Course Unit Title | SOCIOLOGICAL DIMENSIONS OF EDUCATION |
Course Unit Code | ESPLE611 |
Course Unit Details | MEd Curriculum Development and Instruction (Department Electives) - MA Educational Sciences: Dynamic Learning Environments (Department Electives) - |
Number of ECTS credits allocated | 10 |
| Learning Outcomes of the course unit | By the end of the course, the students should be able to:- Identify and describe the historical contemporary reality, locally and globally, in which the educational institutions developed and in which they function
- Describe and discuss the interaction of educational institutions with the historical, social and cultural environment
- Analyze critically the main issues underpinning the contemporary educational scene and concerns – such as the issue of social inequality, multiculturalism, shifting paradigms of knowledge, and technological transformations
- Recognize education as an evolving social structure and learning as a process embedded in social reality, which reflect and at the same time shape societies and their historical development.
- Investigate and propose methods and practices for studying through research aspects of the educational process and the interaction wit h social – cultural environment, in order to help in the process of self reflection and further development of the educational process itself.
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Mode of Delivery | Face-to-face |
Prerequisites | NONE | Co-requisites | NONE |
Recommended optional program components | NONE |
Course Contents | The basic units of the Course are:
- Sociology of Education- topic, conceptions and problems. The topic of Sociology of Education. The emergence and development of this branch of Sociology – the social and historical context. Main problems and conceptions.
- Education as social institution in modern societies. Modern society and the “right to education” - economical and social factors. The historical context of the spreading of mass education. The interaction of School, State, Society and forms of Knowledge. The Cypriot Context.
- The debate on the role of the School in relation to economic development and Social inequality. Interpretations of social inequality in and after School – the debate between functionalism and conflict theory. Social origins, cultural capital and school progress. Cypriot reality: Attempts at dealing with Functional Illiteracy and failure at School.
- Post-industrial society, Globalization and Education. Education, cultural reproduction and/or innovation. The conflicting demands on the contemporary School. Contemporary educational institutions and other structures of socialization.
- �Society of Knowledge�, technology and contemporary social structure. Social and moral values. The phenomena, processes and content of Globalization. The role, function and contested position of Education in the contemporary socio-political and economic environment.
- Changing paradigms of Knowledge: Technological revolutions and cultural shifts. Paradigms shifts and social change. The current moment: forms of socialization and education in post industrial society. The shifting concept of Truth and the debates on post modern relativism.
- Education and Multiculturality. The historical forms of social co-existence. Multiculturality in contemporary society. The conflict over Homogeneity and difference in School. Interculturality in society and Education. The “other”-social, ethical and cultural dimensions. The new reality of multiculturalism in the age of the media and mass migration. The Cypriot experience.
- Doing research on the educational experience and its social context: developing research questions, analyzing the socio-cultural context, collecting data, analysis and contextualization.
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Recommended and/or required reading: |
Textbooks | - Φραγκουδάκη, Α.(1985). Κοινωνιολογία της Εκπαίδευσης. Αθήνα:Παπαζήση.
- Λυοτάρ, Ζ-Φ.(1993). Η Μεταμοντέρνα Κατάσταση. Αθήνα:Γνώση
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References | - Ανθογαλίδου, Θ.(1987). Ο ρόλος της εκπαίδευσης στην αναπαραγωγή και εξέλιξη μιας παραδοσιακής κοινωνίας. Αθήνα : Θεμέλιο.
- Bertrand Yves. (1994). Σύγχρονες Εκπαιδευτικές θεωρίες. Αθήνα: Ελληνικά Γράμματα.
- Γεώρμας, Κ.(2004). Παγκοσμιοποίηση και φτώχεια. Αθήνα:Μεταίχμιο.
- Giddens, A.(2002). Κοινωνιολογία. Αθήνα : Gutenberg.
- Κανακιδου Ε. – Παπαγιαννη Β. (1994). Διαπολιτισμικη Αγωγή. Αθήνα: Ελληνικά Γράμματα.
- Κοτζιάς, Ν.(2003). Παγκοσμιοποίηση - Η ιστορική θέση, το μέλλον και η πολιτική σημασία. Αθήνα :Καστανιώτη.
- Loizos Peter. (1986). Αλλαγές στη Δομή της Κοινωνίας. Στο Κυπριακά, 1878-1955.Λευκωσία: Κύπρος.
- Μηλιός, Γ.(1993). Εκπαίδευση και εξουσία. Αθήνα:Κριτική Επιστημονική Βιβλιοθήκη.
- Μπάουμαν, Σ.(2004). Παγκοσμιοποίηση.Οι συνέπειες για τον άνθρωπο. Αθήνα: Πολύτροπον.
- Παπαιωάννου,Α.(2003). Εκπαιδευτική Διοίκηση Διαχείριση: Το κοινωνικό Κεφάλαιο. Λευκωσία: Κύπρος.
- Υπουργείο Παιδείας.(1990). Σχολική αποτυχία. Λευκωσία: Γ.Τ.Π.
- Παπαδόπουλος, Μ.(2000). Πρόληψη και αντιμετώπιση της σχολικής βίας και του Λειτουργικού Αναλφαβητισμού
- Παπαδοπουλος, Μ. (2011). Θεραπεύοντας το Σχολείο. Αθήνα: Νήσος.
- Φραγκουδάκη, Α.(1987). Γλώσσα και Ιδεολογία. Αθήνα: Οδυσσέας.
- Πολυδώρου Α. (1995). Η Ανάπτυξη της Δημοτικής Εκπαίδευσης στην Κύπρο. Λευκωσία.
- Χάντιγκτον, Σ.(1999). Η σύγκρουση των πολιτισμών και ο ανασχηματισμός της παγκόσμιας τάξης. Αθήνα: Terzo Books.
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Planned learning activities and teaching methods | The theoretical part of the module (content of the taught concepts) is delivered by means of lectures, documentaries viewing and discussing as well as workshops engaging students in collaborative learning. The research dimension of the module involves group and individual discussions and guidance. |
Assessment methods and criteria | Assignment | 50% | Final Exam | 50% |
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Language of instruction | Greek |
Work placement(s) | NO |