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).
What Comes After Girl Power?
Marnina Gonick, Emma Renold, Jessica Ringrose, and Lisa Weems
With the current proliferation of images and narratives of girls and girlhood in popular culture, many ‘truths’ about girls circulate with certainty. Amongst the aims of this Special Issue is to examine critically these ‘confi dent characterizations’ (Trinh 1989), to trace the social conditions which produce these ‘truths’ along with the public fascination with girls and to analyze critically the eff ects of these ‘truths’ in the lives of young girls. Th e concepts of resistance and agency have been critical to the field of youth studies, sociology of education and school ethnographies (Hall and Jeff erson 1976; McRobbie 1978; Willis 1978) for conceptualizing the relationships between young people and their social worlds. Ground breaking scholarship by McRobbie (2000) challenges the gendered assumptions of political agency articulated in previous theories of subcultures developed in the 1970s and 80s. While feminist poststructuralist work in the 1990s has re-conceptualized agency in ways that are markedly diff erent to humanist notions of rational actors with free-will (Butler 2006; Davies 2000), feminist researchers have also shown the importance of a classed, raced and sexed analysis of agency. For example, scholarship by feminists of color have shown how girls of color challenge and defy dominant stereotypes of girlhood in culturally specifi c ways such as participating in spokenword contests, rap and hip hop, and ‘beauty contests’ (Hernandez and Rehman 2002; Gaunt 2006). In the changing social, economic, political and globalizing context of the new millennium, where ‘girl power’ has become a marketing tool and a branding (Klein 2000) of girlhood, it is important to look anew at the relations between girlhood, power, agency and resistance.
Reflections on the Inaugural International Girls Studies Association Conference
Victoria Cann, Sarah Godfrey, and Helen Warner
Working-Class Girls’ Engagement with Education and Post‐16 Aspirations .” British Journal of Sociology of Education 28 ( 2 ): 165 – 180 . 10.1080/01425690701192570 Cann , Victoria . 2016 . “ Classing Girls: (Re)Considering the Role of Class in
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
Does Social Capital Shape Women's Lives?
Supriya Baily, Gloria Wang, and Elisabeth Scotto-Lavino
://search.proquest.com/docview/1854220315/ 10.3167/ghs.2016.090308 Bourdieu , Pierre . 1986 . “ The Forms of Capital .” In Handbook of Theory and Research for the Sociology of Education , ed. John G. Richardson , 241 – 258 . Westport, CT : Greenwood Press . Braun , Virginia