Sociology:Education

- Understand education within the social system as a whole.
- Understand education as a social custom, determined by variables of age, social class, gender, belonging to an ethnic or cultural group.
- Know and critically analyze ICTs and their influence on society
- Know the influence of the social, familiar and its surrounding environment on education
- Promote transversal analysis from a feminist interpretative framework.

The contents of the programme are organised into four blocks, which are detailed below:

BLOCK I. SOCIAL CONTEXT OF EDUCATION: SOCIOLOGY OF EDUCATION

I.1. Sociological interest in education: the sociological imagination
I.2. Post-modern society: globalization, the role of the media and ICT and the colonisation of knowledge I.3.
I.3. The role of education in today's society: social context and the education system, socialization and social construction
I.4. Relevance of the sociology of education for future teachers

BLOCK II. CLASSIC PARADIGMS IN THE SOCIOLOGY OF EDUCATION: THE ERASURE OF THE FOUNDING FATHERS

II.1. Contributions of the classics: contextualisation

II.1.1 Work and education in Marx
II.1.2. School and reproduction in Durkheim
II.1.3 Education and Culture in Weber

II.2. The forgotten history of the founding women of sociology

BLOCK III. THEORETICAL CURRENTS IN THE SOCIOLOGY OF EDUCATION: RESEARCH METHODS AND TECHNIQUES

III.1. Sociological theories of education

III.1.1. Functionalist theory
III.1.2. Theory of human capital
III.1.3. Theories of reproduction
III.1.4. Interactionist Theory
III.1.5. Resistance theories: current problems, inequalities and resistance

III.2. Action-research-participation in education: methods and techniques

III.2.1. The survey and the use of data
III.2.2. The Interview
III.2.3. History and Life Stories
III.2.4. The focus group
III.2.5. Photovoice
III.2.6. Jane's walk
III.2.7. Content analysis
III.2.8. Social and pedagogical mapping
III.2.9. Narrated body mapping


BLOCK IV. SOCIOLOGY OF EDUCATION, FEMINISMS AND INTERSECTIONALITY: ANALYSIS OF THE MOST RELEVANT CHARACTERISTICS AND ISSUES IN TODAY'S SOCIETY

IV.1. Feminist and intersectional interpretative framework for the analysis of the social and educational context

IV.1.1. Analysis of inequalities in education: social, class, gender, ethnic, cultural and other differences.
IV.1.2. Critical Interculturality and Education
IV.1.3. Precariousness and feminisation of survival: globalisation of social reproduction and development of global care chains.
IV.1.4. Patriarchal Societies: Male Dominance and Violence against Women.
IV.1.5. Discrimination against LGTB+ people: LGTBphobia.

IV.2. Social change and education

IV.2.1. Towards co-education: unveiling the hidden curriculum.
IV.2.2. Deconstructing Inequalities from a Feminist Perspective. New Masculinities.
IV.2.3. Affective-sexual education: a pending subject.
IV.2.4. Citizen participation, social movements and social justice.
IV.2.5. Education as a practice of freedom.
IV.2.6. Challenges and inclusive practices in education: the interest of the sociology of education and feminism.

Basic bibliography

- Bourdieu, P. y Passeron, J.C. (1977). La reproducción. Elementos para una teoría del sistema de enseñanza. Ed. Laia.
- Durkheim, E. (1975). Educación y Sociología. Ed. Península.
- Hooks, B. (2021). Enseñar a transgredir. Ed. Capitán Swing
- Lengermann, P.M. y Niebrugge, G. (Eds.) (2019). Fundadoras de la Sociología y la teoría social 1830-1930. Centro de Investigaciones Sociológicas


Complementary Bibliography


Berger, P. y Luckmann, T. (2012). La construcción social de la realidad. Amorrortu (Obra original publicada en 1966).
Byung-Chul, H. (2015). La sociedad de la transparencia (R. Gabás, Trad.). Trivillus.
Cobo, R. y Fernández, B. (Eds.) (2022). Sociología Feminista. Comares.
Díaz, C. y Dema, S. (eds.) (2013). Sociología y Género. Tecnos.
Fernández-Enguita, M. (ed.) (1999). Sociología de la Educación. Ariel.
Fernández-Enguita, M. (coord.) (2020). La organización escolar: repensando la caja Negra para poder salir de ella. Anele.
Fernández Palomares, F. (2003). Sociología de la Educación. Pearson.
Freire, P. (2002). Pedagogía del Oprimido (16ª ed.). Siglo XXI.
García Marín, J. (2018). Novas Masculinidades: o feminismo a (de)construir o homen. Através.
García Marín, J. (2019). Papá porqué non pintas as unhas de cores?. Galaxia.
Giddens, A. y Sutton, P. W. (2015). Conceptos Esenciales de la Sociología. Alianza.
Goffman, E. (2012). Estigma (2ª ed.). Amorrortu (Obra original publicada en 1963).
Guerrero, A. (2009). Manual de Sociología de la Educación. Síntesis.
Hooks, B. (2022). Respondona. Ed. Paidós
Hooks, B. (2022). Enseñar pensamiento crítico. Ed. Rayo Verde
Macionis, J.J. e Plummer, K. (2011). Sociología (4ª ed.). Pearson.
Robinson, K. (2021). Escuelas creativas: la revolución que está transformando la educación. Penguin Random House.
Subirats, M. (2017). Coeducación: apuesta por la libertad. Octaedro.
Taberner, J. (2008). Sociología de la Educación: el sistema educativo en sociedades modernas: funciones, cambios y conflictos. Tecnos.
Trinidad, A., Fernández, F., Bejarano, J.F., y Santiago, M.J. (Coords.) (2021). La educación desde la sociología: comunidad, familia y escuela. Tecnos.

Basics

B3- That students have the ability to gather and interpret relevant data (normally within their area of study) in order to make judgements that include a reflection on relevant social, scientific or ethical issues.

B4 -Students are able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.



General


G7- Collaborate with the different sectors of the educational community and the social environment. Assume the educational dimension of the teaching function and promote democratic education for active citizenship.

G12- Understand the function, possibilities and limits of education in today's society and the fundamental competences that affect early childhood/primary education schools and their professionals. Knowing models of quality improvement with application to educational centres.

Specific

E22- Relate education with the environment, and cooperate with families and the community.

E23- Analyse and critically incorporate the most relevant issues of current society that affect family and school education: social and educational impact of audiovisual languages and screens; changes in gender and intergenerational relations; multiculturalism and interculturalism; discrimination and social inclusion and sustainable development.

E24- Knowing the historical evolution of the family, the different types of families, lifestyles and education in the family context.



Transversals

T3- Instrumental knowledge of information and communication technologie

Methodology is related to the teaching/learning processes and should therefore be planned in such a way as to lead to the achievement of the established competences. In this subject, participatory methodologies will be used, based on the postulates of Hooks, Freire, Colectivo de Mujeres de Matagalpa, among others.

The diverse realities in which teachers intervene are complex, dynamic and changing, so it is necessary to use methodologies that are coherent with life itself, because, as Assmann (2002) maintains, this is the only way to achieve true and lasting learning. To this end, the starting point will be daily life, experiences, context, difficulties, knowledge, perceptions and emotions of the participants, who are the protagonists of the participatory process. This implies generating spaces of security, protection, trust, recognition, respect for individuality, diversity and feelings, and encouraging collective work, in teams, promoting dialogue, communication, encounter, participation and creativity.

Types of activities: face-to-face activities and autonomous work
Face-to-face activities are divided into:

Large group activities: expository classes aimed at acquiring basic knowledge, in which participatory dynamics will be carried out to link the theoretical contents through these.
Medium group activities: interactive classes where different dynamics will be carried out to link theory with practice, in which teamwork, cooperation, commitment and the exchange of experiences play an important role. The face-to-face activities in this modality require personal, autonomous work on the part of the students, both individually and with the work team of which they form part.
Small group or individual activities: aimed at guiding students in a more personalised way; at monitoring the process of autonomous work, both individual and team work; as well as at resolving doubts about learning related to the subject as well as about work procedures, techniques linked to basic and transversal competences, among others.
Autonomous work activities are aimed at students searching for resources, reading them, carrying out work, studying content, which will involve the preparation of reports, presentations, exhibitions, among others.


In any case, special emphasis will be placed on the students, using different procedures, to achieve autonomous elaboration and synthesis of the information that will allow them to build a solid and well-argued knowledge.

FIELD PRACTICES are also contemplated, with some didactic visits that allow students to reflect on the contents of the subject.

The virtual campus will be used to leave basic learning material of the different blocks of the subject, as well as audiovisual resources.

Since the main goal of the subject is the development of reflexive and critical ability of the students related to the subject and the values in teaching it, as a personal and professional maturity process, the assessment criteria will be mainly focused on the achievement of this goal.


Assessment criteria:
Classroom participation: 20%
Specific tests: 40%
Written reports and other works: 40%

Evaluation of students who, due to various circumstances, are exempted from attending class (Instruction no. 1/2017, of 27 April 2017, of the General Secretariat of the USC on the dispensation of class attendance): Students who are exempted from teaching or attendance must inform the teacher of their situation. In this case, the evaluation of the subject will be carried out taking into account the weighted level of achievement:

-50% of the grade will come from the results of a test (exam) on the contents covered; it is necessary to pass this test (obtain 3 points out of 5 points) to pass the subject and for the scores obtained in the reports and other required productions to be considered.

50% of the grade will come from the delivery of written reports and other productions required of the students. Conceptual precision, adjustment to the given guidelines, originality and critical reflection will be valued.


Faculty assessment criteria:
In order to get a positive assessment on the subject it will be necessary to have carried out on the due dates all the assessment activities specified as well as having passed all of them.
Students’ individual or group works must be original. Handing in a copied work will mean failing the subject and the student has to re-sit in the following session.
For assessment purposes, the same work can not be used for several subjects, except for those activities scheduled in a coordinated way.

The following chart shows the distribution of the 6 ECTS of this subject in accordance with the Rectorate instructions:

Expository hours: 24.
Interactive hours: 24.
Tutorial hours: 3.
Total attendance hours: 51.


It is estimated that students in order to pass the subject should dedicate to autonomous work about 99 hours, of which, approximately 35 should be dedicated to study tasks, 18 to material preparation, searching for information and documentary analysis; around 45 hours should be dedicated to readings and elaboration of works, drafts and conceptual maps, searching for complementary information or preparation of oral presentations and about 19 hours to working on recommended readings, autonomous learning, and solving doubts and problems in content knowledge.

Total hours dedicated to the subject: 150

- To develop a critical-reflexive attitude towards the subject, and to build on the foundations for a body of knowledge in the social-educational field.
- To use tutorials to clarify doubts.

Interesting Links
ASE. Asociación de Sociología de la Educación http://www.ase.es/
XIII Conferencia de Sociología de la Educación http://eco.unex.es/sociologia/ase2008/
CIS Centro de Investigaciones Sociológicas: http://www.cis.es/



Assistance to class
The Council of Government of 25 March 2010 approved the Rule of assistance to class in the educations adapted to the EEES
(http://www.usc.es/export/sites/default/gl/normativa/descargas/normaasis…).
In the same expose the profits of the assistance to the class, between them facilitates a better understanding of the subject, the acquisition of competitions in groups and individual, the continuous learning, the direct interaction with other students or the possibility of a methodology professor-student more participatory. It fits to remember that the USC is a face-to-face university, by what the assistance to a minimum of 80% of the sessions of class is compulsory. In the cases contemplated in the rule of the Faculty, the students will be able to request official exemption of teaching.

Environmental responsibility
In relation to the personal works or of group that realise for the subject take into account the following indications:
-Avoid cover of plastic or other unnecessary external wrappings.
-Whenever it was possible to employ staples in place of plastic.
-Print the two faces in quality save of ink.
-Not employing leaf of paper in white between chapters or parts.
-Avoid annexes that not have direct reference with the subjects developed.

Gender perspective: In accordance with gender equality criteria in the university environment, it is recommended to use non-sexist language both in daily classroom work and in academic work.

-Work done by students should preferably be delivered through the virtual classroom.