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현대 교육사회학 -제3판-

저자허은주 유현정 이수진 안영화 배석영 공저

  • 발행일2018-08-25
  • ISBN978-89-994-0856-4 (93370)
  • 정가18,000
  • 페이지수328
  • 사이즈4*6배 변형
  • 제본양장

도서 소개

3판 머리말
 

2010년 많이 부족하지만 사범대와 비사범대, 교육대학원에서 교직과목을 이수하는 학생들, 교육학을 처음 접하는 학생들까지 쉽게 읽고 이해할 수 있는 데 초점을 두고 첫 출판을 하였다.

몇 년 지나지 않았지만 그동안 교육을 바라보는 사회구성원의 인식의 변화와 다양한 교육의 형태가 등장했고 교육의 제도와 정책도 많은 변화가 있었다.

세 번째 개정판에서는 이러한 교육에 관한 사회적 변화를 담고자 고민하였다. 그러면서도 교육사회학의 기저를 이루는 고전적 이론은 보다 충실하게 다루고 최근 이슈화되는 학업성취, 청소년 비행, 다문화 등은 시대변화에 맞게 보완하였다.

각 장의 마지막 부분에 실린 ‘영화 및 영상’은 각 장의 내용에 부합하고 현재 사회문제를 다루는 내용으로 교체하고자 하였다. 3장의 ‘최후의 제국’을 새롭게 소개하여 교육사회학적 시각에서 충분히 고민하며 사회학적 상상력을 발휘할 수 있도록 하였다.

그리고 고전적 이론인 거시적 접근이론이 기존에 ‘한 장’으로 되어 있었던 기능이론과 갈등이론을 각각의 ‘장’으로 구분하였다. 교육사회학을 이해하는 데 기본적 관점을 제공하는 기능이론과 갈등이론의 사회관과 교육에 대한 관점을 이해하는데 충분한 도움이 되도록 내용을 보완하였다. 학업성취에 영향을 주는 요인에 비행이론을 다루어 청소년의 비행이 사회적 낙인이 되어 학업성취에 영향을 미치는 부분을 함께 생각해 보도록 했고 다문화 교육 내용을 추가하여 다문화사회에서 더불어 살아가기에 필요한 시민의식에 대해 고민해 볼 수 있도록 하였다. 또한 평생교육법은 개정된 내용으로 수정하였다.

이번 개정판이 부족한 부분을 충실하게 보완하고 학생들의 이해를 돕기 위해 읽기 편하도록 했지만 미흡한 부분이 많음을 느낀다. 그럼에도 불구하고 이 개정판이 사범대학은 물론 비사범대학 및 교육대학원의 교직과목 강의교재로 활용되어 교육과 사회현상을 올바르게 이해하고 사회학적 상상력을 길러 주는 데 유용하게 쓰여지기를 바란다.

개정3판이 출간될 수 있도록 이 책을 사랑해 주신 독자 여러분과 출판을 허락해주신 양서원 회장님 그리고 세심하게 신경을 써주신 직원 여러분들께 진심으로 감사를 드린다.

 

2018년 8월

저자 일동

 

 

차례

 

머리말 / 2

 

CHAPTER 01 인간과 사회 그리고 교육

1. 인간에 대한 이해 ······························································································· 13

2. 사회에 대한 이해 ······························································································· 16

3. 인간과 사회 그리고 교육 ··········································································· 17

1) 인간과 사회와의 관계 ∙∙∙18

2) 교육과 사회와의 관계 ∙∙∙21

3) 인간과 사회와 교육의 관계 ∙∙∙22

4. 교육의 사회적 기능 ························································································· 24

1) 문화유산 보존 및 전달 기능 ∙∙∙24

2) 사회통합의 기능 ∙∙∙25

3) 사회충원의 기능 ∙∙∙26

4) 사회적 지위 이동의 기능 ∙∙∙26

5) 사회개혁 기능 ∙∙∙27

5. 교육사회학의 개념과 학문적 성격 ······················································ 28

6 교육사회학의 연구영역 및 방법 ····························································· 30

1) 연구영역 ∙∙∙31

2) 연구방법 ∙∙∙31

 

CHAPTER 02 거시적 접근 이론: 기능이론

1. 기능이론의 사회관 ···························································································· 39

2. 기능이론의 교육관 ···························································································· 43

1) 학교교육의 사회화 기능 ∙∙∙44

2) 학교교육의 선발 및 배치 기능 ∙∙∙46

3. 학교교육 관련 기능주의 이론 ································································· 47

1) 기술기능주의 ∙∙∙47

2) 인간자본론 ∙∙∙49

4. 기능이론 교육관의 한계점과 비판점 ················································ 53

 

CHAPTER 03 거시적 접근 이론: 갈등이론

1. 갈등이론의 사회관 ···························································································· 59

2. 갈등이론의 교육관 ···························································································· 62

3. 학교교육 관련 갈등주의 이론 ································································· 69

1) 경제재생산-대응이론 ∙∙∙69

2) 문화재생산: 부르디외 문화자본이론 ∙∙∙71

4. 갈등이론 교육관의 기여점과 한계점 ················································ 76

5. 기능이론과 갈등이론 비교 ········································································· 77

 

CHAPTER 04 미시적 접근 이론

1. 현상학 ·························································································································· 85

2. 상징적 상호작용 ·································································································· 87

1) 상징적 상호작용의 개념 ∙∙∙87

2) 상징적 상호작용론의 핵심개념 ∙∙∙88

3) 상호작용이론과 관련된 교육현상 ∙∙∙92

3. 민속방법론 ··············································································································· 94

1) 민속방법론의 개념 ∙∙∙95

2) 민속방법론의 핵심개념 ∙∙∙96

3) 민속방법론의 방법 전략 ∙∙∙99

 

CHAPTER 05 사회계층과 이동

1. 사회계층과 계급의 개념 ··········································································· 105

2. 계층에 대한 관점 ···························································································· 109

1) 기능론자들의 주장 ∙∙∙109

2) 갈등론자들의 주장 ∙∙∙110

3) 계층의 분류와 특징 ∙∙∙111

3. 사회이동 ·················································································································· 114

1) 사회이동의 개인적 원인 ∙∙∙115

2) 사회이동의 사회적 원인 ∙∙∙115

4. 교육의 기능과 사회이동 ··········································································· 117

1) 기능론적 관점(교육평등화론) ∙∙∙118

2) 갈등론적 관점(불평등 재생산론) ∙∙∙122

 

CHAPTER 06 교육선발

1. 교육선발의 의미와 관점 ··········································································· 129

1) 기능론적 관점 ∙∙∙130

2) 갈등론적 관점 ∙∙∙132

2. 교육선발 이론 ···································································································· 134

1) 터너(Turner)의 이론 ∙∙∙134

2) 호퍼(Hopper)의 이론 ∙∙∙136

3. 교육선발을 통한 불평등 ··········································································· 139

4. 우리나라 입시선발제도의 특징 ··························································· 142

1) 특수목적 고등학교의 선발과정 ∙∙∙142

2) 대학의 선발과정 ∙∙∙144

 

CHAPTER 07 신자유주의와 교육

1. 신자유주의의 역사적 배경 ······································································ 151

2. 시장의 의미와 교육 ······················································································ 153

3. 신자유주의와 교육정책 ·············································································· 155

1) 교육은 공공재인가, 민간재인가 ∙∙∙155

2) 교원정책 ∙∙∙156

3) 학교선택제 ∙∙∙158

4) 자립형 사립고와 자율형 사립고 ∙∙∙161

4. 신자유주의 교육정책의 문제점과 한계 ········································ 164

 

CHAPTER 08 교육평등

1. 교육평등의 의미와 관점 ··········································································· 171

1) 교육기회의 허용적 평등 ∙∙∙173

2) 교육기회의 보장적 평등 ∙∙∙174

3) 교육조건의 평등 ∙∙∙175

4) 교육결과의 평등 ∙∙∙176

2. 교육평등과 교육정책 ···················································································· 177

1) 수월성과 평등성 교육 ∙∙∙178

2) 평준화 제도 ∙∙∙181

 

CHAPTER 09 학업성취

1. 학업성취 격차요인 ························································································· 187

1) 학교 내 요인 ∙∙∙188

2) 학교 외 요인 ∙∙∙191

2. 교사-학생의 상호작용 ················································································ 197

1) 학생에 대한 교사의 기대 ∙∙∙197

2) 교사에 대한 학생의 기대 ∙∙∙199

3) 낙인이론과 학업성취 격차 ∙∙∙200

3. 청소년 비행 ········································································································· 203

1) 비행청소년의 개념 ∙∙∙203

2) 청소년 비행 이론 ∙∙∙205

 

CHAPTER 10 교육과정의 사회적 성격

1. 교육과정사회학의 발전 ·············································································· 219

2. 신교육사회학과 지식사회학 ··································································· 222

3. 교육과정의 다양한 사회적 성격 ························································ 223

1) 정치이념과 교육과정 ∙∙∙223

2) 지배이데올로기와 잠재적 교육과정 ∙∙∙225

4. 탈 재생산 이론 ································································································· 233

1) 윌리스의 저항이론 ∙∙∙233

2) 번스타인의 교육과정 연구 ∙∙∙235

5. 교육과정사회학에 대한 비판 ································································ 238

 

CHAPTER 11 현대 사회의 교육 다양화

1. 다문화 이해 ········································································································· 243

1) 다문화의 개념 ∙∙∙243

2) 다문화이론 ∙∙∙243

2. 다문화교육 ············································································································ 245

1) 다문화교육의 개념 ∙∙∙245

2) 다문화교육의 내용 ∙∙∙246

3) 다문화교육의 방향 ∙∙∙251

3. 대안학교 ·················································································································· 253

1) 대안교육의 개념 ∙∙∙253

2) 국내 대안학교의 분류 ∙∙∙254

3) 대안학교의 비교 ∙∙∙257

4) 우리나라 대안학교의 과제 ∙∙∙260

4. 홈스쿨링 ·················································································································· 261

1) 홈스쿨링의 의미와 등장배경 ∙∙∙261

2) 국외 홈스쿨링의 현황 ∙∙∙262

3) 한국 홈스쿨링의 현황 ∙∙∙265

 

CHAPTER 12 평생교육

1. 평생교육의 개념 ······························································································· 271

1) 교육의 여러 형식 ∙∙∙271

2) 평생교육의 개념 ∙∙∙273

3) 평생교육의 이념 및 목적 ∙∙∙275

4) 평생교육과 학교교육의 비교 ∙∙∙276

2. 평생교육의 등장배경 및 필요성 ························································ 278

3. 평생학습사회와 평생학습도시 ······························································ 282

1) 평생학습사회 ∙∙∙282

2) 평생학습도시 ∙∙∙286

4. 한국의 평생교육 체제 ················································································· 292

1) 평생교육법 ∙∙∙292

2) 평생교육사 ∙∙∙293

3) 평생교육시설 ∙∙∙294

4) 학습인증제도∙∙∙296

 

참고문헌 ∙∙∙301

찾아보기 ∙∙∙317

 

저자 소개

허은주

교육학박사(인하대학교 대학원 교육사회학 전공)
현재) 사단법인 한국교육연구소 선임연구원
호서대학교 외래교수

유현정

교육학박사(인하대학교 대학원 교육사회학 전공)
현재) 한양사이버대학교 외래교수
인천 계산여자고등학교 교감

이수진

교육학박사(인하대학교 대학원 교육사회학 전공)
현재) 인천 정각초등학교 교사

안영화

교육학박사(인하대학교 대학원 교육사회학 전공)
현재) 인천 예성초등학교 교장

배석영

교육학박사(인하대학교 대학원 교육사회학 전공)
현재) 대진대학교 초빙교수