Your search for: sociology AND schooling

Rothstein maintains that schools in all societies inculcate students with ideological understandings of themselves and their economic systems. Using a Freudo-Marxian approach, he explores the impact of capitalism on schooling in America and Europe and traces the formation of the individual's public ...

Rothstein maintains that schools in all societies inculcate students with ideological understandings of themselves and their economic systems. Using a Freudo-Marxian approach, he explores the impact of capitalism on schooling in America and Europe and traces the formation of the individual's public and private identities. The book employs sociological, economic, and psychoanalytic perspectives to study the propagation of capitalist culture through education, and examines the way in which educational institutions reproduce the social relations of school and society. Rothstein concludes that education must be liberated from their arbitrary practices and links with the labor market.

What is a child? How is the concept of childhood defined? This book aims to explore these perennial and complex questions by looking at the way in which society constructs and understands childhood. The authors focus in particular on the school, a key location within which social and cultural ...

What is a child? How is the concept of childhood defined? This book aims to explore these perennial and complex questions by looking at the way in which society constructs and understands childhood. The authors focus in particular on the school, a key location within which social and cultural notions of childhood are defined and performed. The book is divided into three major parts: Part 1 frames the accepted notions of childhood and schooling, and introduces ethnomethodological analysis as a tool to rethink current versions of the child. Part 2 focuses on how school students become members of a category within the institution of the classroom. The authors explore this idea through transcripts of talk between teachers and students, and amongst students themselves in two classroom studies. Part 3 looks at the materials of education, concentrating specifically on children's texts. The authors examine how such texts portray a notion of the child within the story, and also assume a notion of the child as reader of the story. This important book shows how much is at stake for children in accepting adults' deep-seated notions of childhood. It will be of great interest to educational researchers and policy makers, sociologists of childhood, teachers and student teachers.