Sociology of Education (socialisation-interculturalism)
| Title | ΚΟΙΝΩΝΙΟΛΟΓΙΑ ΤΗΣ ΕΚΠΑΙΔΕΥΣΗΣ (κοινωνικοποίηση-διαπολιτισμικότητα) / Sociology of Education (socialisation-interculturalism) |
| Code | ΚΕ800 |
| Faculty | Philosophy |
| School | Philosophy and Education |
| Cycle / Level | 1st / Undergraduate, 2nd / Postgraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Antigoni Sarakinioti |
| Common | Yes |
| Status | Active |
| Course ID | 280008962 |
Programme of Study: UPS School of Philosophy and Education (2011-today)
Registered students: 4
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| Core | Compulsory Course | Winter/Spring | - | 5 |
| Academic Year | 2020 – 2021 |
| Class Period | Winter |
| Faculty Instructors |
|
| Weekly Hours | 3 |
| Class ID | 600181403
|
Course Type 2016-2020
- Background
- Scientific Area
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600181403
- OpenCourses (eClass): https://eclass.auth.gr/courses/OCRS294/
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
- Greek (Instruction, Examination)
Prerequisites
General Prerequisites
There are no prerequisites for the specific course given its introductory character.
Learning Outcomes
The aim of the course is to introduce students to the basic concepts of Sociology of Education and Intercultural Education, so that they will be in the position to realize the social dimension of a range of educational issues.
Learning Outcomes:
1. Know the different -complementary or competing- theories and approaches, which have been developed in the scientific field of Sociology of Education
2. Conceptualize and understand the links between education and inequalities
3. Understand and be able to analyze the social dimensions which have moulded the educational systems
4. Analyze contemporary issues in educational policy and practice
5. Consider alternatives to the present education system and their organizational implications
6. Consider the implications of immigration and repatriation for education
7. Know the aims, axioms and practices of intercultural education and be able to juxtapose intercultural and monocultural educational policies and practices
8. Critically consider the effectiveness of Greek education with regard to the repatriate and immigrant students
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Adapt to new situations
- Work autonomously
- Work in teams
- Appreciate diversity and multiculturality
- Demonstrate social, professional and ethical commitment and sensitivity to gender issues
- Be critical and self-critical
- Advance free, creative and causative thinking
Keywords
school as an institution, socialization, social and educational inequality, language codes, social mobility, intercultural education
Educational Material Types
- Slide presentations
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Communication with Students
Description
Ppt presentations, use of e-class (Open Courses) and course blog, e-mail communication with students
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 125 | 5 | ✓ | ✓ | |
| Reading Assigment | ✓ | ✓ | ✓ | ||
| Written assigments | ✓ | ||||
| Exams | ✓ | ||||
| Other / Others | ✓ | ||||
| Total | 125 | 5 |
Student Assessment
Description
Students are evaluated on the basis of their written performance in the final examination of the course. The assessment criteria are discussed in the course of the semester, so that students can orientate their study respectively.
The examination questions are set according to the learning outcomes. Students are expected to demostrate understanding of the course content as well as abilities such as analysis, synthesis, comparison and implementation.
Incoming ERASMUS students that are not competent in Greek may take on a scientific written assignment in English or in German on a topic related to the course after of course having arranged this in the beginning of the semester. Students who know or are currently learning Greek are welcome to actively participate in class.
Student Assessment methods
- Written Exam with Multiple Choice Questions (Summative)
- Written Exam with Extended Answer Questions (Summative)
Bibliography
Course Bibliography (Eudoxus)
Θάνος, Θ., Καμαριανός, Γ., Κυρίδης, Αρ. & Φωτόπουλος, Ν. (2017). Κοινωνιολογία της Εκπαίδευσης: Εισαγωγή σε βασικές έννοιες και θεματικές, Αθήνα: Gutenber
Gewirtz, S. & Cribb, C. (2010). Κατανοώντας την Εκπαίδευση, Μια κοινωνιολογική θεώρηση. Αθήνα: Μεταίχμιο.
Additional bibliography for study
Blackledge, D. & Hunt, B. (2004). Κοινωνιολογία της Εκπαίδευσης. Αθήνα: Μεταίχμιο.
Λάμνιας, Κ. (2001). Κοινωνιολογική Θεωρία και Εκπαίδευση. Διακριτές προσεγγίσεις. Αθήνα: Μεταίχμιο.
Qieiroz J. M. (2000). Το Σχολείο και οι Κοινωνιολογίες του. Αθήνα: Gutenberg.
Βιτσιλάκη, Χ. & Γουβιάς, Δ. (2018). Ανιχνεύοντας την κρίση. Επιλεγμένα κείμενα από τις εισηγήσεις του 2ου πανελλήνιου συνεδρίου Κοινωνιολογία της Εκπαίδευσης. Αθήνα: Gutenberg.
Θάνος, Θ. (επιμ.) (2015). Κοινωνιολογία της Εκπαίδευσης στην Ελλάδα. Αθήνα: Gutenberg.
Φραγκουδάκη, Α. (1985). Κοινωνιολογία της Εκπαίδευσης. Θεωρίες για την κοινωνική ανισότητα στο σχολείο. Αθήνα: Παπαζήση.
Μιχαλακόπουλος, Γ. (1997). Το σχολείο και η σχολική τάξη. Κοινωνιολογικές προοπτικές. Θεσσαλονίκη: Αδελφών Κυριακίδη.
Hughes M. & Kroehler, C. (2014) (β εκδ.). Κοινωνιολογία. Οι βασικές έννοιες. Αθήνα: Κριτική.
Last Update
30-11-2020
