EDUCATIONAL SOCIOLOGY

Educational sociology is a field of sociology that directs attention to the social

forces that affect all aspects of education in a given society, or across many
societies. As such, it complements the study of education from other scientific
perspectives. The term ‘educational sociology’ is thought to have been first used by
the philosopher John Dewey at the end of the nineteenth century, and university
courses began to appear with that title in the United States already in the early
twentieth century. However, in the late nineteenth and early twentieth centuries, the
precursors of modern sociology had recognized the importance of the social context
of education. This was especially true of Emile Durkheim, and to a lesser extent Max
Weber, Karl Marx, and others who in one way or another included education in their
analyses of society. Thus, the sociological study of education can trace its origins to
the writings of the early European founders of sociology itself. Since its early
beginning, educational sociology has been the site of major theoretical and
methodological developments. It has also produced a very large body of research
knowledge about education in different societies and cultures. Noblit and Pink
conclude in their discussion of the field that it ‘…is even more varied and vibrant than
other subfields of the (sociology) discipline’ (Noblit and Pink 1995, p. 8).

EDUCATIONAL SOCIOLOGY AND EDUCATIONAL POLICY AND PLANNING

Educational planning generally is understood to be the identification,

development, and implementation of strategies designed to attain, efficiently and
effectively, the educational needs and goals of students and society. The practice of
educational planning is not a new phenomenon and, according to some, can be
traced to the writings of plato, to renaissance scholars, and more recently to post-
second world war experts.

What characterizes current activities is that planners have tended to rely upon
non sociological assumptions in formulating their planning models. Demographic
projections, manpower models, rate-of-return approaches, and school mapping all
approach the task of educational planning as though the social aspects of
educational behavior were irrelevant. Each of these techniques has at its base an
implicit theory that assumes that the needs of society can be clearly specified and
measured in economic terms, and that the social behavior of individuals in response
to these needs is unproblematic. It is for this reason that writers argue that
educational planning needs a social theory of society that includes structure and
process, and both macro- and micro dimensions.

We have learned from research and from all theoretical perspectives that the
actors in the planning process, the politicians, bureaucrats, and planners are part of
the very system they want to change. The functionalists can explain how it is that
these persons act largely to preserve the status quo, even though the planning
programs may appear very radical. The marxists can explain in whose interests
planning decisions are made, while the interactionists can explain at the microlevel
how and why the actors in the planning process come to define planning objectives
in particular ways, and how competing views are ‘defined away.’

Finally, sociological research has helped us understand the importance of

consultation with all interested Parties in the educational planning process. It has
been argued that the compensatory education and desegregation programs in the
united states were flawed by lack of adequate information about objectives and
methods. Resistance to any social reform can indicate conflicting interests which
could have been avoided had adequate information been obtained beforehand. It is
only by understanding these social forces that means can be taken to ensure that
the objectives and strategies of educational planning are appropriately, efficiently and
effectively formulated and implemented.

TEACHERS DESIGNING LEARNING GAME

1. ALICE’S TRIP
Teachers first planned a class through which students would review the
different topics of the game. Then students were able to see videos related to
the game topics. Afterwards, they played the game. Finally, teachers planned
a debate.
2. TUNING UP THE BICYCLE
It’s a concluding activity. This game served as a tool that would enable
students to review contents, as well as to self-evaluate. Finally there was a
discussion among the students and the teacher.
3. THE HOLY TORQ
Teachers planned a lecture in which students were introduced to the
topics of the game. Afterwards, they played the game individually in a
classroom session. Finally there was a debate.

Generally, teaching with games moved teachers from the role of Instructor to
one of observer of the students’ learning behaviors. Nevertheless, they
maintained an active and dynamic attitude, by monitoring students, offering
their constant support, and encouraging students toward successful playing of
the games. This compromise between an observing and monitoring stance
appeared to promote students’ self-learning, and to promote a trusting
environment in which students felt free and relaxed. In spite of the limitations
of the LGs, learning with games proved to enhance students’ enjoyment.

Reporter:
MARY GRACE C. BANTILAN
MaEd 2K-BNew
 COTABATO FOUNDATION COLLEGE OF
SCIENCE AND TECHNOLOGY
Graduate Main Campus
Doroluman, Arakan, Cotabato
Master of Arts Education
Major in Educational Administration

Name/Course & Year: MARY GRACE C. BANTILAN Subject: EDUC 513

Assessment Activity No._____1_____________________ Date: December 6, 2023

REACTION PAPER

The field of Educational Sociology explores the complex interplay between

society and education systems, throughout the course, I have gained a deeper
understanding of how various sociological factors shape educational institutions,
policies, and practices. This reaction paper aims to explore the key insights and
reflections I have gathered during my study of educational sociology.

One of the central themes I encountered was the role of education in

reproducing social inequalities. I have learned that educational institutions often
perpetuate existing social hierarchies, reinforcing advantages for the privileged while
marginalizing disadvantaged groups. The unequal distribution of resources, cultural
capital, and social networks can significantly impact educational outcomes.
Recognizing this structural issue, I now appreciate the importance of addressing
systemic barriers to provide equal opportunities for all students.

I have come to understand that education is not solely concerned with the
acquisition of knowledge but also serves as a socializing agent. Schools transmit
cultural values, norms, and behaviors, shaping individuals’ perspectives and
identities. Furthermore, the concept of cultural capital has highlighted the influence of
social background on educational achievement. Individuals from culturally rich and
privileged backgrounds often possess an advantage in navigating the educational
system. This realization prompts me to critically examine the hidden biases within
educational institutions and explore ways to promote inclusivity and diversity.

Educational sociology has shed light on the critical role of teachers in shaping
educational experiences. Teachers act as intermediaries between the curriculum and
students, and their instructional practices and interactions can significantly impact
student outcomes. Recognizing the significance of teacher-student relationships, I
now understand the importance of fostering supportive, inclusive, and culturally
sensitive classroom environments. Teachers should strive to promote student
engagement, encourage critical thinking, and accommodate diverse learning needs.

Studying the sociology of education has also enlightened me about the

complex landscape of educational policies and planning. I have realized that policy
decisions are influenced by political, economic, and social forces, often leading to
unintended consequences. Education policies should aim to reduce inequalities,
provide adequate resources, and address the diverse needs of students.
Advocating for evidence-based policies that prioritize equity and social justice has
become a personal commitment.

My journey through educational sociology has been eye-opening, challenging

my preconceived notions about the role of education in society. Understanding the
influence of social factors on educational outcomes has prompted me to critically
analyze existing educational systems and work towards fostering more equitable
and inclusive learning ongoing discourse and collective efforts to transform
education into a catalyst for social change.