현대교육사회학

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