Dit is een samenvatting van alle tentamenstof voor de cursus Inleiding Onderwijssociologie in het jaar 2022. De stof staat op volgorde van de colleges en hiermee is de leeswijzer zoals die in de cursushandleiding staat, aangehouden. Dit betekent dat het boek (Sociologie, een introductie), de reader...
Samenvatting Inleiding Onderwijssociologie
Sociologie, een introductie
Dit is een samenvatting van alle tentamenstof voor de cursus Inleiding Onderwijssociologie
in leerjaar 2021/2022. De stof staat op volgorde van de colleges en daarbij is de
cursushandleiding aangehouden.
,Inhoudsopgave
Hoofdstuk 1 ......................................................................................................................6
1.1 Wat is sociologie? Een poging tot definitie, die gelukkig mislukt .......................................... 6
1.2 Wat de sociologie ons leert ................................................................................................. 6
1.3 Contingent, maar niet arbitrair............................................................................................ 6
1.4 Waarom al die zorgen om orde? ......................................................................................... 7
1.5 Legitimerende verhalen: natuur, geschiedenis en samenhang .............................................. 8
Hoofdstuk 2 ......................................................................................................................9
2.1 De taak van de socioloog: cijferaar, mythejager, levenskunstenaar ...................................... 9
2.2 De houding van de socioloog............................................................................................. 10
Hoofdstuk 3 ....................................................................................................................12
3.1 De voorgeschiedenis: Verlichting en Tegen-Verlichting ...................................................... 12
3.2 De sociologie als satire of het contingente als leidraad ...................................................... 13
3.3 Onbedoelde gevolgen en perverse effecten ....................................................................... 13
Hoofdstuk 4 ....................................................................................................................15
4.1 Individu en samenleving: het geheel is meer dan de som van de delen ............................... 15
4.2 Een wereld op zijn kop: over ziekte en misdaad ................................................................. 15
4.3 Tweemaal het sociale: individualisme en collectivisme ...................................................... 16
The role of geography in school segregation in the free parental choice context of Dutch
cities...............................................................................................................................17
Introduction ........................................................................................................................... 17
Explanations for school segregation ........................................................................................ 17
The case: school segregation in Dutch cities ............................................................................ 17
Explanations for school segregation in the Netherlands ........................................................... 18
Conclusions and discussion ..................................................................................................... 18
Hoofdstuk 5 ....................................................................................................................19
5.1 Een tocht door de sociale werkelijkheid ............................................................................ 19
5.2 De rol: persoon noch inhoud telt ....................................................................................... 19
5.3 Functionalistische verklaring en conflictsociologie ............................................................. 19
5.4 Rollentheorie.................................................................................................................... 21
5.5 De staat binnenin: van dwang naar drang .......................................................................... 22
Reader: theoretical approaches in the sociology of education ..........................................23
Functionalist theory ............................................................................................................... 23
Durkheim’s contributions to functionalism and education ....................................................... 23
Functional theory today ......................................................................................................... 23
2
, Conflict theory ....................................................................................................................... 23
Weber’s contributions to the sociology of education ............................................................... 24
Conflict theory today .............................................................................................................. 24
Interaction and interpretive theories ...................................................................................... 24
Recent theories in the sociology of education ......................................................................... 24
A ‘new’ sociology of education ............................................................................................... 24
Modernism and postmodernism ............................................................................................. 25
Feminist theories in sociology of education ............................................................................. 25
Reader: the open systems approach ................................................................................25
Reader: Chapter 2 ...........................................................................................................26
Conflicting functions of education........................................................................................... 26
Unanticipated consequences of functions ............................................................................... 26
The importance of processes in educational systems ............................................................... 26
The function of socialization: what we learn and how we learn it ............................................ 26
The function of cultural transmission and process of passing on culture................................... 27
The function of social control and personal development ........................................................ 27
The function of selection and allocation: the sorting process ................................................... 28
The function of change and innovation: looking to the future .................................................. 29
Gender gap in science, technology, engineering, and mathematics (STEM): current
knowledge, implication for practice, policy and future direction ......................................30
Current evidenced-based explanations for gender gap in STEM ............................................... 30
Recommendations for policy, practice, and future research .................................................... 31
Future research directions ...................................................................................................... 32
Conclusion ............................................................................................................................. 32
Hoofdstuk 6 ....................................................................................................................33
6.1 Verwachten: de grondstof van het samenleven ................................................................. 33
6.2 Verwachten, voorspelen, begrijpen: de sociologische verklaring ........................................ 33
6.3 Begrijpen en hermeneutiek ............................................................................................... 33
6.4 Handeling en cultuur......................................................................................................... 34
6.5 Cultuur en situatie ............................................................................................................ 35
6.6 Communicatief handelen .................................................................................................. 35
6.7 Cultuur, situatie en de interpretatie van gedrag ................................................................. 35
Hoofdstuk 7 ....................................................................................................................37
7.1 Praktische en discursieve kennis ....................................................................................... 37
7.2 Lichaamstaal..................................................................................................................... 37
7.3 Etomethodologie .............................................................................................................. 37
3
, 7.4 Een grammatica van het samenleven ................................................................................ 38
7.5 Al die verschillende sociologische theorieën, een terugblik ................................................ 38
7.6 De robuustheid van het sociale ......................................................................................... 38
Hoofdstuk 16 ..................................................................................................................40
16.1 Bindingen ....................................................................................................................... 40
16.2 Interactiekaders: netwerken van verwachtingen ............................................................. 40
16.3 Differentiatie .................................................................................................................. 41
Reader: Chapter 7 ...........................................................................................................44
The meaning of roles .............................................................................................................. 44
Hoofdstuk 11 ..................................................................................................................45
11.1 Kaste, stand en klasse: de verborgen pijn van gelijkheid .................................................. 45
11.2 Perverse compensaties ................................................................................................... 45
11.3 De theorie van de nietsdoende klasse.............................................................................. 47
11.4 Status, smaak en distinctie: de theorie van Bourdieu ....................................................... 47
Hoofdstuk 12 ..................................................................................................................48
12.1 Ongelijkheid en macht .................................................................................................... 48
12.2 Soorten macht ................................................................................................................ 48
12.3 Stratificatie ..................................................................................................................... 48
Reader: Chapter 3 ...........................................................................................................52
Social class socialization and educational inequality ................................................................ 52
Social class and equality of educational opportunity: systemic sources of difference ................ 52
Social class and equality of educational opportunity: the continuing importance of peers and
culture ................................................................................................................................... 54
Social class and equality of educational opportunity: the transition to higher education .......... 54
Beating the odds or changing the game? ................................................................................. 55
Equal access but unequal outcomes: cultural capital and educational choice in a
meritocratic society ........................................................................................................56
Introduction ........................................................................................................................... 56
The concept of cultural capital ................................................................................................ 56
Data, variables and method .................................................................................................... 57
Results ................................................................................................................................... 57
Discussion .............................................................................................................................. 57
Hoofdstuk 8 ....................................................................................................................58
8.1 Pijn en plezier: van Bentham tot Parsons ........................................................................... 58
8.2 Verschuivingen in sanctioneringswijzen: van brandijzer tot therapie .................................. 59
8.3 Sanctioneerbaarheid: een ruil fundamenteler dan een sociaal contract .............................. 59
4
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