The human capital perspective and its critiques would be discussed. The role of education in a social structure would be examined from functionalist, Marxist and Weberian perspectives. Functionalists emphasize the contributions made by education to a given social structure, in terms of role allocations and the building of competencies and commitments. The human capital perspective presents education as a means of economic growth. Conflict perspectives point out the consequences of education for inequality, domination and injustice. Marxist narratives of the role of education have tended to emphasize its reproduction of social inequality. Dependency theorists have examined globalization and its consequences for education. Weberian narratives typically engage with credentialism in education. The neo-Marxist critique of managerialism, globalization and neo-liberalism would be introduced. Gandhian, critical pedagogy and other perspectives would be discussed which have sought a sociologically informed vision of hope for better societies through education.
Core Readings:
Parsons, Talcott. 1959. “The School Class as a Social System: Someof its Functions in American Society.” Harvard Educational Review 29(4):297-318. To read first four pages. In Hindi.
Feinberg, Walter, and Jonas S. Soltis. 1998. School and society. New York and London: Teachers College Press, Columbia University.Chapter 2 on Functionalist approaches (in Hindi) and chapter 4 on Marxist sociology of education.
Collins, Randall. 1971. “Functional and conflict theories ofeducational stratification.” American Sociological Review 36(6):1002-1019. To read pp 1009-1017. In Hindi.
Bourdieu and 'habitus'" from the Powercube website http://www.powercube.net/other-forms-of-power/bourdieu-and-habitus/
Jenkins, Richard. "Pierre Bourdieu.” In Encyclopedia of Social Theory, edited by George Ritzer, 66-71. Thousand Oaks: Sage Publications, 2004
Additional Readings:
Appadurai, Arjun. Modernity at Large: Cultural Dimensions of Globalization. Minneapolis and London: University of Minneapolis Press, 1996.
Bourdieu, Pierre, and Jean-Claude Passeron. The Inheritors: French Students and Their Relation to Culture. Translated by Richard Nice. Chicago and London: Chicago University Press, 1979. Chapter 1. To read at least p 14-21.
Bourdieu, Pierre. 2004. “The forms of capital.” pp. 15-29 in The Routledge Falmer reader in sociology of education. New York: Routledge Falmer. In Hindi.
Bowles, Samuel. 1977 (1971). “Unequal Education and the Reproduction of the Social Division of Labor.” pp. 137-153 in Power and ideology in education, edited by Jerome Karabel and A.H. Halsey. New York: Oxford University Press.
Bowles, Samuel. 1978. “Capitalist Development and Educational Structure.” World Development 6:783-796. In Hindi.
Brown, Phillip, and Hugh Lauder. 2004. “Education, globalization and economic development.” pp. 47-71 in The Routledge Falmer reader in sociology of education, edited by Stephen J. Ball. London and New York: Routledge Falmer.
Boyns, David, and James David Ballard. “Developing a Sociological Theory for the Empirical Understanding of Terrorism.” The American Sociologist 35, no. 2 (June 1, 2004): 5–25. doi:10.1007/BF02692394.
Callewaert, Staf. “Pierre Bourdieu.” In Classical and Modern Social Theory, edited by Heine Andersen and Lars Bo Kaspersen, 309–325. Oxford: Blackwell, 2000. To read at least from the bottom of p 318 to p 320.
Freire, Paulo. 2000 (1970). Pedagogy of the Oppressed. London: Continuum. Chapter 2.
Illich, Ivan, Deschooling society Chapters 1 and 6.
Jeffrey, Craig. “India Waiting.” In Timepass: Youth, Class, and the Politics of Waiting in India, 1–36. Stanford: Stanford University Press, 2010.
Kapila, Kriti. “The Terms of Trade: Competition and Cooperation in Neoliberal North India.” In The State in India after Liberalization: Interdisciplinary Perspectives, edited by Akhil Gupta and K. Sivaramakrishnan, 198–230. Oxford: Routledge, 2011.
Karabel, Jerome, and A.H. Halsey. 1977. “Education, ‘human capital’ and the labor market.” pp. 307-312 in Power and ideology in education, edited by Jerome Karabel and A.H. Halsey. New York: Oxford University Press.
Kumar, Krishna. 1989. Social character of learning. New Delhi: Sage. Chapter "Learning to be backward."
Kumar, Krishna. 1993. “Mohandas Karamchand Gandhi.” Prospects: the quarterly review of education 23(3/4):507-17.
Kumar, Krishna. 1996. “Agricultural Modernisation and Education: Contours of a Point of Departure.” Economic and Political Weekly 31(35/37):2367-2373. Retrieved June 30, 2011.
Kumar, Krishna, and Padma Sarangapani. “History of the Quality Debate.” Contemporary Education Dialogue 2, no. 1 (2004): 30–52.
Lukose, Ritty A. “Liberalization’s Children - Nation, Generation and Globalization.” In Liberalization’s Children: Gender, Youth, and Consumer Citizenship in Globalizing India, 1–53. Durham [NC]: Duke University Press, 2009.
Nambissan, Geetha B., and Stephen J. Ball. 2012. “Advocacy Networks, Choice and Private Schooling of the Poor in India.” Global Networks 10 (3): 1–20.
Nambissan, Geetha B, and Srinivasa Rao, eds. Sociology of Education in India: Changing Contours and Emerging Concerns, 2013.
Pathak, Avijit. “Life at School: Need for a Critical Enquiry.” In Social Implications of Schooling: Knowledge, Pedagogy and Consciousness, 15–53. New Delhi: Rainbow, 2002.
Saxena, Sadhna. 1998. “Educationof the poor - a pedagogy of resistance.” pp. 265-298 in Education, development and underdevelopment, edited by Sureshchandra Shukla and Rekha Kaul. New Delhi: Sage Publications.
Sykes, Marjorie. 1987. The storyof nai talim. New Delih / Wardha: RRCEE / Sevagram Retrieved December 10, 2009 (http://www.eledu.net/?q=en/archive/library_resource/2009/8/18). In Hindi.
Venkatanarayana, M. “Out-of-School Children.” Economic and Political Weekly 39, no. 38 (September 18, 2004): 4219–4221.