MSc in Curriculum Development and Instruction

Course Information Package

Course Unit TitleSOCIOLOGICAL DIMENSIONS OF EDUCATION
Course Unit CodeESPLE611
Course Unit DetailsMEd Curriculum Development and Instruction (Department Electives) - MA Educational Sciences: Dynamic Learning Environments (Department Electives) -
Number of ECTS credits allocated10
Learning Outcomes of the course unitBy the end of the course, the students should be able to:
  1. Identify and describe the historical contemporary reality, locally and globally, in which the educational institutions developed and in which they function
  2. Describe and discuss the interaction of educational institutions with the historical, social and cultural environment
  3. 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
  4. 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.
  5. 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.
Mode of DeliveryFace-to-face
PrerequisitesNONECo-requisitesNONE
Recommended optional program componentsNONE
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.
Recommended and/or required reading:
Textbooks
  • Φραγκουδάκη, Α.(1985). Κοινωνιολογία της Εκπαίδευσης. Αθήνα:Παπαζήση.
  • Λυοτάρ, Ζ-Φ.(1993). Η Μεταμοντέρνα Κατάσταση. Αθήνα:Γνώση
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.
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
Assignment50%
Final Exam50%
Language of instructionGreek
Work placement(s)NO