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Module Specifications

Archived Version 2009 - 2010

Module Title Sociology of Education and Training
Module Code ES219
School School of Education Studies

Online Module Resources

Module Co-ordinatorDr Majella McSharryOffice NumberCA120
Level 5 Credit Rating 5
Pre-requisite None
Co-requisite None
Module Aims
To develop students' understanding of the social issues that impact on access, disadvantage and equality and to apply sociological theory to explain these issues within educational settings

Learning Outcomes
On successful completion of this module the learner will be able to…
  1. Discuss coherently theoretical aspects of the sociology of education
  2. Explain some of the social issues that emerge within educational settings (e.g social class, gender, interculturalism etc)
  3. Critically apply sociological theory to the issues that emerge in students' own work based practice settings


Indicative Time Allowances
Hours
Lectures
Tutorials
Laboratories
Seminars
Independent Learning Time 75
Total 75
Placements
Assignments
NOTE
Assume that a 5 credit module load represents approximately 75 hours' work, which includes all teaching, in-course assignments, laboratory work or other specialised training and an estimated private learning time associated with the module.

Indicative Syllabus
  • Introduction to the sociology of education
  • Education, social class and theory
  • Education, ability grouping and theory
  • Critical writing workshop
  • Education, gender and theory
  • Education, peer cultures, extra-curricular activities and theory
  • Education, discrimination and theory
  • Education, multiculturalism, interculturalism and theory
  • Education, disability and theory
  • Education, power and authority and theory
Assessment
Continuous Assessment100% Examination Weight0%
Indicative Reading List
Recommended Book Resources
  • Bourdieu, P. and Passeron, J.C. (1990), Reproduction in Education, Society and Culture, London: Sage
  • Lynch, K. and Lodge, A. (2002), Equality and Power in Schools, London: Routledge Falmer
  • Slattery, M. (2003), Key Ideas in Sociology, UK: Nelson Thornes
  • Lyons, M. et al., (2003), Inside Classrooms: the teaching and learning of mathematics in social context, Dublin: IPA
  • Lodge, A. and Lynch, K. (2004), Diversity at School, Dublin: IPA / Equality Authority
  • Goffman, E. (1963), Stigma, London: Penguin
  • McSharry, M. (2009), Schooled Bodies? Negotiating Adolescent Validation through Press, Peers and Parents, UK: Trentham
  • Young, I.M. (2000), Inclusion and Democracy, New York: Oxford University Press
  • Rabinow, P. (1984), The Foucault Reader, Harmondsworth: Penguin
  • Bernstein, B. (1971), Class, Codes and Control, London: Routledge and K. Paul
  • Beck, P. and Earl, M. (2003), Key Issues in the Secondary Education, London: Continuum
Recommended Article/Paper Resources
  • Moore, R. (2004) ‘Cultural capital: objective probability and the cultural arbitrary’ in British Journal of Sociology of Education, Vol. 25, No. 4
  • Reed, L.R. (1999) ‘Troubling boys and disturbing discourses on masculinity and schooling’ in Gender and Education, Vol. 11, No. 1
  • Butler, S. and Shevlin, M. “Creating an Inclusive School: the influence of teacher attitudes” Irish Educational Studies, vol. 20, pp 125-138
  • Slee, R. (1997) ‘Imported or important theory? Sociological interrogations of disablement and special education’ in British Journal of Sociology of Education, vol. 18, no. 3
Programme or List of Programmes
ETBSc in Education & Training
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