Interpretation of Educational Inequalities
Code
722081066
Academic unit
Faculdade de Ciências Sociais e Humanas
Department
Sociologia
Credits
10
Weekly hours
3 letivas + 1 tutorial
Teaching language
Portuguese
Objectives
1. Knowledge and understanding of the main sociological theories and current debates over eductional inequality and how it relates with broader social inequality.
2. Knowledge of, and ability to analyse the main comparative indicators that describe and monitor the evolution of educational inequality.
3. Knowledge and understanding of the explanations offered about the shortcomings of educational democratisation in achieving expected results concerning equal social opportunities;
4. Ability to apply theoretical and analytical acquired knowledge to formulate research problems on relevant topics within the scope of the curricular unit;
5. Ability to communicate theoretical and empirical knowledge related to the scope of the curricual unit in a rigourous and significant way.
Prerequisites
None.
Subject matter
1. Inequality in educational opportunities
1.1. From culturalist theories to the decision theory concerning schooling. Complementarities between the perspectives.
1.2. The ongoing debates on the nature of educational inequality.
1.3. The main international indicators on the evolution of educational inequality.
2. Education and the inequality of social opportunities
2.1. Research results on intergenerational social mobility.
2.2. Meritocratic ideals, structural mobility, relative mobility: the role of education.
3. Presentation and discussion of the students´ essays.
Bibliography
Bernstein, B. (1971-1973). Class, code and control (vol. 1, 2). London: Routledge & Kegan Paul.
Boudon, R. (1973). L inégalité des chances: La mobilité sociale dans les sociétés industrielles. Paris, Armand Colin: 1973.
Bourdieu, P. & Passeron, J.-C. (1970). La reproduction: Eléments pour une théorie du système d´enseignement. Paris: Minuit.
Breen, R. (org.) (2005). Social mobility in Europe. Oxford: Oxford University Press.
Dalton, C., Albright, K. (org.) (2004). After the bell: Family background and educational success. Londres: Taylor and Francis.
Eurostat (2013). Education and training. http://epp.eurostat.ec.europa.eu/portal/page/portal/education/data
OCDE (série plurianual). Education at a glance. Paris: OCDE. http://www.oecd-ilibrary.org/education/education-at-a-glance_19991487
Olssen, M. (org.) (2004). Culture and learning: Access and opportunity in the classroom. Wesport: The nGreenwood Press.
Teaching method
About one third of class time is taken by lectures by the professor on the theories, empirical results and indicators programmed in the syllabus. The remainig time is devoted to seminar discussion on problems put forth by the professor, of literature reviewd and crtically assessed by individual students, and to the presentation and discussion of the students´ essays or research projects.
Evaluation method
Continuous evaluation of the sudent´s participation in seminar discussions (40%);
One individually written problematisation essay or research project on a relevant topic within the scope of the curricular unit, based on the student´s autonomous research and supported by tutorial guidance (50%);
Seminar presentation and discussion of the student´s essay or research plan (10%).