교육의 사회적 기초 > 교육사회/평생교육/사회교육/직업.진로교육/실기교육

이 책에서는 가급적 쉽게 학생들이 사회학의 관점과 이론적 개념들을 이해하여 교육사회학의 연구문제로 연결시킬 수 있도록 하는 데 주안점을 두었다. 이를 위해 교육사회학을 만들고 직접 강의했던 프랑스의 사회학자이자 교육사회학자인 에밀 뒤르케임을 시작으로 사회학을 학문적으로 정립한 학자들과 이들의 사상과 관점을 다양한 방식으로 발전시킨 여러 현대 사회학자들의 이론을 정리하여 소개하였다. 물론 사회학의 이론들은 이 책에서 다룬 것보다 훨씬 다양하지만, 여기서는 직접적으로 교육사회학의 이론과 방법론의 발전에 많은 영향을 준 주요 이론들을 열 가지로 정리하여 소개하였다. 그리고 이 책에서 소개한 이론가들이 직접 교육에 대해 쓴 논문이나 이들의 이론적 관점을 교육문제에 적용한 대표적인 논문과 연구들을 소개하여 이론과 연구의 관계를 이해할 수 있도록 구성하고자 하였다.

이를 위해 이 책에서 중요하게 다룬 학자들의 핵심적인 저서들을 바탕으로 저자가 이해한 이론의 주요 특징과 개념들을 정리하였고, 각 이론적 관점에서 생각해볼 수 있는 교육사회학의 주제와 쟁점들을 포함하였다.

목차

제 1 장 뒤르케임의 사회이론과 도덕교육론 ······························13

사회적 사실로서의 사회현상 ·············································14

사회현상에 대한 탐구방법 ················································17

사회변화와 노동의 사회적 분업 ·········································19

아노미와 도덕적 개인주의 ················································23

종교의 사회적 기능 ·······················································26

사회생활의 집단적 성격과 교육 ·········································29

도덕교육과 사회통합 ······················································34

요약 및 쟁점 ······························································40

제 2 장 구조기능주의와 학교의 사회적 기능 ····························43

파슨스의 사회체제이론 ···················································44

사회적 행위와 규제 ·······················································47

사회화와 사회통합 ························································48

유형변수와 근대화이론 ···················································50

학교를 통한 사회화와 선발 ··············································56

사회체제로서의 학급구조 ·················································60

명시적 기능과 잠재적 기능 ··············································64

사회구조의 긴장과 일탈 ··················································66

요약 및 쟁점 ······························································69

제 3 장 자본주의체제의 팽창과 교육 불평등 ····························73

마르크스의 변증법적 유물론 ·············································74

사유재산과 경제적 불평등 ················································77

노동의 상품화 ·····························································80

노동 분업과 소외 ·························································83

이데올로기와 권력 ························································85

교육과 불평등의 재생산 ··················································89

요약 및 쟁점 ·····························································101

제 4 장 사회계층화와 교육을 통한 지위경쟁 ···························105

사회적 행위의 이해 ······················································106

문화와 경제활동의 관계 ·················································108

이념형과 사회적 행위 ···················································111

합법적 권위와 관료주의 ·················································114

근대성과 가치 경쟁 ······················································117

사회계층화 ································································119

지위문화로서 교육 ·······················································122

교육을 통한 지위경쟁 ···················································126

요약 및 쟁점 ·····························································134

제 5 장 문화자본과 불평등의 사회적 재생산 ···························137

문화자본, 사회자본, 상징자본 ··········································138

가정과 학교의 문화자본 ·················································143

불평등의 문화적 재생산 ·················································146

계급 취향과 문화적 아비투스 ··········································150

한국사회의 문화자본 ·····················································154

문화자본 연구의 방향 ···················································157

요약 및 쟁점 ·····························································161

제 6 장 상징적 상호작용론과 교실의 질서 ······························163

사회적 상호작용을 통한 자아의 발달 ·································164

상징적 상호작용론의 전제 ··············································170

의례적 상호작용으로서의 사회적 교환 ································172

상징적 상호작용과 문화기술지 ·········································182

교실의 상호작용과 질서 ·················································187

요약 및 쟁점 ·····························································193

제 7 장 현상적 다양성과 실재의 사회적 구성 ·························195

사회적 행위에 대한 현상학적 접근 ····································196

생활세계와 현실의 질서 ·················································200

현상적 다양성과 상징적 우주 ··········································202

민속방법론과 사회적 현실의 달성 ·····································205

위반실험과 대화분석 ·····················································210

클래런던 하이츠의 십 대들 ·············································213

요약 및 쟁점 ·····························································224

제 8 장 페미니즘과 여성 교육의 미래 ····································227

여성의 불평등에 대한 자각 ·············································228

가부장사회에서의 지배 텍스트 ·········································230

감정사회학 ································································233

감정노동과 인간소외 ·····················································236

젠더 불평등에 대한 교육담론 ··········································240

학교에서의 성역할 사회화 기제 ········································248

요약 및 쟁점 ·····························································253

제 9 장 포스트모더니즘과 거대담론에 대한 교육비평 ···············255

근대성에 대한 비평 ······················································256

계몽적 이성과 지식의 해체 ·············································259

포스트모던 문화 ··························································264

교육담론으로서의 포스트모더니즘 ······································268

타자화의 문제에 대한 교육적 시사점 ·································270

기술변화에 따른 학교의 새로운 정의 ·································273

일상의 사회적 삶에서 예술과 미학 ····································275

요약 및 쟁점 ·····························································277

제10장 세계화와 교육 ·························································279

근대화에서 세계화로 ·····················································280

세계화의 정의 ····························································284

경제와 불평등의 세계화 ·················································286

정치의 세계화와 국가의 역할 변화 ····································291

문화의 세계화와 반세계화 운동 ········································295

세계화 시대의 교육과 일의 관계 ······································297

미래교육에 대한 전망 ···················································303

요약 및 쟁점 ·····························································307

참고문헌 ···································································310

찾아보기 ···································································323

저자소개

김 안 나

이화여자대학교 사범대학 교육학과 교수로 미국 캘리포니아주립대학(UCLA)에서 교육사회학과 비교교육 전공으로 박사학위를 취득하였고, 이후 한국청소년정책연구원과 한국교육개발원의 연구위원을 역임하였다. 대학효과, 대학서열화, 학업중단, 학자금지원효과 등 고등교육사회학의 다양한 주제들을 연구해 왔고, 최근에는 학문자본주의, 국제학생이동같이 고등교육에 미치는 글로벌 자본주의의 영향에 관심을 두고 연구하고 있다. 국가균형발전위원회 제도운영전문위원, 국무조정실 교육부정책평가위원, 여성가족부 정책자문위원, 대통령교육문화수석실 정책자문위원, UCLA 방문교수, 학술지 『교육과학연구』 편집위원장 등을 역임하였고, 현재 교육과학연구소 소장, 한국교육학회 이사, 한국교육사회학회 회장으로 활동하고 있다.

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