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 a Lifelong Inspiration
readers of Connell in 2020 will have started where I did. I began my journey with Connell in 1973, when I was a new lecturer in the School of Education at Leicester University, teaching sociology of education to large classes of postgraduates training to
Interrogating the Configured and Configuring of Masculinities in PE
educators particular within the field of health and physical education, masculinities studies, and the sociology of education would be well served by reading this book. And though admittedly the background consumes the reader for almost half of the book, it
be particularly pronounced in elite institutions, where non-traditional students represent a smaller proportion of the overall student body than they do in post-1992 universities. A wealth of scholarship in the sociology of education shows that in
Barbara Grant and Penny Welch
Sociology of Education 18 , no. 1 : 101 – 14 . 10.1080/0142569970180106 Barbara Grant School of Critical Studies in Education, University of Auckland, Aotearoa/New Zealand Mats Alvesson (2013) The Triumph of Emptiness: Consumption
Theorizing Boys’ Literacies and Boys’ Literatures in Contemporary Times
Garth Stahl and Cynthia Brock
Politics of Adolescent Masculinities in School .” British Journal of Sociology of Education 20 ( 2 ): 239 – 263 . doi:10.1080/01425699995434 . 10.1080/01425699995434 Martino , Wayne . 2001 . “ Boys and Reading: Investigating the Impact of
Boys’ Polarized Perspectives on Reading
Learning: Exploring the Role of Curriculum Structures in Knowledge-Building and Transfer .” British Journal of Sociology of Education 30 ( 1 ): 43 – 57 . 10.1080/01425690802514342 McKenna , Michael . 1994 . “ Towards a Model of Reading Attitude
Exploring Black Male Youths’ Motivation to Participate in Sports
Deborwah Faulk, Robert A. Bennett III, and James L. Moore III
Masculinity ”. British Journal of Sociology of Education 24 : 299 – 314 . 10.1080/01425690301890 White , Adam , and Michael Hobson . 2015 . “ Teachers’ Stories: PE Teachers’ Constructions and Experiences of Masculinity within Secondary School PE