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Module Specifications

Archived Version 2010 - 2011

Module Title Sociology of Education
Module Code ES226
School School of Education Studies

Online Module Resources

Module Co-ordinatorDr Majella McSharryOffice NumberCA120
NFQ level 8 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

The purpose of this module is to introduce participants to basic sociological theories. In this module students will develop knowledge of the social issues that impact on access, disadvantage and equality and to apply sociological theory to explain these issues within educational settings. The approach taken allows students to research, discuss and evaluate the social context in which they work and to understand these contexts as they are shaped by wider social changes and movements. Additionally, this module provides a platform of knowledge that allows participants to tackle work that requires more in depth social analysis. Students are expected to attend lectures, contribute to discussions and activities and complete assessments

Learning Outcomes

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

Workload Full-time hours per semester
Type Hours Description
Independent Study50Reading
Assignment Completion50Preparation of assignment
Total Workload: 125

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

Introduction to the sociology of education

Education, social class and theory

Education, ability grouping and theory

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 Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Reassessment Requirement
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
Indicative Reading List

  • Bourdieu, P. and Passeron, J.C. (1990), Reproduction in Education, Society and Culture, London: Sage: 0, -,
  • Lynch, K. and Lodge, A. (2002), Equality and Power in Schools, London: Routledge Falmer: 0, -,
  • Slattery, M. (2003), Key Ideas in Sociology, UK: Nelson Thornes: 0, -,
  • Lyons, M. et al., (2003), Inside Classrooms: the teaching and learning of mathematics in social context, Dublin: IPA: 0, -,
  • Lodge, A. and Lynch, K. (2004), Diversity at School, Dublin: IPA / Equality Authority: 0, -,
  • Goffman, E. (1963), Stigma, London: Penguin: 0, -,
  • McSharry, M. (2009), Schooled Bodies? Negotiating Adolescent Validation through Press, Peers and Parents, UK: Trentham: 0, -,
  • Young, I.M. (2000), Inclusion and Democracy, New York: Oxford University Press: 0, -,
  • Rabinow, P. (1984), The Foucault Reader, Harmondsworth: Penguin: 0, -,
  • Bernstein, B. (1971), Class, Codes and Control, London: Routledge and K. Paul: 0, -,
  • Beck, P. and Earl, M. (2003), Key Issues in the Secondary Education, London: Continuum: 0, -,
Other Resources

Programme or List of Programmes
BETBSc in Education & Training