Universitat Internacional de Catalunya

Sociology I: Sociology of Education

Sociology I: Sociology of Education
First semester
Basic training
Society, family and school
Main language of instruction: Catalan

Other languages of instruction: English, 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:




The relevance of the educational fact within the process of development of children and youth of our society is beyond doubt. Indeed, from many perspectives and theories, there is a coincidence in affirming that it is formal, school education, the axis of citizen socialization.

The new information and communication society has led to the emergence of new forms of work, new styles of relationships between people, and the need for coexistence between different cultures, languages, ways of thinking about religion, etc. All this makes it more necessary than ever that the reflection on the educational fact by professionals - current or future - of education be constant and profound.

It is also necessary to provide work instruments that serve us from teaching to work the socialization and development of our students. Didactic instruments that involve all educational agents, mainly teachers, and that respond to the construction of new responsible, fair, supportive and democratic citizens in their actions and thoughts.

Pre-course requirements

If you are attending to the bilingual group, it should be helpful to have an English B level of reading and writing skills. 


  • CEM-28 - To create and maintain communication ties with families in order to have an effective impact on the educational process.
  • CEM-29 - To be familiar with, and know how to carry out, tutorial and counselling functions in relation to family education.
  • CEM-30 - To promote and collaborate on actions inside and outside the school, organized by families, local councils and other institutions, which foment good citizenship.
  • CEM-31 - To analyse and incorporate in a critical manner the most relevant questions affecting school and family education in today’s society: 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-32 - To be aware of the historical evolution of the family, 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

Places sociology in the educational and schooling landscape - [9] – Objective assignments

Interprets and acknowledges different ways to understand the Sociology of Education [10] – Portfolio and Objective tests 

Explores and knows new methodologies and relates them with sociological topics and issues [11] – Reflective assignments

Distinguishes the role that Sociology of education plays in the educational law  [12] – Structured interview and objective tests 

Comprehends how significant are ethnicity and social status in the study of the Sociology of education and recognizes the educational principles that allow us, teacher educators, to honor the freedom and stories shared and co-composed in the educational process [13] – Self-assessment and objective tests.

Recognizes social inequities that surround their reality pondering about how to solve problematic situations in using sociological terms – Assignments and projects 

Understands the notions and experiences of genre, sexuality and education [15] – Objective tests 

Identifies pedagogical strategies that promote a Sociology of education situated in the social, cultural, economic and political narrative of the XXI century [16] – Tests  

Represents coherently their ideas through concept maps and other procedures, sharing sociological points of view and expressing themselves exercising a satisfactory use of the written and spoken language [30] – Oral presentations 



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

In person

CEM-28 CEM-29 CEM-30 CEM-31 CEM-32 CET-1 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
Presenting method / lecture
Problem and exercise solving
Practical classes
Theory classes
Individual / independent study and work
Group study and work
External practicums
CEM-31 CET-1 CET-2 CET-4 CET-6 CET-7 CG-04 CG-07 Case studies
Problem and exercise solving
CET-1 CET-2 CET-7 CG-04 CG-07 Problem-based learning
Practical classes
CET-2 CET-3 CET-7 CG-02 CG-07 Project-based learning
CEM-31 CET-2 CET-3 CET-4 CET-5 CET-6 Cooperative learning
Group study and work
CEM-31 CET-3 CET-5 CET-7 CG-02 CG-04 CG-08 Project-based learning
Individual / independent study and work

Evaluation systems and criteria

In person

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.


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.

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