Signalement en signatuur van de Nederlandse onderwijssociologie

Samenvatting

A brief historical outline is given on the development of the sociology of education in the US and Western Europe, specifically in Holland. Until 1950 the main factors that prevented sociology of education from developing as did general sociology, are its initial social-philosophical and normative orientation, and the fact that most educational research was done by non-sociological researchers, who concentrated on pedagogical and didactic problems. An additional factor, in several Western European countries, is that education was seen as a pedagogical didactic charge, not as a subject of social policy. Stimuli for the development of a Dutch sociology of education were: (1) a survey and follow-up studies by the provincial government of Noord-Brabant on elementary education (beginning 1951), (2) the availability of high-quality statistics on education, (3) sociological research on social stratification and mobility, (4) research on student life at u's at the end of the 1950's. Today attention is focused on two main areas: (a) selection and allocation functions of education as related to socialization processes outside the school, and (b) the organizational framework within which education takes place. Education may be seen as 'organized and professionalized socialization'. Further study is needed. Modified AA