RN10 - Sociology of Education
RN10 aims at providing a forum for a variety of educational research, ranging from broad comparative research to everyday practices and processes in school, at all levels of formal education.
The Sociology of Education Research Network aims at enhancing cooperation among sociologist of education in Europe. European countries nowadays face many changes in the functioning of educational systems. Increasing diversity is generally considered one of the main challenges. Moreover, there is a continuing expansion, with outcomes that are equally positive and negative for specific social groups and for societies at large. Investigating these processes, with the objective to preserve social cohesion and stability, is one of the most important tasks of current educational sociology. The aim of the Research Network Sociology of Education (RN10) is to provide a forum for a variety of educational research, ranging from broad comparative research to everyday practices and processes in school, at all levels of formal education.
- Mieke Van Houtte (Coordinator), Ghent University, Belgium - Mieke.VanHoutte [at] ugent.be
- Bernadette Brereton (Co-co-ordinator), Dundalk Institute of Technology, Ireland - bernadette.brereton [at] dkit.ie
- Adriana Aubert, University of Barcelona, Spain
- Roxana Baltaru, University of Essex, UK
- Jannick Demanet, Ghent University, Belgium
- Ece Cihan Ertem, Bogazici University, Istanbul, Turkey
- Daniel Faas, Trinity College Dublin Ireland
- Alison Fixsen, University of Westminster, London, UK
- Dinah Gross, University of Lausanne, Switzerland
- Germ Janmaat, UCL Institute of Education, London, UK
- Ledia Kashahu-Xhelilaj, Albanian University Durres A. Moisiu
- Antigone-Alba Papakonstantinou, University of Athens, Greece
- Elisabeth Schilling, Fachhochschule fur offentliche Verwaltung, Germany
- Aina Tarabini, Autonomous University of Barcelona
EUROPE AND BEYOND: BOUNDARIES, BARRIERS AND BELONGING
Manchester Metropolitan University
The University of Manchester
Call for Abstracts RN10 Sociology of Education
Enrichment and Impoverishment through and in education: targets, policies, and results
Since education is beneficial for both individuals and societies, contemporary European states seek to raise the education levels of all social groups. Good quality of education can enrich an individual’s life, whereas lack (or poor quality) of education can be a hindrance toward emancipation, leading to further social inequality and further stratification. The sociology of education can help to analyse and interpret the many transitions that different social actors make during their educational trajectories resulting in these inequalities. This approach is fundamental for “re-shaping Europe from within“, which is of such importance in the current pattern of globalization, nationalism, populism and migration.
In analysing impoverishment through and in education, the process of exclusion from education and the resulting feelings of deprivation are crucial fields of study. From a sociological angle, it is opportune to look to a multidimensional concept of ‘educational poverty’, which encompasses structural and cultural features as well as quantitative and qualitative aspects. Such an approach examines the availability of educational programs and resources, the inner mechanisms of selection into these programs and the concrete opportunities to innovate and strengthen the provision of schooling in order to meet people’s needs. The impacts of educational poverty can be identified at multiple levels: the distribution of attainment and achievement among different target groups; the transitions between primary, secondary, and tertiary education; the quality of educational experience; acquired skills and outcomes in school-to-work transitions, etc.
At the same time, it is worthwhile to pay attention to enrichment as the positive evolution of social processes through and in education: integration, empowerment, and outstanding achievement are absolutely on the agenda of many school actors. Processes of enrichment and/or impoverishment might be studied at all levels of education (primary, secondary and tertiary education) and for all school actors: students, parents, teachers and school organisations.
Education and Social Cohesion
30-31 August 2018, London
The challenge for education to prepare young people for life in an increasingly diverse society is as pertinent as ever. European societies have become steadily more heterogeneous due to immigration, the incorporation of refugees and the fragmentation of traditional social classes into a plethora of social groups differing in education levels and lifestyles. Countries that have suffered disproportionately from the recent economic crisis have become more polarized. The education system at all levels, primary, secondary and tertiary, is expected to socialize youngsters of all these different groups into the norms and values of society in order to retain social cohesion. This does not only concern integrating children of migrant origin but also enabling native majority children to engage with and manage cultural difference. However, over the last ten years or so, attention has increasingly focused on integration at the expense of “learning to live together”, as governments have been quick to enlist schools in their strategies to counter alienation and radicalisation among segments of the migrant population. This edition of the Sociology of Education mid-term conference aims to critically interrogate this recent trend and to explore all other issues related to the socialization function of education. We welcome all contributions that broadly address this theme whatever the phase of education focused on (from early childhood to adult). The following list includes research questions that we would typically expect contributions to explore:
- How compatible are the recent civic integration policies with the requirement for schools tomaintain ideological neutrality?
- Are such policies effective in preventing radicalization, fostering support for key democraticvalues and promoting more inclusive identities?
- At primary, secondary and tertiary levels, which educational practices are capable of enhancingtolerance towards people of a different racial, ethnic, religious or language background?
- Do refugee children benefit more from integration in mainstream classes or from separatetailor-made education?
- How does teacher education in Europe prepare students for work in diverse schools?
- Can cooperation between families, local communities and schools add to social cohesion?
- Can educational practices be identified that only deepen divisions and intergroup hostility?
- How do societies and institutions in Europe differ in the ways in which they incorporateminorities who hold multi-layered identities?
- How do national school curricula address migration-related diversity issues?
- How is religion integrated in schools and education systems across Europe?
- What are the main educational challenges arising from growing cultural, linguistic and ethnic diversity in European societies?
- How do schools and societies at large balance migration-related diversity and social cohesion (in policies, practices)?
Abstracts max. 250 words should be sent by 14th of February to: jg.janmaat [at] hotmail.com and should include author name(s), affiliation and email address. The abstract should clearly outline the theme of the paper and the research question as well as the theoretical perspective and research design that has been used to pursue the research question. It should also include a brief discussion of the main results. We will evaluate abstracts based on these criteria. Incomplete abstracts may be disqualified as there will not be enough information to make a decision.
More information: Germ Janmaat, g.janmaat [at] ucl.ac.uk
Abstract submission: 14th of February 2018
Author notification: 1st of April 2018
Registration: 1st of July 2018
Programme notification: 31th of July 2018
Conference registration fee: ESA-members 60 euro, non-ESA members 75 euro; Ph.D students ESA-members 50, Ph.D students non-ESA members 65; price includes conference material, lunch and coffee breaks.
Local Organising Committee:
Germ Janmaat (coordinator), UCL Institute of Education, g.janmaat [at] ucl.ac.uk
Alison Fixsen, University of Westminster, a.fixsen [at] westminster.ac.uk
Jocelyn Morales Verdejo, UCL Institute of Education, j.verdejo [at] ucl.ac.uk
Mieke Van Houtte, Ghent University – Co-ordinator RN10
Bernadette Brereton, Dundalk Institute of Technology - Co-co-ordinator RN10 Maddalena Colombo, Universita Cattolica del Sacro Cuore Milan - Co-co-ordinator RN10
Adriana Aubert, University of Barcelona Roxana Baltaru, University of Essex Jannick Demanet, Ghent University Ece Cihan Ertem, Bogazici University, Istanbul Daniel Faas, Trinity College Dublin Alison Fixsen, University of Westminster Dinah Gross, University of Lausanne Germ Janmaat, UCL Institute of Education Ledia Kashahu-Xhelilaj, Albanian University Durres A. Moisiu Antigone-Alba Papakonstantinou, University of Athens Elisabeth Schilling, Fachhochschule fur offentliche Verwaltung Aina Tarabini, Autonomous University of Barcelona
RN10 Biennial Report for 2015-2017