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Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title Sociology of Education & Training
Module Code EDU1063 (ITS: ES226)
Faculty Human Development School DCU Institute of Education
NFQ level 8 Credit Rating 5
Description

Recognising that the increase in the levels of educational attainment is a trend common to all modern society, the role of education in society is explored in this module. It is also acknowledged that social class/race/ethnic origin continues to be a differentiating factor in individual educational achievement. A number of issues have also been raised in relation to gender in the sociology of education. These include gender differences in access to the curriculum and gender differences in attainment. A number of sociological theories (both micro and macro) have been put forward as explanations for class/race/ethnic/gender inequalities in the education system. In this course a number of these perspectives will be explored. In this module too, there is an acknowledgement of the transformative potential of the education system. This has been brought to light by the new sociology of education –mostly in evidence in the field of further, adult and continuing education – whereby inequality is being challenged and there is a real potential for transforming, as opposed to reproducing, inequality in all these areas. In this module these issues will be explored

Learning Outcomes

1. Engage in the debate regarding the role that education plays in society. Democratic equality/social efficiency/or social mobility?
2. 1D6467EB-B14F-0001-AC63-1B0090801856
3. Provide theoretical accounts of how inequality may be challenged and overcome, particularly in the field of further, adult and continuing education


WorkloadFull time hours per semester
TypeHoursDescription
Lecture24No Description
Independent Study51No Description
Assignment Completion50No Description
Total Workload: 125
Section Breakdown
CRN10533Part of TermSemester 1
Coursework0%Examination Weight0%
Grade Scale40PASSPass Both ElementsY
Resit CategoryRC1Best MarkN
Module Co-ordinatorJane O'KellyModule TeacherJohn Lalor, Majella Mcsharry
Assessment Breakdown
TypeDescription% of totalAssessment Date
Assignmentdetailed assessment brief discussed in-class and posted on Moodle within first two weeks of module100%As required
Reassessment Requirement Type
Resit arrangements are explained by the following categories;
RC1: A resit is available for both* components of the module.
RC2: No resit is available for a 100% coursework module.
RC3: No resit is available for the coursework component where there is a coursework and summative examination element.

* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

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Indicative Reading List

Books:
  • Lynch, K. and Lodge, A. (2002): 0, Equality and Power in Schools, London: Routledge Falmer,
  • Sadovnik, A: 2007, Sociology of Education, UK: Taylor and Francis,
  • Slattery, M. (2003): 0, Key Ideas in Sociology, UK: Nelson Thornes,
  • Lodge, A. and Lynch, K. (2004): 0, Diversity at School, Dublin: IPA / Equality Authority,
  • Bourdieu, P. and Passeron, J.C. (1990): 0, Reproduction in Education, Society and Culture, London: Sage,
  • Goffman, E. (1963): 0, Stigma, London: Penguin,
  • Young, I.M. (2000): 0, Inclusion and Democracy, New York: Oxford University Press,
  • Rabinow, P. (1984): 0, The Foucault Reader, Harmondsworth: Penguin,
  • Bernstein, B. (1971): 0, Class, Codes and Control, London: Routledge and K. Paul,
  • McCoy, S., Byrne, D., O’Connell, P.J., Kelly, E. and Doherty, C: 2010, Hidden Disadvantage? A Study of the Low Participation in Higher Education by the Non Manual Group, Dublin:, Higher Education Authority,
  • Ball, S.J.: 2004, The Routledge Falmer reader in sociology of education, Routledge Falmer,
  • Sadovnik, A.R: 2007, Sociology of Education: A critical reader, Routledge, New York,
  • Byrne, D. and Smyth, E: 2010, Way Back? The Dynamics of Early School Leaving. Dublin:, The Liffey Press in association with the Economic and Social Research Institut, Dublin,
  • Clancy, P.: 2007, Contemporary Ireland: A Sociological Map, University College Dublin Press, Dublin,


Articles:
  • Moore, R. (2004): 0, Cultural capital: objective probability and the cultural arbitrary in British Journal of Sociology of Education, Vol. 25, No. 4, 5912
  • 0: “Creating an Inclusive School: the influence of teacher attitudes” Irish Educational Studies, vol. 20, pp 125-138, 5913, 2
  • Imported or important theory? Sociological interrogations of disablement and special education in British Journal of Sociology of Education, vol. 18, no. 3: 5914, 2, Edwards, T
  • 5915: 2, Nash, R,, 2001, ‘Class, ‘Ability’ and Attainment: A problem for the sociology of education’ in British Journal of Sociology of Education, Vol. 22. no 2.,
  • 2: Mills, C, 2008, ‘Reproduction and transformation of inequalities in schooling: the transformative potential of the theoretical constructs of Bourdieu’ in British Journal of Sociology of Education, Vol 29, No 1, pp79-89,
  • Reed, L.R. (1999): 0, Troubling boys and disturbing discourses on masculinity and schooling in Gender and Education, Vol. 11, No. 1, 5918
  • 2010: ‘Gender and achievement: are girls the ‘success stories’ of restructured education systems?’ in Educational Review, Vol 62. No. 2, 5919, 2
  • ‘Successful Girls? Complicating post-feminist, neoliberal discourses of educational achievement and gender equality’ in Gender and Education, Vol. 19. No. 4: 5920, 2, Drudy, S
  • 5921: 2, Lucas, S.A. and L. Beresford., 2010, Naming and Classifying: Theory, Evidence and Equity in Education’, Review of Research in Education, 34: 1, 25-84.,
  • 2: Byrne, D., McGinnity, F., Smyth, E., Darmody, M, 2010, ) Immigration and school composition in Ireland, Irish Educational Studies,, 29:3, 271 — 288,
Other Resources

None

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