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Students

(Ministerio de Educación, Datos y Cifras curso escolar 2014-2015)2

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Childhood theorist

Jean-Jacques Rousseau l’Emilio (1762)

Karl Marx

Adolescencetheorist

G. Stanley Hall Adolescence (1904)

Margaret Mead Coming of Age in Samoa

Childhood

The emergence of childhood [Feito, R. 2003. Alumnado. At Fernández Palomares, F. (coord.) Sociología de la educación. Pearson, Madrid 333-356]

Bakan points: children labor legislation,

compulsory school and legal age

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Émile Durkheim saw education as hypnosis. Ideological relations of domination to legitimize a culture or way of life”

Max Weber saw the school as the church that dispenses salvation goods (i.e. educational credentials that allow us to avoid social exclusion)

Samuel Bowles and Herbert Gintis saw education as alienation in correspondence to wage workers:- absence of control (CV / tasks)- education as a means and not an end- disunity and division of labor among workers (compartmentalized and specialized knowledge, and competitiveness among students)- relationship between educational levels vs. levels of the

occupational structure (more education equals more autonomy)

Inside the classroom

Power in the classroom [Feito, R. 2003. Alumnado. At Fernández Palomares, F. (coord.) Sociología de la educación. Pearson, Madrid 333-356]

Donaldo Macedo View schools as centers of indoctrination and domestication:- Imposed obedience- Block all possible independent thought- They play an institutional role within a system of control and coercion

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Power in the classroom [Feito, R. 2003. Alumnado. At Fernández Palomares, F. (coord.) Sociología de la educación. Pearson, Madrid 333-356]

Philip W. Jackson made an early ethnographic work in education because he distrust experiments:- First empirical formulation of hidden curriculum- School total institution (control almost all aspects)- Unequal distribution of power (teacher is the evaluator)- It is more blamed who behaves badly that who doesn’t learn

Inside the classroomethnographic works