Difference between revisions of "Watson1976b"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=D. Rodney Watson; | + | |Author(s)=D. Rodney Watson; |
|Title=Sociological theory and the analysis of strategies of educational redress | |Title=Sociological theory and the analysis of strategies of educational redress | ||
| − | |Tag(s)=EMCA; Education; | + | |Tag(s)=EMCA; Education; |
|Key=Watson1976b | |Key=Watson1976b | ||
|Year=1976 | |Year=1976 | ||
|Journal=International Review of Education | |Journal=International Review of Education | ||
|Volume=22 | |Volume=22 | ||
| − | |Pages= | + | |Number=1 |
| + | |Pages=41–62 | ||
| + | |URL=http://link.springer.com/article/10.1007%2FBF00597887 | ||
| + | |DOI=10.1007/BF00597887 | ||
| + | |Abstract=In this paper, three sociological models or theoretical ‘templates’ for the analysis of social order are outlined: (a) the order-consensus model, (b) the conflict model and (c) ‘interactionist’ models. The paper then discusses how each model can be applied to what is here called ‘educational redress’. Special reference is made to those redress strategies addressed to pre-school-age children-strategies customarily termed ‘Compensatory Education Programmes’. The paper goes on to show how proponents of each model would approach the analysis of such programmes, and how proponents of each model would criticize the other models' analyses. It is shown that the three sociological models are located in, and formalizations of, commonsense conceptions of social structure tacitly held by lay members of society, and that even professional educators typically do not make their model of society very explicit. Finally the paper upholds the belief that the above elements constitute what sociologists can add to the understanding of ‘educational redress strategies’. | ||
}} | }} | ||
Latest revision as of 01:01, 12 February 2016
| Watson1976b | |
|---|---|
| BibType | ARTICLE |
| Key | Watson1976b |
| Author(s) | D. Rodney Watson |
| Title | Sociological theory and the analysis of strategies of educational redress |
| Editor(s) | |
| Tag(s) | EMCA, Education |
| Publisher | |
| Year | 1976 |
| Language | |
| City | |
| Month | |
| Journal | International Review of Education |
| Volume | 22 |
| Number | 1 |
| Pages | 41–62 |
| URL | Link |
| DOI | 10.1007/BF00597887 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
In this paper, three sociological models or theoretical ‘templates’ for the analysis of social order are outlined: (a) the order-consensus model, (b) the conflict model and (c) ‘interactionist’ models. The paper then discusses how each model can be applied to what is here called ‘educational redress’. Special reference is made to those redress strategies addressed to pre-school-age children-strategies customarily termed ‘Compensatory Education Programmes’. The paper goes on to show how proponents of each model would approach the analysis of such programmes, and how proponents of each model would criticize the other models' analyses. It is shown that the three sociological models are located in, and formalizations of, commonsense conceptions of social structure tacitly held by lay members of society, and that even professional educators typically do not make their model of society very explicit. Finally the paper upholds the belief that the above elements constitute what sociologists can add to the understanding of ‘educational redress strategies’.
Notes
