HOME > 상세정보

상세정보

교육사회학 / 제3판

교육사회학 / 제3판

자료유형
단행본
개인저자
김영화, 金榮和, 1957-
서명 / 저자사항
교육사회학 / 김영화
판사항
제3판
발행사항
파주 :   교육과학사,   2022  
형태사항
509 p : 삽화 ; 24 cm
ISBN
9788925417080
서지주기
참고문헌(p. 448-491)과 색인수록
000 00000cam c2200205 c 4500
001 000046125985
005 20220826141941
007 ta
008 220826s2022 ggka b 001c kor
020 ▼a 9788925417080 ▼g 93370
035 ▼a (KERIS)BIB000016389119
040 ▼a 221022 ▼c 221022 ▼d 211009
082 0 4 ▼a 306.43 ▼2 23
085 ▼a 306.43 ▼2 DDCK
090 ▼a 306.43 ▼b 2022z2
100 1 ▼a 김영화, ▼g 金榮和, ▼d 1957- ▼0 AUTH(211009)90472
245 1 0 ▼a 교육사회학 / ▼d 김영화
246 1 1 ▼a A sociology of education
246 3 1 ▼a Sociology of education
250 ▼a 제3판
260 ▼a 파주 : ▼b 교육과학사, ▼c 2022
300 ▼a 509 p : ▼b 삽화 ; ▼c 24 cm
504 ▼a 참고문헌(p. 448-491)과 색인수록
945 ▼a ITMT

소장정보

No. 소장처 청구기호 등록번호 도서상태 반납예정일 예약 서비스
No. 1 소장처 중앙도서관/제2자료실(3층)/ 청구기호 306.43 2022z2 등록번호 111868470 도서상태 대출가능 반납예정일 예약 서비스 B M

컨텐츠정보

책소개

제3판을 위한 개정 작업은 전체 체제를 그대로 유지한 채, 최신 자료와 최근의 학문 동향을 반영하는 데 중점을 두었다. 제2판 집필 이후 출간된 국내외 교육사회학 학술지와 연구기관에서 발간한 관련 보고서를 검토하여 보완하였고, 통계자료를 최신화하였다.

교육사회학은 교육현상을 사회학적 관점과 이론 및 방법론을 적용하여 탐구하는 학문이다. 탐구 대상에 초점을 맞추어 정의한다면 교육사회학은 교육과 사회의 관계와 교육체제의 사회적 성격을 탐구하는 학문이라고 할 수 있다. 교육사회학은 연구 대상 면에 초점을 맞추면 교육학에 속하지만 이론과 방법론 면에 초점을 맞추면 사회학에 속한다.
제3판을 위한 개정 작업은 전체 체제를 그대로 유지한 채, 최신 자료와 최근의 학문 동향을 반영하는 데 중점을 두었다. 제2판 집필 이후 출간된 국내외 교육사회학 학술지와 연구기관에서 발간한 관련 보고서를 검토하여 보완하였고, 통계자료를 최신화하였다.


정보제공 : Aladin

저자소개

김영화(지은이)

경기여자고등학교와 서울대학교 및 동 대학원 교육학과를 졸업하였으며, 미국 스탠포드대학교 교육대학원에서 박사학위(Ph. D. 교육사회학 전공)를 취득하였음. 한국교육개발원 선임연구위원과 연구본부장, 국제노동기구(ILO) 제네바본부 수석연구원(senior research officer)을 거쳐 현재 홍익대학교 교육학과 교수 및 대학원장으로 재직 중임. 한국교육사회학회 회장, 미국 컬럼비아대학교 교육대학원 방문학자, 홍익대학교 사범대학 학장과 교육대학원 원장을 역임하였고, 교육부 대학발전기획단 및 자체평가위원회, 국무조정실 정부업무평가실무위원회, 고용노동부 고용정책전문위원회 및 국가기술자격정책심의위원회, 인사혁신처 중앙선발시험위원회 등에서 위원으로 활동하였음. [주요 저서] 『한국의 교육불평등』, 『한국의 교육과 사회』, 『평생학습사회에서의 인적자원 개발을 위한 사회적 파트너십 구축』, 『학습사회의 교육학』(공저), 『지역사회 교육개혁을 위한 시민사회조직의 참여』, 『교육사회학』, 『한국 산업화 시기의 교육과 경제성장』, 『피에르 부르디외와 교육』 외 다수 [주요 논문] “정치·사회적 맥락에서 본 OECD주요국의 중등 사학에 대한 국가 지원과 통제”, “문화자본의 개념화와 문화자본 연구의 주요 쟁점에 관한 비판적 검토”, “대안학교 졸업생은 어떤 삶을 살아가고 있는가?”, “초국가적 정책 행위자로서 국제기구의 교육부문 사업 동향 비교” 외 다수

정보제공 : Aladin

목차

제3판 머리말 / 3

제1부 교육사회학이란 무엇인가?
제1장 교육사회학의 성격과 발달 ········································17
1. 교육사회학의 성격 ··················································17
2. 교육사회학의 발달 ··················································27

제2장 교육사회학 이론 ···················································37
1. 기능론적 관점 ······················································38
2. 갈등론적 관점 ······················································43
3. 해석적 관점 ························································51

제2부 교육과 국가, 시장, 시민사회
제3장 공교육제도의 발전과 위기 ·······································63
1. 공교육의 개념 ······················································63
2. 공교육제도 탄생의 동인 ············································71
3. 공교육제도에 대한 도전과 대응 논리 ································76

제4장 신자유주의와 교육 시장화 ·······································83
1. 교육 시장화의 개념과 원리 ·········································84
2. 교육 시장화의 배경 ················································86
3. 교육 시장화의 제도와 정책 ·········································89
4. 교육 시장화에 대한 지지와 비판 ···································105

제5장 시민사회의 교육 참여 ···········································113
1. 시민사회조직과 시민사회운동의 성격 ·······························113
2. 시민사회의 교육 참여, 왜 필요한가? ·······························118
3. 시민사회의 교육 참여, 어떻게 이루어지는가? ······················120

제6장 글로벌화와 교육 ··················································145
1. 교육 글로벌화의 의미와 특성 ······································145
2. 교육 글로벌화에서 국제기구의 역할 ································155
3. 글로벌화의 교육적 함의 ···········································163

제3부 교육과 평등
제7장 교육평등론 ·························································171
1. 교육평등 ··························································172
2. 교육과 사회평등의 관계 ···········································185
3. 평생학습사회에서 교육과 불평등 ···································215

제8장 교육과 사회계층 이동 ···········································221
1. 사회경제적 지위 성취 과정에서 교육의 효과 ·······················221
2. 사회계층이 교육에 미치는 영향 ····································230

제9장 교육과 성별 불평등 ··············································251
1. 교육과 성별 불평등에 대한 여러 관점 ·····························252
2. 성 불평등한 교육 현실 ············································257
3. 성별 학업성취 격차 ···············································270
4. 양성 분리학교와 혼성학교의 효과성 ································280

제10장 다문화사회와 교육 불평등 ·····································297
1. 다문화사회의 현실 ················································298
2. 다문화사회에 대한 이론적 관점 ····································301
3. 다문화사회에서의 교육 불평등 ·····································309
4. 다문화교육 ························································322

제4부 교육내용과 학교조직의 사회적 맥락
제11장 교육내용과 평가의 사회성 ·····································331
1. 교육과정에 대한 사회학적 접근 ····································333
2. 교육평가와 시험의 사회적 맥락 ····································355

제12장 학교효과와 효과적인 학교 ·····································375
1. 학교효과 ··························································376
2. 효과적인 학교 ·····················································384
3. 사립학교의 효과성 ················································394

제5부 교육과 일의 세계
제13장 교육과 직업세계의 관계 ········································411
1. 교육과 직업세계의 관계를 설명하는 이론 ··························411
2. 능력주의와 학력주의 ··············································425

제14장 직업세계의 변화와 능력관 ·····································433
1. 능력관 ····························································433
2. 직업세계의 변화와 능력관의 변화 ··································441

ㆍ 참고문헌 / 448
ㆍ 주 / 492
ㆍ 찾아보기 / 502

관련분야 신착자료