Teaching Sociology of Education in Canada: A Comparative Study of the "Two Solitudes"

Autor/in	Jean-Pierre, Johanne
Titel	Teaching Sociology of Education in Canada: A Comparative Study of the "Two Solitudes"
Quelle	In: International Studies in Sociology of Education, 23 (2013) 1, S.39-55 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2013.770208
Schlagwörter	Foreign Countries; Comparative Analysis; French Canadians; Educational Sociology; Undergraduate Study; Curriculum Evaluation; Curriculum Research; Cross Cultural Studies; Cultural Differences; Educational Philosophy; Nationalism; Educational Objectives; Ideology; Political Attitudes; Educational Practices; Canada + Suchen Sie Ihr Suchwort? Ausland; Frankokanadier; Bildungssoziologie; Erziehungssoziologie; Grundstudium; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Research; Curriculumreform; Forschung; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Bildungsphilosophie; Erziehungsphilosophie; Nationalismus; Educational objective; Bildungsziel; Erziehungsziel; Ideologie; Political attitude; Politische Einstellung; Bildungspraxis; Kanada
Abstract	This study aims to contribute to the fields of sociology of education and Canadian sociological teaching. English and French Canadian sociology of education course outlines were systematically analysed in order to assess how national context, language and internal divisions influence the undergraduate teaching of sociology of education. The findings indicate that: (1) identity and national questions are solely discussed in French Canada, (2) English Canada is experiencing a split between mainstream and critical approaches and (3) required readings parallel the national linguistic divide between English and French. In addition, there is no consensual "core" for Canadian sociology of education curriculum and inequality is the most covered topic in the field. Mutual intellectual exchange between English and French sociologists, a relevant discussion about a core in the field and a better integration of under taught topics are proposed to move forward. The implications and significance of these findings are also discussed. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10