Zusammenfassung
In der Bildungssoziologie spiegeln sich die großen theoretischen Stränge der Soziologie wider. Von den Ursprüngen in den klassischen Positionen bei Karl Marx, Max Weber und Émile Durkheim bis zu den zeitgenössisch einflussreichen Richtungen wie dem symbolischen Interaktionismus, dem Postmodernismus und der Kritischen Theorie wurde die Bildungssoziologie immer wieder von einer Vielzahl unterschiedlicher theoretischer Perspektiven beeinflusst. Dieser Beitrag bietet einen Überblick über die wichtigsten dieser Perspektiven in der Erziehungs- und Bildungssoziologie. Hierzu gehören – wie im Folgenden dargestellt – der Funktionalismus, die Konflikttheorie, der symbolische Interaktionismus und zeitgenössische Ansätze: Basil Bernsteins CodeTheorie, Pierre Bourdieus Theorie des kulturellen Kapitals, Randall Collins Theorie der Statuskonkurrenz, John Meyers Institutionen-Theorie sowie schließlich die postmoderne kritische Theorie [postmodern critical theory].
Similar content being viewed by others
Notes
- 1.
Anm. der Übersetzer: Im Deutschen wird diese Theorierichtung in der Regel als Institutionalismus bzw. als Neoinstitutionalismus bezeichnet.
- 2.
Anm. der Übersetzer: Den englischen Terminus ‚race‘ übersetzen wir hier und im Folgenden mit ‚Rasse‘; damit wird selbstverständlich nicht behauptet, dass es Rassen als soziale Gruppen gibt, sondern ist die soziale Bedeutsamkeit von Rassenkonstruktionen und rassistischen Klassifikation angezeigt.
- 3.
Anm. der Übersetzer: Die französische Originalfassung ist mit dem Titel ‚Reproduction culturelle et reproduction sociale‘ im Jahr 1972 erschienen.
- 4.
Anm. der Übersetzer: Im Deutschen ist die Bezeichnung Neoinstitutionalismus gängig.
- 5.
Anm. der Übersetzer: Im Original ist von Charter Schools die Rede; Charter Schools in den U.S.A. sind öffentliche, aber von privaten Unternehmen geleitete Schulen.
Literatur
Aronowitz, Stanley, und Henry Giroux. 1991. Postmodern education: Politics, culture and social criticism. Minneapolis: University of Minnesota Press.
Atkinson, Paul. 1981. Bernstein’s structuralism. Education Analysis 3:85–96.
Atkinson, Paul. 1985. Language, structure and reproduction: An introduction to the sociology of Basil Bernstein. London: Methuen.
Atkinson, Paul, Brian Davies, und Sara Delamont. 1995. Discourse and reproduction: Essays in honor of Basil Bernstein. Cresskill: Hampton Press.
Baker, David P. 1999. Schooling all the masses: Reconsidering the origins of American schooling in the post-bellum era. Sociology of Education 72(4): 197–215.
Baker, David P., und Gerald K. LeTendre. 2005. National differences, global similarities: World culture and the future of schooling. PaloAlto: Stanford University Press.
Baudrillard, Jean. 1981. For a critique of the political economy of the sign (Charles Leaven, Trans.). St. Louis: Tellos Press.
Baudrillard, Jean. 1984. The precession of simulacra. In Art after modernism: Rethinking representation, Hrsg. B. Wallis, 213–281. Boston: David Godine.
Bennett, Kathleen P., und Margaret D. LeCompte. 1990. How schools work. New York: Longmann.
Berger, Peter, und Thomas Luckmann. 1963. The social construction of reality. Garden City: Doubleday.
Bernstein, Basil. 1958. Some sociological determinants of perception: An enquiry into sub-cultural differences. British Journal of Sociology 9:159–174.
Bernstein, Basil. 1960. Language and social class: A research note. British Journal of Sociology 11:271–276.
Bernstein, Basil. 1961a. Social structure, language, and learning. Educational Research 3:163–176.
Bernstein, Basil. 1961b. Social class and linguistic development: A theory of social learning. In Education, economy and society, Hrsg. Anna H. Halsey, J. Floyd und C. A. Anderson, 288–314. New York: Free Press.
Bernstein, Basil. 1962a. Linguistic codes, hesitation phenomena and intelligence. Language and Speech 5:31–46.
Bernstein, Basil. 1962b. Social class, linguistic codes and grammatical elements. Language and Speech 5:221–240.
Bernstein, Basil. 1970. Education cannot compensate for society. New Society 387:344–347.
Bernstein, Basil. 1971. A sociolinguistic approach to socialisation with reference to educability. In Directions in sociolinguistics, Hrsg. Dell Hymes und John Gumperz. New York: Holt, Rinehart & Winston. (Reprinted in B. Bernstein: Class, codes and control (Vol. 1). London: Routledge & Kegan Paul, 1973).
Bernstein, Basil. 1973a. Class, codes, and control, Bd. 2. London: Routledge & Kegan Paul. (Original veröffentlicht 1971).
Bernstein, Basil. 1973b. On the classification and framing of educational knowledge. In Class, codes, and control, Hrsg. Basil Bernstein. London: Routledge & Kegan Paul, Bd. 1, S. 202–230; Bd. 2, S. 85–115 (Ursprünglich veröffentlicht in: Young, Michael F. D., Hrsg. 1971. New directions for the sociology of education. London: Collier-Macmillan).
Bernstein, Basil. 1973c. Class, codes, and control, Bd. 1. London: Routledge & Kegan Paul. (Original veröffentlicht 1971).
Bernstein, Basil. 1973d. Class, codes, and control, Bd. 3. London: Routledge & Kegan Paul. (Ursprünglich veröffentlicht: 1975).
Bernstein, Basil, und Jenny Cook-Gumperz. 1976. The coding grid, theory and operations. In Social control and socialization: A study of social class differences in the language of maternal control, Hrsg. Jenny Cook-Gumperz, 48–72. London: Routledge & Kegan Paul.
Bernstein, Basil. 1977a. Class, codes, and control, Bd. 3. London: Routledge & Kegan Paul. (Ursprünglich veröffentlicht: 1971).
Bernstein, Basil. 1977b. Class and pedagogies: Visible and invisible. In Bernstein, Basil: Class, codes, and control, Rev. ed., Bd. 3, S. 116–156. London: Routledge & Kegan Paul.
Bernstein, Basil. 1986. On pedagogic discourse. In Handbook for theory and research in the sociology of education, Hrsg. John G. Richardson, 205–240. New York: Greenwood. (Redigiert und erneut veröffentlicht in: Bernstein, Basil (1990a): S. 165–218).
Bernstein, Basil. 1990a. Class, codes and control: Vol. 4: The structuring of pedagogic discourse. London: Routledge.
Bernstein, Basil. 1990b. Social class and pedagogic practice. In Basil Bernstein, Class, codes, and control: Vol. 4: The structuring of pedagogic discourse, 63–93. London: Routledge.
Bernstein, Basil. 1990c. Elaborated and restricted codes: Overview and criticisms. In Bernstein, Basil: Class, codes and control: Vol. 4: The structuring of pedagogic discourse, 94–130. London: Routledge.
Bernstein, Basil. 1990d. The social construction of pedagogic discourse. In Bernstein, Basil: Class, codes, and control: Vol. 4: The structuring of pedagogic discourse, 165–218. London: Routledge.
Bernstein, Basil. 1995. A response. In Knowledge and pedagogy: The sociology of Basil Bernstein, Hrsg. Alan R. Sadovnik, 385–424. Norwood: Ablex Publishing Corporation.
Bernstein, Basil. 1996. Pedagogy, symbolic control and identity: Theory, research, critique. London: Taylor & Francis.
Bourdieu, Pierre. 1973. Cultural reproduction and social reproduction. In Knowledge, education, and cultural change, Hrsg. Richard Brown, 71–112. London: Tavistock.
Bourdieu, Pierre. 1977. Outline of a theory of practice. Cambridge, UK: Cambridge University Press.
Bourdieu, Pierre. 1984. Distinction: A social critique of the judgment of taste. Cambridge, MA: Harvard University Press.
Bourdieu, Pierre, und J. C. Passeron. 1977. Reproduction in education, society and culture. London: Sage.
Bowles, Samuel, und Herbert Gintis. 1976. Schooling in capitalist America. New York: Basic Books.
Burbules, Nicholas, und Suzanne Rice. 1991. Dialogue across differences: Continuing the conversation. Harvard Educational Review 61(4): 393–416.
Burbules, Nicholas, und Suzanne Rice. 1992. Can we be heard? A reply to Leach. Harvard Educational Review 62(2): 264–271.
Chatterji, Madhabi. 2005. Evidence of „what works“: An argument for extended-term mixed-method (ETMM) evaluation designs. Educational Researcher 34(5): 14–24.
Cherryholmes, Cleo. 1988. Power and criticism: Poststructural investigations in education. New York: Teachers College Press.
Coleman, James, et al. 1966. Equality of educational opportunity. Washington, DC: U.S. Government Printing Office.
Collins, Randall. 1971. Functional and conflict theories of educational stratification. American Sociological Review 36(6): 1002–1019.
Collins, Randall. 1975. Conflict sociology. New York: Academic.
Collins, Randall. 1978. The credential society. New York: Academic.
Collins, Randall, und Michael Makowsky. 1993. The discovery of society. New York: McGraw Hill.
Cookson, Peter W., Jr., und Caroline H. Persell. 1985. Preparing for power: America’s elite boarding schools. New York: Basic.
Cookson, Peter W. 1987. Closing the rift between scholarship and practice: The need to revitalize educational research. Educational Policy 1:321–331.
Danzig, Arnold. 1995. Applications and distortions of Basil Bernstein’s code theory. In Knowledge and pedagogy: The sociology of Basil Bernstein, Hrsg. Alan R. Sadovnik, 145–170. Norwood: Ablex Publishing Corporation.
Davis, Kingsley, und Wilbert Moore. 1945. Some principles of stratification. American Sociological Review 10:242–249.
Denzin, Norman K., und Yvonna S. Lincoln. 2006. Handbook of qualitative research, 3. Aufl. Thousand Oaks: Sage.
Derrida, Jacques. 1973. Speech and phenomenon. Evanston: Northwestern University Press.
Derrida, Jacques. 1981. Positions. Chicago: University of Chicago Press.
Derrida, Jacques. 1982. Of grammatology. Baltimore: Johns Hopkins University Press.
Dewey, John. 1916. Democracy and education. New York: Free Press.
Dewey, John. 1984. The public and its problems. In John Dewey: The later works, Vol. 2: 1925–1927. Carbondale/Edwardsville: Southern Illinois University Press. (Original veröffentlicht 1927).
Durkheim, Emil. 1947. The division of labor in society. Glencoe: Free Press. (Original veröffentlicht 1893).
Durkheim, Emil. 1951. Suicide. Glencoe: Free Press. (Original veröffentlicht 1897).
Durkheim, Emil. 1954. The elementary forms of religious life. Glencoe: Free Press. (Original veröffentlicht 1915).
Durkheim, Emil. 1956. Education and sociology. New York: Free Press.
Durkheim, Emil. 1962. Moral education. New York: Free Press.
Durkheim, Emil. 1977. The evolution of educational thought (P. Collins, Trans.). London: Routledge & Kegan Paul.
Durkheim, Émile. 1922/2005. Éducation et Sociologie. Neuauflage, Paris: Les Presses universitaires de France; deutsche Übersetzung (1972): Erziehung und Soziologie. Düsseldorf: Schwann. Anm. der Übersetzer.
Durkheim, Émile. 1925/1992. L’éducation morale, Mit einer Einführung von Paul Faconnet. Neuauflage, Paris: Presses universitaires de France; deutsche Übersetzung (1973): Erziehung, Moral und Gesellschaft. Vorlesungen an der Sorbonne 1902/03. Neuwied a. Rh., Darmstadt: Luchterhand sowie Frankfurt/Main: Suhrkamp 1984.
Durkheim, Émile. 1938/1990. L’evolution pédagogique en France. Mit einer Einführung von Maurice Halbwachs. Neuauflage, Paris: Presses universitaires de France; deutsche Übersetzung (1977): Die Entwicklung der Pädagogik. Zur Geschichte und Soziologie des gelehrten Unterrichts in Frankreich. Weinheim/Basel: Beltz.
Ellsworth, Elizabeth. 1989. Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review 59(3): 297–324.
Fine, Michelle. 1992. Framing dropouts. Albany/New York: SUNY Press.
Freire, Paolo. 1972. Pedagogy of the oppressed. New York: Herder & Herder.
Freire, Paolo. 1985. The politics of education. South Hadley: Bergin & Garvey.
Freire, Paolo. 1987. A pedagogy for liberation. South Hadley: Bergin & Garvey.
Fuller, Bruce, und Richard Rubinson, Hrsg. 1992. The political construction of education. New York: Praeger.
Giddens, Anthony. 1975. The new rules of sociological method. London: Cambridge University Press.
Giroux, Henry. 1981. Ideology, culture and the process of schooling. Philadelphia: Temple University Press.
Giroux, Henry. 1983. Theory and resistance in education. South Hadley: Bergin & Garvey.
Giroux, Henry. 1988. Teachers as intellectuals. South Hadley: Bergin & Garvey.
Giroux, Henry. 1991. Postmodernism, feminism, and cultural politics: Redrawing educational boundaries. Albany: SUNY Press.
Goffman, Erving. 1959. The presentation of self in everyday life. Garden City: Doubleday.
Goffman, Erving. 1961a. Asylums. Garden City: Doubleday.
Goffman, Erving. 1961b. Encounters. Indianapolis: Bobbs-Merrill.
Goffman, Erving. 1963a. Stigma. Englewood Cliff s: Prentice-Hall.
Goffman, Erving. 1963b. Behavior in public places. Garden City: Doubleday.
Goffman, Erving. 1967. Interaction ritual. Garden City: Doubleday.
Habermas, Jürgen. 1979. Communication and the evolution of society. Boston: Beacon Press.
Habermas, Jürgen. 1981. Modernity versus postmodernity. New German Critique 8(1): 3–18.
Habermas, Jürgen. 1982. The entwinement of myth and enlightenment. New German Critique 9(3): 13–30.
Habermas, Jürgen. 1983. Modernity: An incomplete project. In The antiaesthetic: Essays on postmodern culture, Hrsg. Hal Foster, 3–16. Seattle: Bay Press.
Habermas, Jürgen. 1987. The philosophical discourse of modernity (F. Lawrence, Trans.). Cambridge, MA: MIT Press.
Hallinan, Maureen T. 1996. Bridging the gap between scholarship and practice. Sociology of Education 69(Extra Issue): 131–134.
Hallinan, Maureen T., Hrsg. 2000. Handbook of sociology of education. New York: Kluwer.
Harvey, David. 1989. The condition of postmodernity: An inquiry into the origins of cultural change. Cambridge, MA: Basil Blackwell.
Holland, J. 1986. Social class differences in adolescents’ conception of the domestic and industrial division of labor, C.O.R.E., 10(1), University of London, Institute of Education.
Hurn, Christopher. 1993. The limits and possibilities of schooling. Needham Heights: Allyn & Bacon.
Jameson, Fredric. 2002. Postmodernism and consumer society. In The antiaesthetic: Essays on postmodern culture, Hrsg. Hal Foster, 11–125. Seattle: Bay Press.
Jencks, Charles. 1979. Who get’s ahead. New York: Basic Books.
Jencks, Charles. 1987. What is post-modernism? New York: St. Martin’s.
Jencks, Charles, et al. 1972. Inequality. New York: Basic Books.
Jenkins, Celia. 1990. The professional middle class and the origins of progressivism: A case study of the new educational fellowship, 1920–1950. C.O.R.E., 14 (1), University of London, Institute of Education.
Johnson, R. Burke, und Anthony Onwuegbuzie. 2004. Mixed methods: A research paradigm whose time has come. Educational Researcher 33(7): 14–26.
Karabel, Jerome, und A. H. Halsey. 1977. Power and ideology in education. New York: Oxford University Press.
Kincheloe, Joe L., und Shirley R. Steinberg, Hrsg. 1998. Unauthorized methods: Strategies for critical teaching. New York: Routledge.
Lareau, Annette. 1989. Home advantage. New York: Routledge.
Lareau, Annette. 2004. Unequal childhood: Class, race and family life. Berkeley: University of California Press.
Lather, Patti. 1989. Critical theory, curriculum transformation, and feminist mainstreaming. Journal of Education 1966(März): 49–62.
Lather, Patti. 1989. Postmodernism and the politics of enlightenment. Educational Foundations 3(3): 8–9.
Lather, Patti. 1991. Getting smart: Feminist research and pedagogy with/in the postmodern. New York: Routledge.
Levinson, David L., Peter W. Cookson, und Alan R. Sadovnik. 2002. Encyclopedia of education and sociology. New York: Routledge.
Lyotard, Jean-Francois. 1984. The postmodern condition (G. Bennington & B. Massumi, Trans.). Minneapolis: University of Minnesota Press.
Mannheim, Karl. 1936. Ideology and utopia. New York: Harcourt & Brace.
Marx, Karl. 1971. The poverty of philosophy. New York: International Publishers.
Marx, Karl, und Friedrich Engels. 1947. The german ideology. New York: International Publishers. (Original veröffentlicht 1846).
Maxwell, Joseph. 2004. Causal explanation, qualitative research and scientific inquiry in education. Educational Researcher 33(2): 3–11.
McLaren, Peter. 1991. Schooling and the postmodern body: Critical pedagogy and the politics of enfleshment. In Postmodernism, feminism, and cultural politics: Redrawing educational boundaries, Hrsg. Henry Giroux, 144–173. Albany: SUNY Press.
McLaren, Peter, und Rhonda Hammer. 1989. Critical pedagogy and the postmodern challenge: Toward a critical postmodernist pedagogy of liberation. Educational Foundations 3(3): 29–62.
Meyer, John. 1977. The effects of education as an institution. American Journal of Sociology 83(1): 55–77.
Meyer, John, und Brian Rowan. 1977. The structure of educational organizations. In Environments and organizations, Hrsg. M. Meyer und Associates, 78–109. San Francisco: Jossey-Bass.
Meyer, John, und Brian Rowan. 1978. Institutionalized organizations: Formal structure as myth and ceremony. American Journal of Sociology 83:340–363.
Meyer, John, F. O. Ramirez, Richard Rubinson, und John Boli. 1977. The world of educational revolution, 1950–1970. Sociology of Education 50:242–258.
Meyer, John, David Kamens, A. Benavot, Y. K. Cha, und S. Y. Wong. 1992a. School knowledge for the masses: World models and national primary curriculum categories in the twentieth century. London: Falmer.
Meyer, John, F. O. Ramirez, und Yasmin Soysal. 1992b. World expansion of mass education, 1870–1980. Sociology of Education 65:128–149.
Oakes, Jeannie. 1985. (2005): Keeping track: How schools structure inequality. New Haven: Yale.
Parsons, Talcott. 1959. The school as a social system. Harvard Educational Review 29:297–318.
Persell, Caroline H. 1977. Education and inequality. New York: Free Press.
Ramirez, F., und John Boli. 1987. The political construction of mass schooling: European origins and worldwide institutionalization. Sociology of Education 60:2–17.
Ravitch, Diane. 1977. The revisionists revisited. New York: Basic Books.
Riehl, Carolyn. 2001. Bridging to the future: The contributions of qualitative research to the sociology of education. Sociology of Education 74(Extra Issue): 115–134.
Rist, Ray. 1970. Student social class and teacher expectations: The self fulfilling prophecy in ghetto education. Harvard Educational Review 40:411–451.
Rist, Ray. 1973. The urban school: Factory for failure. Cambridge, MA: MIT Press.
Rist, Ray. 1977. On understanding the processes of schooling: The contributions of labeling theory. In Power and ideology in education, Hrsg. Jerome Karabel und Albert Halsey, 292–305. New York: Oxford University Press.
Rubinson, Richard. 1986. Class formation, politics and institutions: Schooling in the United States. American Journal of Sociology 92:519–548.
Sadovnik, Alan R. 1991. Basil Bernstein’s theory of pedagogic practice: A structuralist approach. Sociology of Education 64(1): 48–63.
Sadovnik, Alan R., Hrsg. 1995a. Knowledge and pedagogy: The sociology of Basil Bernstein. Norwood: Ablex Publishing Corporation.
Sadovnik, Alan R. 1995b. Postmodernism and the sociology of education: Closing the rift among scholarship, research, and practice. In Continuity and contradiction: The futures of the sociology of education, Hrsg. George Noblit und William Pink. Cresskill: Hampton Press.
Semel, Susan F. 1995. Basil Bernstein’s theory of pedagogic practice and the history of American progressive education: Three case studies. In Knowledge and pedagogy: The sociology of Basil Bernstein, Hrsg. Alan Sadovnik, 337–358. Norwood: Ablex Publishing Corporation.
Swartz, David. 1997. Culture and power: The sociology of Pierre Bourdieu. Chicago: University of Chicago Press.
Tönnies, Ferdinand. 1957. Community and society. New York: Harper. (Original veröffentlicht 1887).
U.S. Department of Education. 1983. A nation at risk. Washington, DC: U.S. Government Printing Office.
Vidich, Arthur J., und Stanford M. Lyman. 1994. Qualitative methods: Their history in sociology and anthropology. In Handbook of qualitative research, Hrsg. Norman Denzin und Yvonna Lincoln, 1. Aufl., 23–59. Thousand Oaks: Sage.
Waller, Willard. 1965. The sociology of Teaching. John Wiley & Sons Inc.
Weber, Max. 1978. Economy and society, Bd. 1 & 2. (G. Roth & C. Wittich, Hrsg.). Berkeley: University of California Press.
Weis, Lois. 1990. Working class without work. New York: Routledge.
Weis, Lois. 2004. Class reunion. New York: Routledge.
Wexler, Philip. 1987. Social analysis: After the new sociology. London: Routledge & Kegan Paul.
Young, Michael F. D., Hrsg. 1971. Knowledge and control: New directions of the sociology of education. London: Collier-Macmillan.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Section Editor information
Rights and permissions
Copyright information
© 2021 Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature
About this entry
Cite this entry
Sadovnik, A.R. (2021). Alan R. Sadovnik – Theorie und Forschung in der Erziehungs- und Bildungssoziologie. In: Bauer, U., Bittlingmayer, U.H., Scherr, A. (eds) Handbuch Bildungs- und Erziehungssoziologie. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-31395-1_78-1
Download citation
DOI: https://doi.org/10.1007/978-3-658-31395-1_78-1
Received:
Accepted:
Published:
Publisher Name: Springer VS, Wiesbaden
Print ISBN: 978-3-658-31395-1
Online ISBN: 978-3-658-31395-1
eBook Packages: Springer Referenz Erziehungswissenschaft und Soziale Arbeit