Bridges to the future. The contributions of qualitative research to the sociology of education.

Autor/in	Riehl, Carolyn J.
Titel	Bridges to the future. The contributions of qualitative research to the sociology of education.
Quelle	Aus: Currents of thougt: sociology of education at the dawn of the 21st century. New York, NY: ASA (2001) S. 115-134Verfügbarkeit
Beigaben	Literaturangaben 121
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Pädagogische Forschung; Qualitative Forschung; Bildungschance; Bildungssoziologie; Sozialisation; Bildungspolitik; Schulorganisation; Unterrichtsforschung; Forschungsstand
Abstract	This article considers how qualitative research, conducted from an interpretive perspective, has enhanced knowledge of four substantive topics in the sociology of education: educational inequality, socialization and indentity formation, school organization, and educational policy. In each area, qualitative studies have generated contextualized, process-sensitive knowledge and have introduced new voices, perspectives, and themes into traditional understanding. This research may enable the sociology of education to meet four additional challenges: generating theoretically rich examinations addressing issues of culture and education; developing broader social analyses of schooling and society; and incorporating perspectives on learning as situated, sociocultural aspects of the study of schools as context for teaching and learning. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2003_(CD)