In addition to offering insight into the discipline of sociology, sociology of education textbooks constitute a major source of sociological knowledge. This article examines the scholarly content of Indonesian sociology of education textbooks by focusing on the degree of commonality between their core content and sources, and between their core content and academic scholarship. The results of this examination reveal a low level of commonality among the core contents of the seven selected textbooks—a heterogeneity that reflects not so much the plurality of Indonesian society and educational institutions or the application of sociological theories and approaches required by the Indonesian curriculum, but rather the diversity of the textbooks’ sources and their authors’ scholarly publication records.
Reading Primers Before, During and After the Second World War
Simona Szakács-Behling and Mihai Stelian Rusu
Drawing on a sample of children’s reading primers published between 1938 and 1953 in Romania, this article explores ways in which both the monarchic and the communist regimes used primary education to fashion political subjects before, during, and after the Second World War. Theoretically grounded in a sociological approach and empirically grounded in textual and visual thematic content analysis, the findings reveal significant semantic shifts in understandings of the “nation” in relation to internal and external anchors, including religion, monarchy, and work, but they also indicate important continuities relating to an ethos of political submission (toward God and king, or the party and the Soviet Union) and patriotic solidarity (with the Romanian Orthodox nation or the workers’ proletarian nation).
Public Schooling and Political Changes in Early Nineteenth Century Switzerland
Lehrerbildung in der deutschen Schweiz (Bern: Herbert Lang and Cie., 1970), 17; Yasemin Nuhoglu Soysal and David Strang, “Construction of the First Mass Education Systems in Nineteenth-Century Europe,” Sociology of Education 62, no. 4 (1989): 277–288. 32
A Comparative Study
Haifaa Majadly and Aharon Geva-Kleinberger
and History 51, no. 4 (2019): 402–418. 27 Khalid Arar, “Israeli Education Policy since 1948 and the State of Arab Education in Israel,” Italian Journal of Sociology of Education 1 (2012): 113–145. https://doi.org/10
Johanna Gehmacher, Svetla Baloutzova, Orlin Sabev, Nezihe Bilhan, Tsvetelin Stepanov, Evgenia Kalinova, Zorana Antonijevic, Alexandra Ghit, Chiara Bonfiglioli, Ana Luleva, Barbara Klich-Kluczewska, Courtney Doucette, Katarzyna Stańczak-Wiślicz, Valentina Mitkova, Vjollca Krasniqi, Pepka Boyadjieva, Marina Hughson, and Rayna Gavrilova
topic for the sociology of education and for the respective policies in this sphere. In the past ten years, a serious debate has been going on in the international academic community about whether the massification of higher education is tantamount to
Ayşe Durakbaşa, Rochelle Goldberg Ruthchild, Ana Pajvančić-Cizelj, Evgenia Sifaki, Maria Repoussi, Emilia Salvanou, Tatyana Kotzeva, Tamara Zlobina, Maria Bucur, Anna Muller, Katarzyna Stańczak-Wiślicz, Lukas Schretter, Iza Desperak, Susan Zimmermann, and Marina Soroka
labor market. It is a good read for everyone interested in the sociology of education, comparative educational studies, vocational training, gender (in)equalities, and labor market research. Notes 1 Alan C. Kerckhoff, “Institutional Arrangements and