this paper explore Gert Biesta's theorization of three domains of purpose of education: socialization, qualification, and subjectification. The aim is to study the interrelations of the domains and to develop further the theoretical discussion concerning schools' purpose for both individuals and society. Outlining the relationships of the domains of purpose allows one to see how the societal purpose of education is realized in the education of individual students. The domain of socialization sets the stage for the domains of qualification and subjectification, making the balance of the latter two crucial for disadvantaged students as well as schools' societal purpose of both maintaining and reforming soci(et)al structures. Two key ideas are raised: First, in order to better understand the current dynamics of the three domains, the authors suggest separating the logic and content of "qualification." Second, the authors discuss why it is equally useful to separate the everyday and societal dimension of purpose. The central question is this: Can individual educators find a balance between the three domains if the surrounding society overvalues the logic of qualification? [ABSTRACT FROM AUTHOR]

Educational tracking has been studied abundantly in previous research. However, the transitions of Newly Arrived Migrant Students (NAMS) to these (tracked) educational settings are understudied. To facilitate the transition of NAMS to regular secondary education, many countries organise reception classes. This is a separate form of education for NAMS between 12 and 18 years old that immerses them in the language of instruction (i.e. Dutch) and prepares them for participation into regular secondary education. Studying the organisation of reception education is essential to evaluate the inclusiveness of education for NAMS. We take two schools in Flanders (Belgium) as case studies to study in-depth how the grouping of students in reception education influences which track NAMS enter in regular education. Ethnographic fieldwork was conducted in the two schools (2017–2019) and quantitative data on four generations of NAMS (2014–2018) were collected in one of the schools. The five conceptual dimensions of tracking, as developed by Domina et al. (2019. "Beyond Tracking and Detracking: The Dimensions of Organizational Differentiation in Schools." Sociology of Education 92 (3): 293–322), were used to analyse the data. The results show that the grouping of NAMS has a distinct impact on their transition to the tracked education system. [ABSTRACT FROM AUTHOR]

Copyright of Revista Española de Sociología is the property of Federacion Espanola de Sociologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The document titled "Separata ALDO SOLARI (1922 - 1989) and the modernization of Sociology in Uruguay" presents the life and contributions of Aldo Solari, an outstanding Uruguayan sociologist. Solari obtained his law degree from the University of the Republic and continued his studies in Sociology and Sociology of Education in Paris and London. He was a professor of History of Education and Sociology at the Artigas Teachers' Institute, and also held positions at the University of Buenos Aires and the Latin American Faculty of Social Sciences in Chile. Solari was recognized for his analysis of social stratification in Uruguay and his incorporation of the social dimension into economic research. Additionally, he was ideologically aligned with the Colorado Party and had ties to Freemasonry. He passed away in 1989. [Extracted from the article]

To the average person, academia has often felt disconnected from everyday life, with academics simply offering an interpretation of the world. Yet, as Karl Marx has suggested, an interpretation of the world is simply not enough - academia must encourage and generate change. Exploring Mariame Kaba's concept of hope as a discipline, hope can provide the foundation necessary for academics to generate positive societal change. Academic activists like Moana Jackson and Angela Davis exemplify this concept and show what is possible when academics use critique to generate positive change that transcends community boundaries. If academics wish to continue this legacy of change, then their academic work must be transformative rather than merely descriptive and to continuously practice hope as a discipline. [ABSTRACT FROM AUTHOR]

In this paper, I reclaim Bernstein's pedagogic device to think through and theorise higher education transformation and decolonisation in the global South. I am especially persuaded by Bernstein's work on the pedagogic device and the endless possibilities it provides in re-thinking the public university and what it could be. Using South Africa as a case study, I focus on the decolonial calls sparked by the #FeesMustFall and #RhodesMustFall protests in 2015/2016 around the need to critique, evaluate and dismantle the neoliberal university in South Africa. I suggest that Bernstein's ideas of the field of production, the field of recontextualisation as well as the field of reproduction offer an intersectional, and dialectically useful, lens in making epistemic, ontological and methodological intervention(s) in transforming the university in South Africa. I end the paper with some concluding remarks on the discursive usefulness of Bernstein's work in transforming the public university in the global South. [ABSTRACT FROM AUTHOR]

This article examines ethical and practical issues in writing pedagogy with artificial intelligence (AI) integration. It emphasizes the importance of critical thinking while utilizing AI technologies like ChatGPT, stressing information accuracy issues and educators' and students' responsibilities to fact-check and further understand AI-generated content. AI can support writing and research processes. This paper warns that it may contribute to higher education inequity unless strategic pedagogical strategies are in place. Critical thinking and social justice are stressed in this article by comparing first-year writing (FYW) course goals to sociology education by suggesting that AI could improve these educational goals by giving new writing and research methods. This pedagogical tool also requires transparency in AI use and urges educators to help students critically evaluate AI outputs. A mini assignment on utilizing AI for research shows mixed outcomes and emphasizes the need to prepare students to utilize AI strategically and successfully. Reflective practices and counter-storytelling can help educators use AI to construct linguistically inclusive and socially just learning environments. Students should be able to navigate and influence AI in a way that aligns with their beliefs, creating a more ethical and inclusive digital future. It concludes by offering equitable, intentional, and practical ways to incorporate AI into the classroom to teach students how to critically use generative AI technologies. [ABSTRACT FROM AUTHOR]

Copyright of Jangwa Pana is the property of Revista Jangwa Pana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Pedagogy for the future: sociology, innovation, and the classroom, a special issue of Sociological Focus takes readers on a journey of self-reflection, research, and dialogue about the importance of teaching sociology in the wake of polarization, crisis, and fear. In times of crisis sociology is uniquely positioned to help us think more critically about the world. Teaching while in crisis taught us to be more responsive to the various needs of students, administrators, universities, colleagues, our families, and our needs as teacher-scholars. This special issue walks us through lessons learned during an era of "crisis teaching." Our call to action? How can we be better teacher-scholars? The future of sociology in the classroom is through engaged pedagogy, which transforms the learning environment. This article lays the foundation for readers to grapple with pedagogical challenges related to pandemic teaching, polarization, the attack of sociology as a discipline, and the systemic challenges that come with teaching in the age of crisis. Furthermore, this article builds a roadmap to engaged pedagogy designed to transform sociology classrooms of the future. [ABSTRACT FROM AUTHOR]

The introductory course to sociology serves the multiple roles of providing students with the foundations of the field while also being its "public face" and possibly improving its image. The outcomes of introductory courses have been investigated mostly in quantitative ways in the past. The article presents a qualitative, longitudinal study of the "mental image" that 397 students of an introductory course at a Hungarian university formed about sociology. Participants were asked to draw mind maps around the central concept of "sociology" right before, right after, and years after taking the course. Results from the content analysis of mind maps indicate that while students are able to situate sociology as a science of the human world, their mental image of the field is often vague beyond that. Mind maps drawn years after taking the course bear the closest resemblance to the ones drawn even before studying it. [ABSTRACT FROM AUTHOR]

There is general agreement among sociologists that teaching social structure is a core component of a sociological curriculum. Despite this agreement, there are few guides for instructors on how to teach this key concept. Using the sociological literacy framework, this research examines the most popular undergraduate Introduction to Sociology textbooks and their supplemental resources. Most texts offer a basic definition, but beyond that, there were few additional resources for helping to clarify the concept. With this in mind, additional resources for supplementing the textbooks are offered. [ABSTRACT FROM AUTHOR]

Despite being intensely sociable, ethnographic research is also deeply isolating. Although fieldworkers may feel lonely, we contend that they are not (or should not be) alone. At the 10th anniversary of Urban Ethnography Lab at the University of Texas at Austin, we reflect on the ethnographic training cultivated there. We detail objectives, experiences, and lessons learned while also considering challenges for pedagogical projects of ethnographic collectivity—as well as techniques to address them. We contend that learning and teaching sociology through the ethnographic craft is not limited to the classroom but combines reading, writing, fieldwork, and dialogue with other ethnographers. These four dimensions are cultivated through various, simultaneous, classroom-based and research-development activities. We examine activities conducive to the creation of what we call, borrowing from Norbert Elias, an "ethnographer aperti." Finally, we discuss the replicability of this model, suggesting how universities can expand pedagogical support by pursuing ethnography as more than work in isolation. [ABSTRACT FROM AUTHOR]

Inwieweit Leistungsdifferenzierung (bzw. ability tracking) Bildungsungleichheit beeinflusst, wird kontrovers diskutiert. Die vorliegende Studie untersucht, wie die Stringenz von Leistungsdifferenzierung (z. B. erzeugt durch verbindliche Übergangsempfehlungen) mit der Effizienz von Lernprozessen und sozialer Ungleichheit in der Sekundarstufe zusammenhängt. Den theoretischen Ausgangspunkt bildet eine kritische Betrachtung des „Model of Ability Tracking" (MoAbiT) von Hartmut Esser. Empirische Analysen von Daten aus zwei IQB-Bildungstrendstudien stellen folgende Hauptannahmen des MoAbiT in Frage: Erstens, dass Sekundarschulklassen bei strikter Leistungsdifferenzierung kognitiv homogener zusammengesetzt sind und zweitens, dass kognitive Homogenität mit höheren schulischen Kompetenzen assoziiert ist. In Bezug auf die Auswirkungen von Leistungsdifferenzierung auf soziale Disparitäten zeichnet die vorliegende Arbeit ein gemischtes Bild. Ob strikte Leistungsdifferenzierung – wie im MoAbiT postuliert – Lernprozesse erleichtert und Bildungsungleichheit reduziert, bleibt angesichts der Befunde fraglich. How ability tracking affects student achievement and educational inequality is a key question in the sociology of education. This study examines how the strictness of ability tracking (e. g., created through binding teacher recommendations) relates to students' scholastic performance and socioeconomic achievement gaps. The starting point is a critical reflection on Hartmut Esser's 'Model of Ability Tracking' (MoAbiT). Analyses of two IQB Trends in Student Achievement studies question the following fundamental assumptions proposed by the MoAbiT: first, that strict ability tracking fosters cognitive homogeneity among students within school classes and, second, that cognitive homogeneity associates positively with scholastic performance. The present study's results concerning the effects of strict ability tracking on socioeconomic achievement gaps are mixed. These findings challenge the MoAbiT's key premise, which suggests that ability tracking is an effective measure to improve student achievement and reduce educational inequality. [ABSTRACT FROM AUTHOR]

After a near century of mainstream academic exclusion, recent efforts in sociology have centered Du Bois as a foundational figure. However, these efforts have overlooked his contributions to theorizing K‐12 and college/university formal curricula. Moreover, curricula, teaching, and learning scholarship, already marginalized within mainstream sociology of education, have typically overlooked Du Bois' theorizations, thus reproducing his marginalization. As a correction, this article centers Du Bois as a key figure in critical curricula theory. Specifically, Du Bois theorized that schools institutionalize formal curricula imbued with race‐class ideologies and that said ideologies shape peoples' subjectivities, identities, and consciousness of social processes. However, Du Bois also theorized how Black schools can serve as meso‐level sites for challenging hegemonic ideologies and producing transformative ideologies. In articulating these processes, Du Bois identifies how ideological propaganda, organizational structures, and interpretations of temporal processes maintain and perpetuate racism and capitalism. This article concludes with suggestions for future research in educational sociology that incorporates these insights. [ABSTRACT FROM AUTHOR]

The argument of my paper is that higher education in China is going through a process of totalitarianization and democratization at the same time. On the one hand there are organizational controls and ideological indoctrination of students and cooptation of the faculty by the Party-state. On the other hand, there are democratic breakthroughs on the part of both students and professors. Whatever happens in the ivory tower inevitably affects what happens outside of it. Whether the Party-state is going in the direction of totalitarianism or democracy depends on the result of the tug-of-war between the forces of totalitarianization and democratization in both state and society. My analysis is based on an examination of the available data in research from a perspective of the sociology of higher education. I hope that a better understanding of what happens at the university and the role of higher education in China's development will help all the stakeholders of higher education in making wiser policies and practical decisions. [ABSTRACT FROM AUTHOR]

Copyright of Diálogos Pedagógicos is the property of Universidad Catolica de Cordoba and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Diálogos Pedagógicos is the property of Universidad Catolica de Cordoba and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the past ten years radical educators have developed several theories around the notions of reproduction and resistance. In this article, Henry Giroux critically analyzes the major positions of these theories, finding them inadequate as a foundation for a critical science of schooling. He concludes by outlining the directions for a new theory of resistance and schooling which contains an understanding of how power, resistance, and human agency can become central elements in the struggle for social justice in schools and in society. [ABSTRACT FROM AUTHOR]

The article focuses on the concept of resistance in education research, exploring how resistance has been theorized by researchers in the context of student and teacher actions. Topics discussed include the nuanced understanding of resistance, its political nature, and the challenges in defining and recognizing resistance in educational settings.

By several metrics, the sociology of religion subfield and its specialists are marginalized within academic sociology. Though various reasons for that marginalization have been ventured, systematic evidence is limited. This study used a 2022 survey experiment to assess how academic sociologists perceive the sociology of religion and its specialists and the potential biases influencing their evaluations. Sociology faculty and trainees (N = 536) were randomly assigned to evaluate one of six sociology subfields and their respective specialists. Sociology of religion was rated as the least mainstream, but was rated middle-of-the-pack in scientific rigor, need within sociology departments, and interest to undergraduates. Though sociologists of religion were rated comparably to specialists in other subfields on characteristics indicating intellectual rigor, they were more often characterized as "religious" and "conservative," and participants who characterized religion specialists as such downgraded the subfield on nearly every metric. Additional analyses show lower ratings were not due to generalized negativity toward "me-search." And secular sociologists were more likely than religiously affiliated ones to downgrade the religion subfield when its specialists were perceived as "conservative." [ABSTRACT FROM AUTHOR]

Undergraduate research in sociology departments provides opportunities for student engagement and faculty development. Although undergraduate research in the natural and physical sciences and graduate mentoring have been extensively studied, there are few systematic studies of the process of extracurricular undergraduate research in sociology from the perspective of both faculty and students. We carried out semi-structured qualitative interviews with 23 faculty and undergraduate research assistants (RAs). Our results outline the dynamics of faculty-directed research collaborations in sociology departments. We first detail the tasks regularly performed by undergraduate RAs and then describe the development of RA-faculty partnerships, including hiring and training. Faculty-RA teams work together on faculty-directed research through mechanisms of accountability, regular meetings, and communication. Finally, we describe how relationships transform and partnerships end. We find that faculty generally have one of two outlooks on undergraduate research: they either seek RAs as facilitators of their research or they aim to develop and mentor junior colleagues. We discuss the implications of these outlooks for student learning, professionalization, and holistic development. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In a sociological review of education, the goal of this study is to look at how pre-schoolers use technology to learn. This study uses qualitative research and a method of analysis called "descriptive analysis." In this study, the events being talked about are how kids ages 5 and 6 at RA Al-A'raaf Rangkasbitung use gadgets to learn online. This study used the principal, teachers, parents of students, and eight boys in group B as sources of information. Based on the results of the data analysis, it can be said that kids are using their devices more and more while they are learning online. On average, kids use gadgets for three hours a day. People worry that more people will become addicted to their gadgets as they use them more and more. Attention deficit disorder and hyperactivity can get worse when someone is addicted to gadgets. This is something that needs to be thought about as much as possible. [ABSTRACT FROM AUTHOR]

Class has been central to European sociology and especially to sociology of education. Class origins (through one's parents) do indeed largely determine one's educational attainments and through them, with further support from one's class origins, determine one's class destination. And the cycle continues in one's own children. However, class does not affect all ethnic groups in the same manner, given that different groups bring different resources to any given situation, in this case, education, through their ethnic capital. Ethnic capital is the social capital that may be distinctive to a particular ethnic group and so can vary across groups. It can motivate, support and channel the behaviour of members of a group. This article focuses on the ethnic capital of one set of parents and the wider community. It is based on qualitative research undertaken with a small group of British Kashmiris who have been educationally successful. The investigation explored the contribution of their parents and the wider community to their education: how the parents and the wider family communicated their expectations on education and the support and encouragement they provided to the young people. The findings showed that in a socioeconomically disadvantaged context the ethnic capital of the parents and the community can be a driving factor in their children's education. [ABSTRACT FROM AUTHOR]

In this article, I share the experience acquired in the organization of body mapping workshops conducted in the Sociology Graduate Program of the Benemérita Universidad Autónoma de Puebla, which aimed to recognize and name the patriarchal violence affecting the life of this community. The text seeks to organize and share this experience, highlighting the potential that building research methodologies centered on the body has to trigger organizational processes within academic spaces capable of naming, analyzing and collectively assuming responsibility for the patriarchal violence that cuts through them. At the same time, some of the violence denounced and problematized in the workshops through images and collective stories is presented. [ABSTRACT FROM AUTHOR]

The article analyzes the economic relationships between men and women from a feminist perspective. The author argues that patriarchy and capitalism oppress women and that gender inequality is social, not biological. She also argues that women are both consumers and producers, and that their work in the home has genuine economic value. Additionally, she reflects on motherhood and care, proposing to share and professionalize care responsibilities. However, it is noted that her proposal does not consider the diversity of social profiles of women and sometimes has a racist tone. Despite this, the relevance of her work is highlighted in the present day. [Extracted from the article]

The article is derived from the research Narratives of students, parents, teachers and directors about the processes of educational inclusion-exclusion in extracurricular students at the Monseñor Francisco Cristóbal Toro Educational Institution in the city of Medellín, Colombia during the COVID-19 pandemic. In this sense, this text intends to problematize the discourse of inclusion in the educational context from the sociological theory of reproduction proposed by authors such as Bourdeau and Francoi Dubet and from some philosophical postulates of Kantian theory. It is argued as a thesis that the processes of inclusion and exclusion within the school are not unrelated to the processes of inequality that are woven in society, hence the difficulty of putting into practice the legal discourse of inclusion and the need to look at it as an ethical bet of the teacher. [ABSTRACT FROM AUTHOR]

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Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

First-generation students often feel alone on college campuses. These students can find themselves excluded from organizations, traditions, and spaces that require financial, social, and cultural capital they may not have. In my Sociology of Work course, I use a family work history project to center and validate their experiences. Using census records and other sources, students reconstruct their parents', grandparents', and great-grandparents' experience in the workplace. The histories of my first-generation students, in turn, provide the lens through which we collectively build a sociological analysis of the way that work shapes the trajectory of our lives. More specifically, these histories have taken us from farm and factory to the low-wage service sector, revealing both the troubles facing those without a college degree as well as their resilience. Overall, students describe this as a deeply meaningful project that confirms the pedagogical value of storytelling, particularly for first-generation students. [ABSTRACT FROM AUTHOR]

One challenge sociology departments face is conveying to undergraduates the relevance of a sociology degree for future careers. This challenge is more notable for first-generation and working-class students who research shows have more limited access to mentors. Here we present a department-level mentoring initiative designed to address systemic gaps first-generation students face in accessing mentorship, especially in relationship to career readiness. The mentoring module we examine here is the first of four delivered across our curriculum and focuses on introducing what sociologists do in "the real world," advancing the idea of career transferability, and providing information on university resources helpful to developing student personal and professional identities. We discuss the context, implementation, and analysis of student reflections and conclude with lessons learned and strategies departments can draw on to improve mentoring of first-generation sociology students. [ABSTRACT FROM AUTHOR]

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The aim of the present study was to validate the model of connecting schools and society in Iran. The research method used was a quantitative survey. The statistical population consisted of professors and experts in the fields of sociology of education, educational managers, and school principals with a minimum of 12 years of experience in Tehran in 2022. Among them, 40 professors and experts were selected using a purposive sampling method. The data collection tools included two researcher-made questionnaires, which were assessed for reliability and validity in the present study. To analyze the data, a t-test was used in the SPSS-22 software. The results indicated that the mentioned model has desirable credibility from the perspective of professors and experts in the fields of 1) conformity with global design principles, 2) acceptability, 3) credibility and compliance with documents, 4) usability, 5) comprehensiveness, 6) credibility, 7) attention to the pragmatism approach, and 8) attention to one of the challenges of education. Additionally, the results revealed that the mentioned model provides an accurate description and explanation of the status of the relationship between schools and society, and provides appropriate strategies for connecting schools and society. Therefore, given the deficiency of models in this area, it is suggested that educational planners pay attention to this model for connecting schools with society and designing goals and content in this regard. This model can be useful as a guide for designing educational goals, content, teaching and presentation methods, and ultimately evaluating program and learners' status. [ABSTRACT FROM AUTHOR]

This paper deconstructs ways in which the white 'race' of Eastern European pupils and the class determination of their parents in the country of arrival combine to either afford or deny them racialised privileges in British education. Critically reviewing published research on Eastern European pupils in British schools, this article concludes that past understandings of 'white middle-class privilege', developed mostly in research about white middle-class nationals, cannot be applied in the same way to white-middle class migrants. This paper shows that the class and race of white middle-class migrants become re-articulated in school contexts in ways that suggest that, despite being white and middle-class in their home countries, Eastern Europeans cannot be fully white and middle class in the migration setting. Based on these insights, we offer an analytical frame for theorising this observed conundrum, making a contribution to sociology of education, race and migration. [ABSTRACT FROM AUTHOR]

This study aims to describe a learning model of sociology education based on case studies of banking crimes for university students. Sociology learning is considered one of the most important studies for students at the Faculty of Social Sciences. That is why this study can examine the interactions and cases that occur from the perspective of the perpetrator and the victim. Thus, this study can be considered an interesting study to present learning as a form of case study in sociology lectures. Contextual learning is one of the correct learning models used as steps in learning. The study used a qualitative method employing a case study. Researchers used interviews, observations, and document analysis in the data collection process. The number of respondents of this study was 20, consisting of five lecturers and 15 students from the sociology department. The findings of the study revealed that contextual learning models can be an alternative in teaching sociology because this learning model can be used by presenting problems in daily life and problems related to banking crimes. In the end, the lecturers can conduct an evaluation, and the result is that the students can obtain and improve their abilities about banking crimes. Contextual learning can also foster student engagement where students actively give their opinions in class, and gain knowledge and curiosity when learning it. [ABSTRACT FROM AUTHOR]

Teamwork pedagogies are used for teaching and learning in sociology, addressing general education goals, and developing students' professional skills. Nevertheless, problems arise in group work that negatively affect learning, engagement, treatment of others, and team satisfaction. An intervention was added to an Introduction to Sociology course with an established teamwork pedagogy to improve these outcomes. We compared the results of student surveys before and after the intervention, finding improvement in students' satisfaction with teamwork and students' perceptions of their teammates. There were large, statistically significant improvements in interactional fairness. Students' perceptions of learning improved, although the gains were not statistically significant. We theorize that the intervention improved the psychological safety climate for students, resulting in attitudes and dispositions that benefited social interactions in their teams. Our study demonstrates that faculty can encourage productive behavior in student teams with carefully crafted interventions. [ABSTRACT FROM AUTHOR]

The deficiency of educational resources is typically held as one of the major impediments to the educational development of Tibetans in China. Even though the Chinese state has committed to supportive policies and providing resources to the region, the academic performance of Tibetan students remains low. The current study examines how students' family life affects their academic performance in schools. Based on the fieldwork in two Tibetan-serving boarding schools in Northwest China, we found that family absence and family education have a profound impact on Tibetan children's academic learning. Drawing on the sociology of education literature, we analyzed the tri-factors of family socioeconomic status (SES), family structure, and values. Our analysis revealed that even with an increased level of resource input, family factors contributed to Tibetan students' disappointing academic achievement. Our analysis suggested that well-intended educational policies cannot entirely substitute for the disadvantages caused by an absent family. [ABSTRACT FROM AUTHOR]

He was an "ugly" slave. Born around 620 BCE, Aesop has magnificently depicted timeless sociological issues in numerous universally known fables. Unknown in schools, for being probably too "popular" to be taken seriously, Aesop fables could represent a significant source of wisdom and even knowledge about sociology. Men, women, boys, daughters, sons, wives, maids, thieves, fathers, almost every member of a modern society has been immortalized in a strikingly simple complexity. The present paper will be an investigation through a conceptual content analysis of Aesop's embedded theories -texts and sub-textsfound in ten selected fables around the notions of security, parentlessness, ageism in the work place, power, status, and even surprisingly beyond that. The hidden facet of the Greek slave as a sociologist might be (re)discovered through a comparative study between sociology theories (academic content) and ancient Greek fables (popular culture). The connection between the two words/worlds -academic vs. the nonacademic fictional pop culture- is often known to be exclusive since apparently conflictual. The outcome of this study has shown a potentially pedagogisable content to be taught in sociology schools and elsewhere like psychology schools and probably more. Aesop Fables: a modern handbook of sociology? [ABSTRACT FROM AUTHOR]