Conceptualising the sociology of education: an analysis of contested intellectual trajectories

Abstract

Po w er, S ally a n d R e e s, G a r e t h 2 0 2 0. Co n c e p t u alisi n g t h e s o ciolo gy of e d u c a tio n: a n a n aly sis of c o n t e s t e d in t ell e c t u al t r aj e c t o ri e s. B ritis h Jou r n al of S o ciolo gy of E d u c a tio n 4 1 (6) , p p.

Thinking contexts in Southern Europe education policy analysis: towards a literature review

“…We hope that these avenues, but also the necessary overcoming of the limitations of our literature review mentioned above, will lead to cooperation between researchers who will further deepen the contextualisation logics of researchers working on education policies. We think that this perspective is central, not only for sociology, but also for improving the relationship between research and educational policies, a relationship that is often thought of according to an engineering model (Power & Rees, 2020) that does not sufficiently consider the major role of social, cultural and political contexts.…”