Universitat Internacional de Catalunya
Sociology I: Sociology of Education
Other languages of instruction: Spanish
Teaching staff
Remember that teachers are available for tutoring, attending queries, suggestions, etc. But we stayed with them previously quoted you by e-mail:
jaumecamps@uic.cat
Introduction
It is without doubt that the education phenomenon embedded in the development of the children and teenagers of our society is of paramount importance. Indeed, everyone agrees, from different and well-researched perspectives and theories, that formal education is the key to the socialization of citizenship and to the development of generations to come.
The new information and communication society has led to the emergence of new working styles, new relationships among people, and the need to live together with different cultures, languages, opinions, religions, etc. These factors require a deeper and constant reflection on the educational phenomenon by all the agents that take part in the shaping of education. In other words, an ongoing and systematic dialogue on the educational phenomenon is needed, between ourselves and our colleagues. Such a dialogue will seek to answer such important questions as: what kind of citizenship is needed today? What is the teachers' new role?, etc.
But this is not enough. It is also necessary to design working tools to be used in our teaching practice in order to advance the socialization and development of our own students. There is a need for teaching resources that bring together all educational agents of future generations, especially teachers, in order to raise responsible, fair, and democratic citizens, both in their thoughts and actions.
Pre-course requirements
No previous knowledge is required
Competences/Learning outcomes of the degree programme
- CEM-20 - To show social skills in understanding families and being understood by them.
- CEM-21 - To be familiar with, and know how to perform, the functions of tutor and counsellor in relation to family education in the 6-12 age period.
- CEM-22 - To relate education to the surroundings, and cooperate with families and the community.
- CEM-23 - To analyze and incorporate in a critical way the most important issues in current affairs affecting family and school education: the social and educational impact of audiovisual languages and screens; changes in gender and intergenerational relations; multiculturalism and interculturalism; discrimination and social inclusion; and sustainable development.
- CEM-24 - To be familiar with the historical evolution of the family, the different kinds of families, lifestyles and education in the family context.
- CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
- CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
- CET-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
- CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
- CET-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
- CET-6 - Collaboration with the professional environment at the school: to have the knowledge and skills required to establish good relations with the people and institutions dedicated to child welfare or belonging to the school's professional environment.
- CET-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
- CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
- CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
- CG-07 - To be familiar with the elements that make up critical thinking, the different levels of proficiency and how to develop this skill as much as possible.
- CG-08 - To be familiar with the elements that make up reflective thinking, the different levels of proficiency and how to develop this skill as much as possible.
Learning outcomes of the subject
RESULTATS APRENENTATGE – SISTEMA AVALUACIÓ
Situa la sociologia en l’àmbit de l’educació en general i de l’educació escolar en particular [9] – Probes objectives
Interpreta les diferents maneres d'entendre la sociologia de l'educació i argumenta els pros i els contra de cadascuna d'elles [10] – Portafoli i Probes objectives
Coneix les noves metodologies de la sociologia de l’educació [11] – Probes d’execució
Raona la importància de la sociologia de l’educació en les diferents polítiques educatives del nostre context [12] – Entrevista estructurada i Probes objectives
Comprèn la importància de l’etnicitat i de la raça en la sociologia de l’educació i en coneix els principis bàsics per poder exercir la professió amb respecte i llibertat [13] – Autoavaluació i Probes objectives
Analitza les desigualtats socials del seu entorn i la seva incidència en el fet educatiu i resol casos sobre desigualtats socials a l’aula – Treballs i projectes
Comprèn els conceptes de gènere, sexualitat i educació [15] – Probes objectives
Identifica estratègies pedagògiques que promoguin una sociologia de l’educació que s’adeqüi a la realitat socioeducativa del segle XXI [16] – Probes d’execució
Representa amb coherència les seves idees i els seus raonaments mitjançant mapes conceptuals o altres procediments, comunicant-se i expressant-se de forma correcta en la llengua d’ensenyament, de forma oral i escrita [30] – Presentació d’un treball
Syllabus
1. Sociology: issues and perspectives
2. Education and sociology
3. Paradigms in the sociology of education
4. Sociology of education and educational institutions
5. New methodologies in the sociology of education
6. The sociology of education today
7. The sociology of education and educational policies
8. Ethnicity and race
9. Social inequalities in education
10. The sociology of education and diversity
11. Gender, sexuality and the sociology of education
12. The challenges of the sociology of education in the 21st century
Teaching and learning activities
Online
| CEM-23 CEM-24 CET-2 CET-3 CET-4 CET-5 CET-6 CET-7 CG-02 CG-04 CG-07 CG-08 | Problem-based learning Project-based learning Case studies Presentation methods / lecture Problem-solving exercises |
Practical classes Theory classes Individual / independent study and work Group study and work External practicums Seminar-workshops Tutorials |
| CEM-20 CEM-21 CEM-22 CEM-23 CET-1 CET-2 CET-4 CET-6 CET-7 CG-04 CG-07 | Case studies Problem-solving exercises |
Seminar-workshops |
| CEM-22 CEM-23 CET-1 CET-2 CET-7 CG-04 CG-07 | Problem-based learning | Practical classes |
| CEM-21 CET-2 CET-3 CET-7 CG-02 CG-07 | Project-based learning | Tutorials |
| CEM-23 CEM-31 CET-2 CET-3 CET-4 CET-5 CET-6 | Cooperative learning | Group study and work |
| CEM-23 CEM-24 CET-3 CET-5 CET-7 CG-02 CG-04 CG-08 | Project-based learning | Individual / independent study and work |
| COMPETENCES | METHODOLOGY | TRAINING ACTIVITY |
|---|---|---|
| CEM-23 CEM-24 CET-2 CET-3 CET-4 CET-5 CET-6 CET-7 CG-02 CG-04 CG-07 CG-08 | Problem-based learning Project-based learning Case studies Presentation methods / lecture Problem-solving exercises | Practical classes Theory classes Individual / independent study and work Group study and work External practicums Seminar-workshops Tutorials |
| CEM-20 CEM-21 CEM-22 CEM-23 CET-1 CET-2 CET-4 CET-6 CET-7 CG-04 CG-07 | Case studies Problem-solving exercises | Seminar-workshops |
| CEM-22 CEM-23 CET-1 CET-2 CET-7 CG-04 CG-07 | Problem-based learning | Practical classes |
| CEM-21 CET-2 CET-3 CET-7 CG-02 CG-07 | Project-based learning | Tutorials |
| CEM-23 CEM-31 CET-2 CET-3 CET-4 CET-5 CET-6 | Cooperative learning | Group study and work |
| CEM-23 CEM-24 CET-3 CET-5 CET-7 CG-02 CG-04 CG-08 | Project-based learning | Individual / independent study and work |
Evaluation systems and criteria
Online
-
Written assignments: 70% of the final mark
Classroom exercices and course work: 30% of the final mark.
Evaluation will consist of:
-two written exams; if the first exam is passed, its contents will not reappear in the second exam.
If they wish so, students will be allowed to retake the first exam in the second written exam (to increase their first mark, for example). In this case, their original mark will not be taken into account, even if they get a lower mark.
Students’ attitudes (appropriate behaviour, class participation, etc.) are taken for granted.
-Students will have to submit a sociology-based project towards the end of their semester. Should a student misbehave (speaking in class, inconsistency between word and deed, plagiarism, cheating, breaking deadlines, etc.), the teacher is entitled to deduct up to 5 points off his/her final mark depending on the severity of the misconduct. Plagiarism and cheating in exams are two very serious offences.
Spelling and cohesion mistakes can lead to a Non-Corrected mark. In such cases, students will have to submit their assignment again within a week, the academic calendar permitting.
In order to pass this subject with Honors (Matrícula d’Honor), students must:
-Get a final mark of 9 or above
-Meet the requirements that the university sets, since there is a limit in the number of MH which can be assigned. In those cases, the final mark of the subject and the project mark will be taken into account.
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Any plagiarism or cheating incident during the assessment will be considered an offence against the dignity of the human person and the teaching profession. If there are no attenuating circumstances, such as strong involuntariness, plagiarism is in itself sufficient reason to fail the subject.
LEARNING OUTCOMESEVALUATION SYSTEM Situating sociology in the context of education in general and school education in particular. objective tests Interpreting the different ways of understanding the sociology of education, and providing supporting arguments for the advantages and disadvantages of each. portfolio Becoming familiar with the new methodologies of the sociology of education. performance test Providing arguments for the importance of the sociology of education in the different educational policies in the Catalan context. structured interview Understanding the importance of ethnicity and race in the sociology of education, and becoming familiar with the basic principles of ethnicity and race in order to carry out ones work with respect and freedom. self-evaluation Analysing the social inequalities of ones immediate context and their impact on educational reality; resolving issues relating to social inequality in the classroom. papers and projects Understanding the concepts of gender, sexuality and education. submission of a paper
objective testsIdentifying teaching strategies that promote a sociology of education suitable for the social-educational reality of the 21st century. performance test Coherently representing ones ideas and rationales using conceptual roadmaps and other tools, while communicating and expressing oneself in the correct manner and using the language of instruction, both orally and in writing. submission of a paper
Bibliography and resources
Almeida, J. (2003). Principios de sociología de la educación. Toledo: Azacanes.
Altarejos, F., Rodríguez Sedano, A., Parra, C. (2001). Pensar la sociedad. Pamplona: Eunsa. (3a edició de 2008)
Beltran, J. i Hernàndez, F.J. (coord.) (2012). Sociología de la educación. Madrid: McGraw-Hill.
Bonal, X. (1998). Sociología de la educación. Una aproximación crítica a las corrientes contemporáneas. Madrid: Paidós.
Camps Bansell, J. (2021). Corazón educador. Un ensayo sobre la vocación a la enseñanza. Aula Magna - McGraw-Hill.
Fernández Palomares, F. (coord.) (2003). Sociología de la Educación. Madrid: Pearson,
García de León, Mª. A.; De la Fuente, G. y Ortega, F. (eds.) (1993). Sociología de la educación, Barcelona: Barcanova,
Gil Villa, F. (1994). Teoría sociológica de la educación. Salamanca: Amarú.
Guerrero Serón, A. (1996). Manual de Sociología de la Educación. Madrid: Síntesis.
Guerrero Serón, A. (2003). Enseñanza y sociedad: el conocimiento sociológico de la educación. Madrid: Siglo XXI.
Gómez, C. i Domínguez, J.A. (1996). Sociología de la educación: manual para maestros. Madrid: Pirámide
Luri, G. (2008). L'escola contra el món: l'optimisme és possible. Barcelona: La Campana.
Luri, G. (2012). Per una educació republicana: Escola i valors. Barcelona: Barcino.
Taberner, J. (2008). Sociología y Educación. Ed. Tecnos