UNIVERSITY OF ZIMBABWE

DEPARTMENT OF SOCIOLOGY
SECOND YEAR SECOND SEMESTER (2020)
COURSE TITLE : SOCIOLOGY OF EDUCATION
CODE : SOC213
COURSE DURATION : 6 WEEKS
CONSULTATION TIMES : TBA
LECTURER : DR W RUPARANGANDA
OFFICE : 122
EMAIL : wruparanganda@yahoo.com
TEACHING ASSISTANT : MR PPT GANDAH
EMAIL : gandahtinashe@gmail.com

COURSE AIMS
Education systems are a double edged tool that can be used to perpetuate socio-economic
inequalities but can also be used to challenge the status quo. This course critically examines how
and why education systems can either perpetuate or challenge existing structures of inequality in
society. To accomplish this, students are introduced to sociological theories of education,
illuminating how power, class, culture and gender intersect within education systems. The course
highlights the limits of contemporary schooling in challenging existing status quos within
society. Illustrative examples are drawn from the British, American and Zimbabwean Education
Systems. This grand aim of this course is to produce students who are not only future workers
but employers, working to make a transformative impact to the nation of Zimbabwe and beyond
through applying the knowledge and skills gained to the practical world.

COURSE OBJECTIVES
In this course the students will be introduced to an overview of the classical and contemporary
sociological theories that relate to the institution of education. Issues to be discussed will
include; the socio-historical context of Education in America, Britain and Zimbabwe, the school
in the socio-economic development of Britain and Zimbabwe, curriculum development, as well
as technical education.

COURSE REQUIREMENTS:
Students are required to attend three hours of lectures a week as well as the tutorial sessions that
are based on assigned readings. In addition, students are required to write two assignments
during the semester and sit for a final examination at the end of the semester. Assignments
constitute 25% of the grading of the course. Late submissions will attract deduction of marks at
10 % per day. The final examination constitutes 75 % of the total grading of the mark.
Plagiarism and academic dishonesty will attract disciplinary action in line with the University
regulations.

Students are encouraged to;

Attend all lectures as they are delivered in an interactive manner where students are randomly
given tasks to present during a practical lecture. The frequency and number of practical lectures
is to be determined by the lecturer and teaching assistant. All students are required to actively
participate in given tasks as presenters from each group will be randomly chosen by the lecturer.
After each presentation, students are all expected to participate in the discussions.

COURSE ASSESSMENT
Students will write two essays during the semester. These essays will constitute course work
which contributes 25% towards the final mark. The end of semester examination will comprise
75% of the final mark.
At the end of the course, each student is assigned a final grade as follows:
Grade Percent Range Interpretation
st
1 class 75-100 Excellent
2.1 65-74 Good
2.2 60-64 Average
3 50-59 Below average
Fail 48 and below Failure

COURSE CONTENT
1. Theoretical Perspectives on Sociology of Education

 Functionalism
 Conflict theory
 Symbolic interactionism theory
 Feminist theories

Exercise 1 (Task 1)
 Which sociological theories best explain how the Zimbabwean education system
functions.

2. Education in Britain and America-A historical overview

 Factors giving rise to formalized and institutionalized education (History of Education)

 The goals of British and American Education
 The structure of American and British education
 Functions of British and American Education
 Comparison of the two Education systems
Exercise 2 (Task 2)
 What lessons can be drawn from the British and American Education system with regards
to the goals of education?
 Is it appropriate to pattern other education systems across the world after the American
and British Systems?
3. Education in Southern Africa, A historical overview.

 Education policies-from colonial to post colonial (Challenges and merits)

 Education processes-Impacts to society
Exercise 3 (Task 3)
 What was the utility of the Education provided to Africans by colonial settlers?
4. Education and Colonialism in Zimbabwe-Demonstrating the relevance of sociological
theory Functionalism versus Marxism; An Education for subservience.

 Impact of colonialism to Zimbabwe’s Education System

Exercise 4 (Task 4)
 Is the Zimbabwean education system promoting equal opportunities for men and women
in school
5. Education and Development
a. Education and Development in America and Britain-The role of Education in promoting
development.

b. Education and Development in African Countries; some general observation with regards to
the role of education in society

 A Case study of Ethiopia’s Education for Sustainable development initiative.

Exercise 5 (Task5)
 Is education a useful tool to address inequalities in society?
 How can the Zimbabwean education system be tailor made to facilitate employment
creation in Zimbabwe and beyond?

6. Defining the curriculum problem

 The context of education

 Issues of power, race, and gender.

Exercise 6 (Task 6)
 Is Zimbabwe’s education system doing a just job in promoting equality of opportunities
between people of different race, gender and economic bacgrounds.
Assignment Questions
Assignment One [Individual Assignment] (choose 1 Question)
1. Discuss the notion that education works to make individuals lose rather than find
themselves. Use illustrative examples from Zimbabwe or any other country of your
choice.
2. Discuss the challenge of perpetuation of inequalities within schools in African countries.
Use illustrative examples of any from Southern Africa
[Total: 100 marks]
Due Date: Friday 20 March 2020
Second Assignment [Group Assignment]
1. Using any Southern African country of your choice, discuss the limits of education as a
tool to challenge the status quo.

[Total: 100 marks]

Due Date: Friday 3 April 2020
TUTORIAL READINGS
1. Mustafa Sever (2012). A Critical look at the theories of Sociology of Education, International;
Journal of Human Sciences, 9 (1): pp 650-671.

2. Miriam David (1991) Comparisons of education reform in Britain and the USA: A new era?
International Studies in Sociology of Education, 1: 1-2, 87-109.

3. Kimberly Richards and Govere Ephraim (2003), Education Legislation in Colonial Zimbabwe
(1899-1979). Journal of Educational Administration and History, 35(2): pp137-151

4. Lovemore Sibanda and Jemimah Young (2019), Towards a Postcolonial Curriculum in

Zimbabwe: A Critical Review of the Literature, African Education Review, 10.10080/18146627

5. Yonah H Matemba and John Makala Lilemba (2015). Challenging the Status Quo: Reclaiming
Indigenous Knowledge Through Namibias Post Colonial Education System, Diaspora,
Indigenous and Minority Education, 9(3): 159-174.

6. Gibbs Y Kanyongo (2005). Zimbabwe’s Public Education System Reforms: Successes and
Challenges. International Journal of Education 6(1), 65-74.
Further Readings
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Palgrave Macmillan

Ade Ajayi J.F, Goma L.K.H and G. Ampah Johnson.(1996). The African Experience with
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Altbach, Philip G. (2003) Decline of the Guru : The Academic Profession in Developing and
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Assie-Lumumba, N'dri T(20006)Higher Education in Africa : Crises, Reforms and

Transformation Counsel for the Development of Social Science Research in Africa

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Old and Emergent Issues of Access, Pedagogy, and Knowledge Production.

Baldauf, Richard B. Kaplan, Robert B(2004) Language Planning and Policy in Africa :
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Barrow, Ribins & Milburn, Geoffrey. (1990). A Critical Dictionary of Educational Concepts.
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Barton, L., and Meighan, R. (1978). Sociology Interpretations of Schooling and Classrooms: A
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Bassey, Magnus O (1999) Western Education & Political Domination in Africa : A Study in
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Bennaars, G.A.. (1993). Ethnics, Education and Development: An Introductory Text for Students
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Blackledge, D., and Barry, H. (1985). Sociology Interpretation of Education. London: Croom
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Bledsoe, Caroline H (1999) Critical Perspectives on Schooling and Fertility in the Developing
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Brock-Utne B (2000) Whose Education for All? : Recolonization of the African Mind. Garland
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in Africa (CODESRIA)
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Agenda MIT Press

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Frahm-Arp, Maria (2010) Professional Women in South African Pentecostal Charismatic

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Universities. Garland Science Publishing
Malcolm Skilbeck. School-Based Curriculum Development.(1984). Paul Chapman Publishing
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