Education History and Policy - 1st semester
Code
722031067
Academic unit
Faculdade de Ciências Sociais e Humanas
Department
Sociologia
Credits
10
Teacher in charge
David Justino
Weekly hours
3 letivas + 1 tutorial
Teaching language
Portuguese
Objectives
This main purpose of these classes is to explore the relationships between education and models of contemporary development, from the clash between the educational policies and the theoretical frameworks of interpretation of modernity. It is intended that students can:
a) Acquire skills in the interpretation and analysis of scientific literature in structural areas of Science Education and specifically in the field of educational policies;
b) Critically analyze the social, historical and policy context in which emerged the ways of understanding and evaluating the educational practice;
c) provide a focused approach to education policies, mainly on its analysis and its deconstruction in order to enable the understanding of the \\"political cycle\\" and their interactions, from the level of the preparation to implementation;
d) Pave the way for rethinking the future of education, with a specific focus on the European context in general, and in the Portuguese case, in particular.
Prerequisites
None
Subject matter
1. History and sociology of national education systems
1.1. State and education
1.2. Education: between public and private good.
1.3. Education systems and the construction of the nation state.
1.4. The ideologies of education: modernity, romanticism and nationalism.
2. Educating for?
2.1. Education, freedom and social discipline.
2.2. Education and the construction of citizenship: from religious to civic moral.
2.3. Origins and development of vocational education.
2.4. Progress, human capital and social development.
3. Massification and equity in national education systems
3.1. From universal access to mass education.
3.2. Centralization and decentralization of national systems.
3.3. Curriculum, teaching methods and school organization.
3.4. Inequalities, expectations and opportunities in the mechanisms of social reproduction.
4. Nationalization and denationalization of education and educational policy
Bibliography
Altbach, P. G, R. Arnove, & G. P. Kelly. Emergent Issues in Education. State UNYP, 1992.
Archer, Margaret. Social Origins of Educational Systems. SAGE, 1979.
Brockliss, Laurence. Mass Education and the Limits of State Building. Macmillan, 2012.
Educating All Children. The MIT Press, 2007.
Green, Andy. Education and State Formation. MacMillan, 1992.
Hallinan, M. T. Handbook of the Sociology of Education. Springer, 2006.
Halsey, A.H. Education: Culture, Economy and Society. Oxford UP, 1997.
Krücken, G., & Drori, G. S. (Eds.). (2009). World Society: The Writings of John W. Meyer. Oxford UP.
Richardson, J. G. Handbook of Theory and Research for the Sociology of Education. Greenwood P., 1986.
Soysal, Y. N., & Strang, D. (1989). Construction of the first mass education systems in nineteenth-century Europe. Sociology of Education, 277-288.
Tröhler, D., Popkewitz, T., & Labaree, D. (2011). Schooling and the Making of Citizens in the Long Nineteenth Century. Comparative Visions. Routledge.
Teaching method
Theoretical exposition by the teacher, alternating with exposure to texts by the students. Discussion of issues raised both by the teacher displays or exhibitions by the students.
Evaluation method
The assessment includes the recension and presentation of a book chapter or article in writing and orally before the class, a work to be done in groups (20% of final grade), and an essay of about 5 pages on a topic suggested by the teacher, to be held individually (70% final grade). Students´ oral participation in the discussions in the classroom (10%).