The Critical Analysis of Social Theories in the Contemporary Field of Social Foundations of Education
Keywords:
social theories, social foundations of education, teacher education, critical perspectiveAbstract
The objectives of this research were to analyze, synthesize and propose social theories in the contemporary field of social foundations of education. A qualitative approach was employed through documentary research. The research found that social theories in the contemporary field of social foundations of education can be categorized into two main perspectives, namely: structural-functionalism and conflict theory which includes relevant theories such as interpretive theory, symbolic interactionism and phenomenology. Significant theoretical debates emerge from the findings are that social foundation scholars must conduct an analysis of the influences of structural-functionalism upon the social foundations of education and the shift of social theories frameworks in this academic field that focuses on neo-Marxist theory in education or critical theory in education which theoretically inherits from conflict theory. This shift occurs on the theoretical and practical grounds which exist under the 21st century global discourse. Thus, the field of social foundations of education provide a basis for educators, teachers and practitioners to conceptualize new educational issues that eventually move beyond the notions of education that are often taken for granted.
References
ชนิตา รักษ์พลเมือง. (2534). พื้นฐานการศึกษา: หลักการและแนวคิดทางสังคม. โรงพิมพ์วิญญูชน.
สายชล สัตยานุรักษ์. (2559). การสร้าง “ความเป็นไทย” กระแสหลัก และ “ความจริง” ที่ “ความเป็นไทย”
สร้าง. หนึ่งทศวรรษเวทีวิจัยมนุษยศาสตร์ไทย: แว่นตา อารมณ์ สังคม ความจริง.
สำนักงานกองทุนสนับสนุนการวิจัย.
ออมสิน จตุพร. (2562). การเมืองเรื่องอัตลักษณ์ของศาสตร์ครุศึกษา: การท้าทายวิธีคิดวิทยาที่(ไม่)เป็น
สมัยใหม่. การประชุมวิชาการระดับชาติเวทีวิจัยมนุษยศาสตร์ไทย ครั้งที่ 13 “ภูมิภาคนิยมและ
ท้องถิ่นนิยมสมัยใหม่ในโลกไร้พรมแดน”. มหาวิทยาลัยมหาสารคาม.
ภาษาอังกฤษ
Anyon, J. (2005). Radical possibilities: Public policy, urban education, and a new social movement. Routledge.
Ballantine, J. H. & Hammack, F. M. (2012). The sociology of education: A systematic analysis. Prentice Hall.
Butin, D. (2005). Guest editor’s introduction: How social foundations of education matters to teacher preparation: A policy brief. Educational studies, 38(3), 214–229.
Canestrari, A.S. & Marlowe, B.A. (2012). Educational foundations: An anthology of critical readings. Sage.
Chartrock, R. (2000). Educational foundations: An anthology. Prentice-Hall.
Creswell, J.W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Prentice Hall.
Giroux, H.A. (1995). Is there a place for cultural studies in colleges of education? The
review of education/pedagogy/cultural studies, 17(2), 127-142.
Goodlad, J. I. (1970). The reconstruction of teacher education. Teacher’s College Record, 72(1),
61-72.
Gottesman, I. (2009). Positioning critical educational studies within the field of education:
Rethinking Lagemann’s an elusive science. Educational Foundations, 23(1-2), 3–20.
Hill, D. (2007). Critical teacher education, new labour, and the global project of neoliberal
capital. Policy Futures in Education, 5(2), 204-225.
Lao, R. (2015). A critical study of Thailand’s higher education reforms: The culture of
borrowing. Routledge.
Nash, R., & Agne, R. (1982). Beyond marginality: A new role for foundations of education. Journal of Teacher Education, 33, 2-7.
Ornstein, A.C., & Levine, D.U. (2007). Foundations of education. Prentice-Hall.
Pietig, J. (1998). How educational foundations can empower tomorrow’s teachers: Dewey
revisited. Teacher Education Quarterly, 25(4), 102–106.
Sadovnik, A. R. (1995). Postmodernism and the sociology of education: Closing the rift among
scholarship, research, and practice. In G. Noblit & W. Pink (Eds.), Continuity
and contradiction: The futures of the sociology of education. Hampton.
Scott, J. (1990). A matter of record, documentary sources in social research. Polity.
Shulman, L. (1990). Reconnecting foundations to the substance of teacher education. Teachers
College Record, 91(3), 300-310.
The Council of Learned Societies in Education. (1996). Standards for academic and
professional instruction in foundations of education, educational studies, and
educational policy studies. CLSE Report.
